scholarly journals Results Analysis of Russian Students’ Participation in the Online International Educational Project X-Culture

2019 ◽  
Vol 9 (3) ◽  
pp. 168 ◽  
Author(s):  
Irina Zakharova ◽  
Aleksandra Kobicheva ◽  
Natalia Rozova
Keyword(s):  
Focus Group ◽  
Student Satisfaction ◽  
English Language ◽  
International Project ◽  
Self Assessment ◽  
Intercultural Communications ◽  
Project Participant ◽  
Before And After ◽  
The Impact ◽  
Quantitative And Qualitative Methods

The purpose of the paper is to assess the experience of Russian students in the online project class. The authors studied the impact of the international project “X-Culture” on the level of development of socio-cultural competencies of students and their knowledge of the English language. An additional aspect of the analysis was the question of the connection of students’ perception of the goal of participation in the international project “X-Culture” with their self-motivation and self-assessment of the success of the results achieved. The study used both quantitative and qualitative methods—student testing, database analysis provided by the project “X-culture”, and focus group records. The result of the participation has been inconsistent. As expected, such sociocultural competence as the level of proficiency in English increased among the majority of students, as confirmed by the values of the student’s criterion for the results of language testing, conducted before and after the project. At the same time, average indicators of sociocultural competences such as “interpersonal skills”, “creativity”, “leadership”, and “friendliness” have deteriorated during the project that is confirmed by the trends lines of time series. The focus group revealed differences in terms of participation in the X-Culture project, their connection with self-motivation, and student satisfaction with the results achieved. Students who have achieved high levels of sociocultural competences have set themselves the goals of participation in the project related to the improvement of professional competencies and intercultural communications. At the same time, students were most satisfied with their activities in the project and the results achieved, aimed at obtaining new professional knowledge and skills, and students whose goal was simply to obtain an international certificate of the project participant.

Rater variation in pragmatic assessment: The impact of the linguistic background on peer-assessment and self-assessment

2020 ◽  
Vol 16 (1) ◽  
pp. 67-85
Author(s):  
Sunni L. Sonnenburg-Winkler ◽  
Zohreh R. Eslami ◽  
Ali Derakhshan
Keyword(s):  
English Language Learners ◽  
Speech Acts ◽  
English Language ◽  
Rating Scale ◽  
Peer Assessment ◽  
Self Assessment ◽  
Native Languages ◽  
Social Rules ◽  
Language Background ◽  
The Impact

AbstractThe present study investigates variability among raters from different linguistic backgrounds, who evaluated the pragmatic performance of English language learners with varying native languages (L1s) by using both self- and peer-assessments. To this end, written discourse completion task (WDCT) samples of requesting speech acts from 10 participants were collected. Thereafter, the participants were asked to assess their peers’ WDCTs before assessing their own samples using the same rating scale. The raters were further asked to provide an explanation for their rating decisions. Findings indicate that there may indeed be a link between a rater’s language background and their scoring patterns, although the results regarding peer- and self-assessment are mixed. There are both similarities and differences in the participants’ use of pragmatic norms and social rules in evaluating appropriateness.

Impact of inquiry-based English teaching through digital applications on primary schoolchildren's reading comprehension and autonomy in pandemic situation

2021 ◽  
Vol 5 (S3) ◽  
Author(s):  
Ekaterine Pipia ◽  
Irina Chikovani
Keyword(s):  
Academic Performance ◽  
Reading Comprehension ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Autonomy Development ◽  
Study Results ◽  
Before And After ◽  
Quantitative Manner ◽  
The Impact

Considering the urgency of integrating technologies in the contemporary classrooms, the aim of the presented study has been shaped to outline the impact of inquiry-based English language teaching through digital applications on primary learners’ reading comprehension and autonomy development during a pandemic outbreak of COVID-19. The research context has been designed in a quantitative manner to analyze experiment results and compare control and treatment group learners’ reading comprehension and academic achievement levels as well as to measure primary schoolchildren’s level of autonomy before and after the treatment. The subjects’ autonomy level, curiosity and interest in reading through digital applications before and after the experiment have been evaluated through pre and post-experimental questionnaires. Learning processes of two experimental and two control groups were compared to create four research contexts for the study. Discrepancy between inquiry-based teaching through a digital library and a traditional way of teaching reading has been emphasized in the study results. The obtained data has been analyzed using SPSS to compare the academic performance results. The study revealed that inquiry-based English language teaching through digital applications highly enhanced the primary learners’ academic performance in reading and increased their motivation level to study independently.

