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.

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

2019 ◽  
pp. 1253-1276
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 Mobile Applications to Improve English Writing Skills Viewed from Critical Thinking Ability for Pre-Service Teachers

2020 ◽  
Vol 14 (07) ◽  
pp. 58
Author(s):  
Haerazi Haerazi ◽  
I Made Permadi Utama ◽  
Heri Hidayatullah
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Writing Skills ◽  
Language Education ◽  
Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Mobile Assisted Language Learning ◽  
Thinking Ability

This study was aimed at investigating; (1) the pre-service teachers used the MobApps (WhatsApp, U-Dictionary, and Email) to participate in mobile-assisted language learning (MALL) viewed from the critical thinking ability in the teaching of writing skills and; (2) the effectiveness of the Mobile-assisted language learning (MALL) towards pre-service teachers’ writing skills in relation to critical thinking ability. This study was a mixed method using the concurrent embedded strategy. The researchers involve qualitative strategies and quantitative strategies. Both kinds of data are collected simultaneously. This study was conducted in the English language education departments of FPBS IKIP Mataram, Indonesia. 58 pre-service teachers were involved in this study. The qualitative data were attained from pre-service teachers attending the writing classes using observation sheets. Meanwhile, the quantitative data were gained from experimental design through a nonequivalent control-group design. The groups were evaluated by using a writing test and a critical thinking test. The results showed that the pre-service teachers conducted a discussion of what they have to write. The learning activities are done under several stages. The end of this is that the pre-service teachers are able to create a complete descriptive text. Besides, the use of the MALL model was more effective than non-mobile learning to improve pre-service teachers’ writing skills viewed from critical thinking skills.

The Effect of Anonymous Peer Assessment on Writing Ability of the Eleventh Grade Students at SMK PGRI 1 Singaraja

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
A.P. Adhiyanti ◽  
A.A.I.N Marhaeni ◽  
I.P.I Kusuma
Keyword(s):  
Peer Assessment ◽  
Lesson Plan ◽  
Control Group ◽  
Control Group Design ◽  
Writing Ability ◽  
Group Design ◽  
Writing Test ◽  
Post Test ◽  
The Mean ◽  
Academic Year

  This study aimed to investigate the effect of anonymous peer assessment on students’ writing ability. Quantitative approach was used in this study. Post-test only control group design was the design used in this experimental study. The post-test only control group design was designed to discover the purpose of this study which was to investigate the significant effect on writing ability between students who obtain feedback from anonymous peer assessment and students who obtain feedback from conventional assessment. The study was conducted at SMK PGRI 1 Singaraja. The eleventh grade students in Academic Year 2017/2018 were chosen as the population. The samples were 44 students from XI AP and XI UPW. The instruments used in this study were lesson plan, anonymous peer checklist, writing scoring rubric, and writing test. Writing scoring rubric and writing test were used to obtain the data through post-test while lesson plan and anonymous peer assessment were used during the treatment. The data then was analyzed by using SPSS 16. The results of the analysis show that (1) the mean score of the experimental group was 77.55 while the mean score of the control group was 68.77. (2) The t-observe was 3.892 and it exceeded the t-critical value which was 2.018. Therefore, based on the aforementioned results, it can be concluded that there was a significant difference on writing ability between the eleventh grade students who obtained feedback from anonymous peer assessment and those who obtained feedback from conventional assessment at SMK PGRI 1 Singaraja in academic year 2017/2018. 

