scholarly journals Using Student-Generated Web Comics on Pixton as a Tool for Learning Shakespearean Drama

2019 ◽  
Vol 8 (2S9) ◽  
pp. 800-803
Keyword(s):  
Teaching And Learning ◽  
Meaning Making ◽  
English Literature ◽  
Control Group ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Post Test ◽  
Students Attitudes ◽  
Effective Teaching And Learning ◽  
Experimental Group

The study examined the effectiveness of using student-generated web comics on Pixton as a tool for enhancing students’ performance in meaning making and learning Shakespearean drama among tertiary level students in university. This study explored students’ attitudes towards generating web comics in learning Shakespearean drama. This study was conducted on 35 students who were studying English literature in one of the universities in Iran. This study employed a true experimental of posttest-only control-group research design with a mixed-method approach. The students were chosen based on purposive sampling and were randomly allocated into control group and experimental group. The control group had undergone conventional approach of learning the drama while the experimental group experienced learning through generating web comics in order to learn and construct the meaning of the drama. The instruments used to gather data in this research were post-test and a questionnaire on students’ attitudes. The students were given a post-test after learning the Hamlet play written by W. Shakespeare. The questionnaire was distributed to the students in experimental group after conducting the treatment and post-test. Quantitative data derived from the analysis of post-test were tabulated in descriptive statistics and an Independent T-test. Students’ answers in post-test were also analysed qualitatively. The results of the questionnaire were coded as numerical scores of frequency and percentage for statistical analysis. The findings of the study revealed that the students who used generating web comics attained a better performance and higher academic achievement in meaning making and learning Shakespearean drama compared to the students who were exposed to conventional learning method. The students also developed strongly positive attitudes towards use of student-generated web comics in learning the drama. This study will help teachers and students to create a new positive environment in the classroom with integration of technology, in which they can feel the enjoyment in effective teaching and learning process of Shakespearean drama.

Integrating a Learning Management System into a Writing Course

2015 ◽  
pp. 473-497
Author(s):  
Mehrak Rahimi ◽  
Seyed Shahab Miri
Keyword(s):  
Management System ◽  
Control Group ◽  
Online System ◽  
Positive Attitudes ◽  
Writing Course ◽  
Post Test ◽  
Students Attitudes ◽  
The Impact ◽  
The Relationship ◽  
Experimental Group

In this chapter the impact of using a leaning management system (LMS) to manage homework assignments on students' achievement in a letter writing course was investigated. Additionally, the relationship between students' attitudes toward the online system and their motivated strategies for learning was investigated. Two groups of students participated in the course. The experimental group used the LMS as the homework assistance to submit their homework for one semester. The control group did and delivered their homework using paper-and-pencil approach. The result of the data analysis revealed that the experimental group outperformed the control group in the writing post-test. Further, the students were found to have positive attitudes toward using technology to manage their homework and this attitude was found to be related to their motivated strategies for learning. The motivated strategies were found to be related to achievement in writing, while attitudes towards the system were not.

scholarly journals The effect of using Audio Visual Chat on seventh grade students' oral skills in Jordan and their attitudes toward it: أثر استخدام الدردشة المرئية على المهارات اللفظية لمتعلمي اللغة الإنجليزية لدى طلاب الصف السابع في الأردن واتجاهاتهم نحوها

2021 ◽  
Vol 5 (36) ◽  
pp. 198-181
Author(s):  
Khetam Abd Al- Rahman Al- Rawashdeh Khetam Abd Al- Rahman Al- Rawashdeh
Keyword(s):  
Teaching And Learning ◽  
Reading Test ◽  
Control Group ◽  
Seventh Grade ◽  
North West ◽  
First Semester ◽  
Post Test ◽  
Students Attitudes ◽  
Oral Skills ◽  
Experimental Group

This study aimed to examine the effect of audiovisual chat on seventh grade students English foreign language (EFL) learners’ oral skills. It also investigated the seventh grade students' attitudes toward using audiovisual chat in teaching and learning oral skills in English. The study participants consisted of 32 seventh grade female students from Al Khanasiri Mixed Elementary School at Al- Mafraq, North West Badia Region during the first semester of the scholastic year 2020/2021. The study's participants were divided into two groups: The first group was experimental consisted of (16) students who used the audiovisual chat and the second group was a control one consisted of (16) students who were submitted to regular instruction. To carry out this study, two instruments were used which were the pre- test and post- test. They were of two parts: a speaking and reading test that examined students’ ability to interact appropriately in communicative settings and a questionnaire. To measure the effects of audiovisual chat on the seventh grade learners’ oral skills, before beginning the experiment, both groups will take a speaking and reading test to measure their existing awareness at the start of the first semester of the academic year 2020/2021. The study's findings show that the experimental group performed better in the oral ability than the control group, due to this new teaching approach that incorporates audiovisual chat. The study's findings reveal that the experimental group is more inspired than the control group. This is due to the effect of using audiovisual chat. Accordingly, a number of conclusions and recommendations are provided.