scholarly journals Inquiry-based learning to improve student engagement in a large first year topic

2015 ◽  
Vol 6 (2) ◽  
pp. 65-71 ◽  
Author(s):  
Masha Smallhorn ◽  
Jeanne Young ◽  
Narelle Hunter ◽  
Karen Burke da Silva
Keyword(s):  
Student Engagement ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Before And After ◽  
Multiple Choice Exam ◽  
The Impact

Increasing the opportunity for students to be involved in inquiry-based activities can improve engagement with content and assist in the development of analysis and critical thinking skills. The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped. Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment. Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes. All disciplines should consider including inquiry-based activities as a methodology to improve student engagement and learning outcome as it fosters the development of independent learners. 

scholarly journals Impact of Formative Assessment Practices on Student Motivation for Learning the English Language

2022 ◽  
Vol 10 (1) ◽  
pp. 25-41
Author(s):  
Anita Muho ◽  
Gentjana Taraj
Keyword(s):  
High School Students ◽  
Formative Assessment ◽  
Student Motivation ◽  
English Language ◽  
Peer Assessment ◽  
Assessment Practices ◽  
School Students ◽  
Self Assessment ◽  
Motivation For Learning ◽  
The Impact

This study aimed at exploring the impact of formative assessment practices on student motivation for learning the English language. As Leahy, Lyon, Thompson, and Wiliam (2005) stated, education needs to change its function from collecting the results of right or wrong, and to encourage teachers in gathering information that will affect the educational decisions. This study is a non-experimental, correlational study, to describe the relationship between formative assessment practices and motivation for leaning. The instrument used was a questionnaire on high school students from public and private schools, who were selected randomly by stratified sampling. They belonged to three major high schools of Durres, Albania. The findings of this study showed that factors like strategic questions used by the teacher during formative assessment, student’s portfolio, self-assessment, and peer assessment affected positively the motivation for learning the English language. The results of the regression equation revealed that from four independent variables, the factor that had the greatest impact on motivation for learning were strategic questions used by the teacher during formative assessment, followed by self-assessment, peer assessment and student’s portfolio. This study identified ways of intervention to promote motivation for learning the English language. The study will contribute in the Albanian context showing how assessment practices made an impact on student motivation. It will help educational institutions and policy makers, foreign language teachers in improving the assessment practices to promote student motivation in learning the English language.

The Impact of Weblog on Omani Learners' Writing Skills in the English Language

2018 ◽  
Vol 9 (4) ◽  
pp. 33-51 ◽  
Author(s):  
Yahya Ashour Mohammed Alkhoudary
Keyword(s):  
Language Learners ◽  
English Language ◽  
Writing Skills ◽  
Teaching Writing ◽  
Writing Quality ◽  
Promising Tool ◽  
Computer Mediated ◽  
Before And After ◽  
Teachers And Students ◽  
The Impact

The aim of this study is to investigate the impact of utilizing weblog on facilitating teaching writing at Buraimi University College (BUC) and to explore the extent to which a blog as a computer-mediated tool enhances learners' writing skills in English as a foreign language e(EFL), English as a second language (ESL). Vygotsky's model will be adopted in this study. Furthermore, a process approach is employed to involve students in writing. A mixed-method of qualitative and quantitative was embraced. Three instruments were used to answer the research questions of the study. The participants consisting of 60 students, were placed into two groups: 30 students for experimental group (Ex.G.) and 30 for the controlled group (Cont. G.). Also, 30 EFL teachers (15 males and 15 females) were selected randomly. Pre-and post-tests were assigned to both groups before and after incorporating weblog as a teaching tool. Questionnaires were distributed to (Ex. G) to check the effect of using a weblog on students' writing quality. Interviews were also conducted with both teachers and students. The findings reveal that the students of weblog group significantly outperform their counterparts. This study concludes that integrating weblogs in teaching is of paramount importance to language learners and a promising tool in higher education.

scholarly journals Analysis of the sources of COVID-19 transmission in France by Self-assessment Web-application before and after the Partial Autumnal Lockdown: Observational Study (Preprint)

2021 ◽  
Author(s):  
Fabrice Denis ◽  
Anne-Lise Septans ◽  
Florian Le Goff ◽  
Stephan Jeanneau ◽  
François-Xavier Lescure
Keyword(s):  
Observational Study ◽  
Incubation Time ◽  
Web Application ◽  
Close Relative ◽  
Media Campaign ◽  
Self Assessment ◽  
National Media ◽  
Before And After ◽  
The Impact ◽  
Second Wave