PENGARUH MEDIA GAMBAR TERHADAP KEMAMPUAN MENULIS PUISI SISWA

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Sinta Maria Dewi
Keyword(s):  
Design Method ◽  
Writing Skills ◽  
Class Action ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Media Image ◽  
Group Design ◽  
Random Method ◽  
Paired T Test

Abstract: This research aims to know the Influence of Media Image on the ability of Writing Poetry students. The method used in this study is a random method that does not use posttes control group design method. The findings of this study show the average way of writing poetry on students by using the image media (experimental class) higher average poetry writing skills on students who were taught with conventional learning (control class). The average of pretest experiments obtained by experiment class is 63,75. The average pretest class of control class is 61,05. After the second class action, the average posttest of the experimental class is 79.45 and the control class is 74.95. Hypothesis calculation using t paired t test test and significance of 0.05 significant level indicates probability (significance) is 0,033. Because of the significance of 0.033

scholarly journals Analysis of Teacher Beliefs and Efficacy for Teaching Writing to Weak Learners

2017 ◽  
Vol 10 (9) ◽  
pp. 208
Author(s):  
Tunku Mohani Tunku Mohtar ◽  
Charanjit Kaur Swaran Singh ◽  
Napisah Kepol ◽  
Ahmad Zainuri Loap Ahmad ◽  
Sasigaran Moneyam
Keyword(s):  
Teacher Beliefs ◽  
Language Learning ◽  
Instructional Strategies ◽  
English Language ◽  
Teaching Practice ◽  
Writing Skills ◽  
Teaching Writing ◽  
Language Needs ◽  
Teacher's Beliefs

The present study investigated the beliefs and efficacy of a teacher teaching English to students who were weak at the language. The objective of the study was mainly to investigate the beliefs and efficacy of the ESL teacher for teaching writing to weak learners. The research was a case study of the English Language teacher teaching Form Three class of students whose English proficiency was very low. An interview was conducted with the teacher to further probe the instructional strategies applied to enhance her beliefs and efficacy in her own capabilities to make learning happen in her classroom. Observations were made to investigate the teacher’s efficacy in teaching and the performance of the students specifically for writing. Results show the teacher’s beliefs of her students’ capabilities and their language needs helped shape the teacher’s instructional strategies. The teacher’s efficacy enabled her to decide to undertake the task of teaching writing to her students because she was confident in her ability. The teacher provided clues to the students to facilitate their learning. This kind of feedback from the teacher indirectly motivated them to learn. The teacher’s beliefs and efficacy contributed to her teaching practice and the instructional strategies that she used in turn enhanced her beliefs and efficacy. The study implicates that teacher’s beliefs and efficacy can assist the weak learners in improving their writing skills and also facilitate language learning.

scholarly journals E-portfolios and e-dialogue journals: Exploring their use in teaching writing skills

LingTera ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 51-61
Author(s):  
Titis Dewi Cakrawati ◽  
Pangesti Wiedarti
Keyword(s):  
Writing Skills ◽  
Simple Random Sampling ◽  
Teaching Writing ◽  
Control Group ◽  
Dialogue Journals ◽  
Control Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
Level Of Significance ◽  
Effective Assessment

This research was aimed to find out (1) whether the use of e-portfolios is more effective than the use of e-dialogue journals, (2) whether the use of e-portfolios is more effective than the use of conventional assessments, (3) whether the use of e-dialogue journals is more effective than the use of conventional assessments, and (4) the most effective assessment of all in the teaching of writing skills. This study was a quasi-experimental research using Pretest-Post-test Control Group Design. The data were collected in January-February 2016 in SMK Penerbangan Adisucipto Ardhya Garini. The sample of the research was the students of class X3, X4, and X8 which were determined by using cluster simple random sampling. There were four hypotheses of this study and the research findings revealed that the hypotheses were accepted. It was indicated by all of the Sig values which were lower than the level of significance (0.05).

scholarly journals JURNAL BELAJAR SEBAGAI SARANA PENGEMBANGAN KEMAMPUAN METAKOGNISI SISWA

2016 ◽  
Vol 11 (1) ◽  
Author(s):  
Nova Fitriani Wahdah ◽  
A Wahab Jufri ◽  
Lalu Zulkifli
Keyword(s):  
Random Sampling ◽  
Journal Writing ◽  
Writing Skills ◽  
Simple Random Sampling ◽  
Control Group ◽  
Metacognitive Skills ◽  
Control Group Design ◽  
Group Design ◽  
Significant Difference ◽  
Learning Journal