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.

scholarly journals Improving Students' Reading Comprehension of Report Text with KWL Strategy

2019 ◽  
Vol 8 (1) ◽  
pp. 25-36
Author(s):  
Nudiya Afiya Farha ◽  
Rohani Rohani
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Control Group ◽  
Eleventh Graders ◽  
Post Test ◽  
Sample Test ◽  
Quasi Experimental ◽  
Significant Achievement ◽  
Experimental Group ◽  
Report Text

ABSTRACT This research was carried out to know the effectiveness of implementing KWL strategy to improve students’ reading comprehension of report text and to know whether there is a significant achievement difference between students who were taught with KWL strategy and those who were not. The instrument used was a multiple choice reading comprehension test. Seventy two eleventh graders of SMA Negeri 1 Bae Kudus were selected as the sample. They were divided equally into experimental and control group. The data collection involved pre-test, treatments, and post-test. The result of the implementation of KWL strategy in the experimental group improved the students’ participation, motivation, and interest during teaching and learning process. In addition, the results of pre-test and post-test showed that mean score of the experimental group had a higher increase from 74.58 to 90.97 than the control group (from 72.77 to 87.77). However, the Independent Sample Test showed there was no significant achievement difference between the students who were taught with KWL strategy and those who were not. (1.80) was higher than.  Keywords: Quasi-experimental; KWL strategy; reading comprehension; report text

scholarly journals The Effect of Memory Strategy Training on Vocabulary Learning by EFL Female Students of the College of Languages and Translation: An Experimental Study

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Ghadah Fahad Alzaidi
Keyword(s):  
Traditional Instruction ◽  
Strategy Training ◽  
Control Group ◽  
King Saud University ◽  
New Words ◽  
Before And After ◽  
Post Test ◽  
Students Attitudes ◽  
Positive Effect ◽  
Experimental Group

The purpose of this study was to investigate the effectiveness of memory strategies (MSs)in improving students' ability to recall and spell newly learned vocabulary items. The researcheronly considered three types of MSs: grouping, placing new words in to a context and structuredreviewing. In addition, the study used a questionnaire that explored students' attitudes towardsMSs in general, and towards the specific MSs that they have been trained to use, as well as therelationship between MSs and motivation and between MSs and anxiety. intact groups (63 students in total) were selected from level three of the College of Languages and Translation (COLT) at King Saud University (KSU), Kingdom of Saudi Arabia. The two groups were assigned to the experimental group (36 students) and the control group(27students). The control group received traditional instruction that depended on the textbook without any MS training, whereas the experimental group received a combination of traditional instruction and MS training. A pre- and post-test were administered to both groups before and after the experiment to examine students' ability to recall the meaning of vocabulary items and their ability to spell them correctly. The experiment lasted for fourteen weeks through which the participants received seven MS training sessions. The study found out that MS training was effective in improving students' ability to recall the meaning of vocabulary items when needed and their ability to spell them correctly. Moreover, the results showed that the subjects of the experimental group showed positive attitude towards MSs and most of them agreed on the positive effect that MSs had on raising their motivation and reducing their anxiety while learning vocabulary.

scholarly journals Information and Communication Technology in Teaching and Learning: Perspectives on E-Learning at Higher Education Level

2020 ◽  
Vol 8 (5) ◽  
pp. 4084-4086
Keyword(s):  
Academic Achievement ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Control Group ◽  
Post Test ◽  
Information And Communication ◽  
E Learning ◽  
Teaching Learning ◽  
Experimental Group

Technology can be a powerful tool for transforming learning. To be a successful teacher one should be learner always and should have the mind to comprehend and design new methodologies in their transaction process. ELearning courseware is an effective model of teaching and learning framework that can enhance academic achievement of students. In this research, E-Learning courseware is developed for B.Ed curriculum and the effectiveness of E-Learning courseware is studied on academic achievement of Prospective teachers studying B.Ed course. 80 students studying B.Ed. course are selected as sample by convenient sampling method. 40 of which are assigned in the experimental group and 40 in the control group. Experimental Group is subjected to E-Learning courseware and the Control group is subjected to Conventional method of teaching, Pre-test – Post Test non-equivalent groups design is used for the study. Achievement test developed and validated by the researcher is administered to measure the academic achievement of the prospective teachers as pre-test and post-test. Effectiveness of E-Learning courseware is studied on academic achievement of Prospective teachers studying B.Ed course. In the analysis of data, t-test and descriptive analysis were used. Results showed that there is significant effect of ELearning courseware in enhancing the academic achievement of Prospective Teachers. This research opens new avenues in teaching learning process which can empower students.