BACKGROUND We developed a questionnaire on a web-application for COVID-19 circumstances of contamination analysis in France during the 2nd wave of pandemic. OBJECTIVE To analyze the impact on contaminations characteristics of the second partial lockdown in France to adapt health public restrictions to further pandemic surges. METHODS Between 12/15/2020 and 12/24/2020, after a national media campaign, users of sourcecovid.fr web-application were asked questions about their own or a close relative COVID-19 contamination after 8/15/2020 in France. Data of contamination’s circumstances were assessed and compared before and after the second partial lockdown which occurred on 10/25/2020 during the second wave of pandemic and was ongoing on 12/24/2020. RESULTS As of December 24, 2020, 441 000 connections on web-application were observed. 2218 questionnaires were assessable for analysis. 61.8% were sure of their contamination origin and 38.2% thought they knew it. The median age of users was 43.0 years (IQR 32 to 56), 50.7% were male. The median incubation time of the assessed cohort was 4.0 days (IQR 3 to 5). Private area (family and friends) was the main source of contamination (50.2%) followed by work colleagues: 27.7%. The main time of contamination of the day was the evening (35.3%) before the lockdown and was reduced to 18.2% after it (P<0.001). The person who transmitted the virus to the user before and after the lockdown was significantly different (P<0.001): a friend (29.0% vs 14.1%), a family close relative (23.1% vs 32.7%), a work colleague (23.9% vs 34.2%). The main location where the virus was transmitted to the users before and after lockdown was significantly different too (P<0.001), respectively: Home (21.3% vs 25.5%), at work (22.4% vs 29.6%), collective places (33.0% vs 15.0%), and care centers (4.4% vs 9.7%). CONCLUSIONS Modalities of transmissions significantly changed before and after the 2nd lockdown in France. The main sources of contaminations remained the private area and work colleagues. Work became the main location of contamination after lockdown whereas collective places contaminations were strongly reduced. CLINICALTRIAL ClinicalTrials.gov NCT04670003

scholarly journals Addiction peer recovery coach training pilot: assessment of confidence levels

PeerJ ◽  
2021 ◽  
Vol 9 ◽  
pp. e10783
Author(s):  
Nicholas Guenzel ◽  
Hongying Dai
Keyword(s):  
American Indians ◽  
Addiction Treatment ◽  
Initial Attempt ◽  
Self Assessment ◽  
Systematic Analysis ◽  
Confidence Levels ◽  
Before And After ◽  
Average Confidence ◽  
Self Assessments ◽  
The Impact

Background Peer recovery coaches (PRCs) have become a critical tool in addiction treatment in many areas of the world. Despite this fact, no identified research has examined the process or impact of PRC training. Furthermore, no scales were identified to measure trainee confidence in various PRC techniques. The goal of this article is to analyze the process and immediate impact of PRC training of twelve American Indians (AIs) in a culturally-specific program. We focus most specifically on trainee confidence levels. Methods No written consent was obtained and completion of the assessment was considered consent. Trainees completed self-assessments before and after the training. The self-assessment examined nine areas ranging from understanding the role of PRCs to knowledge of effective PRC techniques. Paired t-tests were used to assess for changes in individual trainee responses between the pre- and post-assessments. Results Pre-training responses ranged from moderate to high. Questions with the lowest average confidence levels address PRC activities or specific techniques to facilitate recovery. All nine questions showed statistically significant mean improvements in the post-training self-assessments. Questions regarding specific PRC activities and techniques showed the greatest improvement. Questions relating to helping people more generally showed the smallest improvement. Average post-training responses fell within a very narrow range indicating relatively consistent confidence levels across skills. Analysis indicates participants were possibly over-confident in certain areas (i.e., maintaining boundaries). This small pilot represents an initial attempt to measure confidence levels of PRC trainees. The findings may inform future training by identifying certain areas where emphasis might be most helpful for trainees. In addition, it is hoped that this work will encourage more systematic analysis of the impact of PRC training on individuals.

scholarly journals 1379Has the reporting quality of published randomised controlled trial protocols improved since the SPIRIT statement?

2021 ◽  
Vol 50 (Supplement_1) ◽  
Author(s):  
Aidan Tan ◽  
Zet Tan ◽  
Tom Li ◽  
Ian Harris ◽  
Justine Naylor ◽  
...  
Keyword(s):  
Randomised Controlled Trial ◽  
English Language ◽  
Controlled Trial ◽  
Reporting Quality ◽  
Recent Period ◽  
Before And After ◽  
Trial Protocols ◽  
Randomised Controlled ◽  
The Impact

Abstract Background The impact of the SPIRIT statement on the reporting quality of RCT protocols in health research is unknown. This methodological study aimed to determine the reporting quality of published randomised controlled trial (RCT) protocols before and after the SPIRIT statement, and any association with author, trial or journal factors. Methods RCT protocols were identified by searching MEDLINE, Embase and CENTRAL, included if published in full-text, English language and a peer-reviewed journal, and assessed with the SPIRIT statement checklist items. Results 300 RCT protocols were retrieved; 150 from the period immediately before the SPIRIT statement and 150 from a recent period after the SPIRIT statement. 47.9% (95% CI, 46.5% to 49.3%) of checklist items were adequately reported in RCT protocols before the SPIRIT statement and 56.7% (95% CI, 54.9% to 58.5%) after the SPIRIT statement. This represents an 8.8% (95% CI, 6.6% to 11.1%; p &lt; 0.0001) mean improvement in the overall proportion of checklist items adequately reported since the SPIRIT statement. The factors associated with higher reporting quality of RCT protocols in multiple regression analysis were author expertise or experience in epidemiology or statistics, multicentre trials, longer protocol word length and publicly reported journal policy of compliance with the SPIRIT statement. Conclusions The overall reporting quality of RCT protocols has significantly improved since the SPIRIT statement, although a substantial proportion of individual checklist items remain poorly reported. Key messages Continued, concerted and coordinated efforts are required by journals, editors, reviewers and investigators to improve the completeness and transparency of RCT protocols.

scholarly journals The impact of project based-CLIL on students’ english proficiency

2021 ◽  
Vol 15 (1) ◽  
pp. 11-18
Author(s):  
Hery Yufrizal
Keyword(s):  
Higher Education ◽  
English Language ◽  
English Proficiency ◽  
Higher Education Institutions ◽  
Integrated Learning ◽  
Group Presentation ◽  
Before And After ◽  
Higher Institutions ◽  
The Impact ◽  
Formation Of Groups

The objective of this article is to explore the effectiveness of a method of teaching English as a foreign language in Indonesian higher institutions called project based Content Language Integrated Learning (CLIL) higher education institutions. The design proposed was based on the principle of language integrated learning (CLIL). Quantitative data were obtained from the scores of students' English proficiency before and after CLIL model application. While the qualitative data were obtained from the output of language produced by students during the learning process took place The results showed that CLIL English language course at higher education institutions in Lampung could work effectively. This is evident from the implementation of the whole program activities, from the implementation of the formation of groups, students work in groups to finish the project, group presentation activities, personal presentations and students’ responses to all activities.

scholarly journals The Impact of Cooperative Learning on Developing Speaking Ability and Motivation Toward Learning English

2019 ◽  
Vol 5 (3) ◽  
pp. 83-101 ◽  
Author(s):  
Ehsan Namaziandost ◽  
Vida Shatalebi ◽  
Mehdi Nasri
Keyword(s):  
Cooperative Learning ◽  
Intrinsic Motivation ◽  
English Language ◽  
Control Group ◽  
Control Group Design ◽  
English Classes ◽  
Before And After ◽  
Iranian Students ◽  
The Impact ◽  
Speaking Skills

This study aimed to investigate the effectiveness of cooperative learning in English language classrooms to enhance Iranian students’ speaking skills and motivations. A pre-test–post-test control group design was employed to compare the impact of the cooperative learning approach with that of traditional whole-class instruction on speaking skills and six aspects of learning motivation: intrinsic motivation, integrated regulation, identified regulation, introjected regulation, external regulation, and amotivation. The data of the current study were gathered at multiple points of time before and after the end of the experiment to determine the effectiveness of cooperative learning on the sample’s speaking skills and motivations. In practical terms, the sample’s speaking skills were first examined through an English oral test prior to and after some cooperative learning instructional activities were provided. Next, a seven-point Likert scale-questionnaire was administered to the sample before and at the end of the course to check students’ motivation towards the use of cooperative learning in English classes. The data were analyzed using basic and inferential statistical methods including mean scores, standard deviations, independent and paired sample t-tests, one-way ANCOVA, and effect size. The findings showed remarkable development in the students’ speaking skills after the introduction of cooperative learning techniques. Moreover, the findings suggested significant differences in favor of cooperative learning for improving intrinsic motivation, but no differences were found on other aspects of motivation. In light of the findings, the researchers recommend that teachers could benefit from applying CL in English classes, which may in turn develop students’ speaking skills and motivation.

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