scholarly journals Learning Alphabets Through Infographics

2020 ◽  
Vol 23 (1) ◽  
pp. 1
Author(s):  
MICHAEL OLUBUNMI ODEWUMI ◽  
Grace O. OPUTA, Grace O ◽  
Isyaka BELLO
Keyword(s):  
Early Childhood ◽  
Staff Development ◽  
Teaching And Learning ◽  
Control Group ◽  
School Teachers ◽  
Childhood Education ◽  
Post Test ◽  
Elementary Classes ◽  
Effective Staff Development ◽  
Experimental Group

Early stages of reading and writing rest solely on the alphabet.  Learning of letters with infographics in the elementary classes makes learning more easy and meaningful.  The study examined the potentials of infographics in enhancing learning at an early childhood level especially on letters.  The researcher utilized experimental design which including pre and post-test. The package was validated by experts with a reliability coefficient of 0. 77. The findings of this study showed that the experimental group means a score of 30.60 is higher than the control group means a score of 30.50 co-efficient. Moreover, the means score of 30.742 for females and 30.345 for male pupils was obtained. The study concluded that children at the early childhood level could learn better using infographics based approach. It was recommended that incentives should be provided for pre-school teachers to participate in highly effective staff development to help them integrate infographics into their teaching and learning. Also, infographics based approach be used for all subjects in early childhood education in Nigeria

scholarly journals The Effect of Using Flipped Classroom Model on Libyan University Students' English Learning

2018 ◽  
pp. 64-84
Author(s):  
Mustafa Braiek ◽  
Abdulhamid Onaiba ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Language Test ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Experimental Group ◽  
Learning English

This study aimed at investigating the effectiveness of using flipped classroom model on learning English as a foreign language and students’ attitudes towards flipped classroom. The sample of study consisted of 31 students at Faculty of Arts, Misurata University. The participants were divided into two groups: 16 students for the experimental group and 15 students for the control group. The data collection tools used in this study were an EFL (English as a Foreign Language) test and a questionnaire to explore students’ attitudes towards flipped classroom. Participants in both groups were pre-tested using the EFL test before the experiment. Then, the experimental group was taught using flipped classroom strategy while the control group was taught using the traditional teaching method. After the experiment, students in both groups were post-tested using the EFL test while the questionnaire was administered to the students of the experimental group only. The results of the study showed that applying the strategy of the flipped classroom had a significant effect in increasing the students’ performances in learning English. The questionnaire responses showed positive attitudes regarding the use of flipped teaching.

scholarly journals A Study of Idiom Teaching from the Perspective of Conceptual Metaphor

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Xinrong Shan
Keyword(s):  
Quantitative Analysis ◽  
Questionnaire Survey ◽  
Teaching And Learning ◽  
Conceptual Metaphor ◽  
Vocabulary Learning ◽  
Control Group ◽  
Qualitative And Quantitative Analysis ◽  
Qualitative And Quantitative ◽  
Post Test ◽  
Experimental Group

As a part of vocabulary learning, the idiom is an important part of language teaching. This study is to investigate whether conceptual metaphor can promote idioms’ teaching and learning or not. In the course of study, we make use of a combination of qualitative and quantitative analysis, collecting data through the questionnaire survey and do experiments in teaching and learning idioms. We get the conclusion: the T value of the experimental group and the control group is p<0.05, the pre-test and post-test values is p<0.05. It is feasible to apply the conceptual metaphor in idiom teaching and learning.

scholarly journals The Role of Persian Elaboration on Incidental Vocabulary Learning from Reading by EFL Learners

2018 ◽  
Vol 8 (1) ◽  
pp. 28
Author(s):  
Shahin Vaezi ◽  
Aso Biri ◽  
Farhang Moradi
Keyword(s):  
Learning Experience ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Incidental Vocabulary ◽  
Post Test ◽  
Incidental Vocabulary Learning ◽  
Experimental Group

This study attempted to tap into the potential of reading for incidental vocabulary learning by exposing EFL learnersto elaborated texts. This study was also concerned with investigating learners’ attitudes toward using elaboratedpassages in their reading classes. To this end, 38 students were selected as the participants of this research anddivided into two groups. Students attending the experimental group (N=20) read Persian elaborated texts in whichthe Persian meanings of the specified target words were provided in apposition to them. On the other hand, studentsof the control group (N=18) were required to read the non-elaborated version of the aforementioned texts. Generally,the results of the post-test pointed to the effectiveness of this approach in incidental vocabulary learning, and theparticipants of the experimental group were found to gain a significant vocabulary improvement in comparison to thecontrol group. Furthermore, the interview suggested that students held positive attitudes to reading elaborated textsand regarded them as effective in their vocabulary learning experience. The findings of this study have implicationsfor material developers who need to reconsider the role of modified materials.

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