Abstrak. Penelitian ini bertujuan untuk menganalisis: (1) peningkatan kemampuan menulis jurnal belajar, (2) perbedaan kemampuan metakognisi siswa yang menulis jurnal belajar dengan siswa yang tidak menulis jurnal belajar, dan (3) hubungan kemampuan menulis jurnal belajar dengan kemampuan metakognisi siswa. Desain penelitian ini menggunakan nonequivalent control group design. Populasi dalam penelitian ini yaitu siswa kelas X dan kelas XI di SMAN 1 Pringgarata tahun ajaran 2014/2015 (285 orang). Sampel penelitian ditentukan melalui teknik simple random sampling. Sampel penelitian yang berjumlah 124 orang tersebar di kelas X3 dan XI IPA1 sebagai kelompok eksperimen, serta di kelas X2 danXI IPA2 sebagai kelompok kontrol. Instrumen penelitian berupa jurnal belajar, rubrik penilaian jurnal belajar, dan inventori kesadaran metakognisi. Data hasil penelitian dianalisis menggunakan program SPSS for windows 16. Hasil penelitian ini menunjukkan bahwa: (1) kemampuan siswa dalam menulis jurnal belajar mengalami peningkatan (N-gain= 0,2), (2) ada perbedaan kemampuan metakognisi antara siswa yang menulis jurnal belajar dengan siswa yang tidak menulis jurnal belajar (p < 0,05), dan (3) kemampuan menulis jurnal belajar berkorelasi positif dengan kemampuan metakognisi (p < 0,05).Kata kunci: jurnal belajar, kemampuan metakognisiAbstract. The aim of this research were  to analyze: (1) the improvement of students ability in journal writing skills, (2) the difference of metacognitive skills between students who wrote learning journal and those who did not write learning journal, (3) the correlation of journal writing skills and the metacognitive skills of students. The research design was used nonequivalent control group design. The Population of this research were students in X and XI class of SMAN 1 Pringgarata 2014/2015 (285 peoples). Sample of this research was determined by simple random sampling technique. The amount of sample were  124 peoples, that distributed in X3 and XI IPA1 classas experimental group,  X2 and XI IPA2  class as control group. The research instruments were learning journal, rubric of learning journal and metacognitive awareness inventory (MAI). Data in this research was analyzed by using SPSS for windows 16. The result of this research shows: (1) the students skills in writing journal was increase (N-gain = 0,2), (2) there were significant difference between students who wrote journal and those who did not write journal (p < 0,05), and (3) journal writing skills was positively correlated with the students metacognitive skill   (p < 0,05).Keywords: learning journal, metacognitive skills

scholarly journals Efektivitas Metode Imla’ Manzur dalam Meningkatkan Keterampilan Menulis Bahasa Arab Siswa Madrasah Tsanawiyah

2020 ◽  
Vol 1 (2) ◽  
pp. 1-22
Author(s):  
Susanti Susanti
Keyword(s):  
Experimental Study ◽  
Data Collection ◽  
Learning Outcomes ◽  
Writing Skills ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Average Value ◽  
Significant Difference

The lack of use the writing skills method raises several obstacles experienced by students, including weaknesses in understanding the basics of Arabic writing and difficulty in answering Arabic questions. Therefore, it is necessary to improve learning as an effort to improve writing skills by applying the imla’ manzur method. This research is an experimental study with a pretest-posttest control group design model, aimed at finding out the effectiveness of the imla’ manzur method. Data collection techniques in this study used observation, tests, questionnaires, interviews, and documentation. Then the validity of the data is tested using the independent sample t-test. The results obtained were that in the experimental class the mastery of Arabic writing skills of students after applying the imla’ manzur method had increased the average value from 52.08 to 78.57. Then, the results of the independent sample t-test showed a significant difference in the mastery of Arabic writing skills in the experimental class and the control class 0.000 < 0.05 after treatment, so that the conclusion of this study based on the data obtained showed that the application of the imla’ manzur method was effective in improving students Arabic writing skills. Evidenced by a significant increase in learning outcomes, student enthusiasm when taking turns to write vocabulary and sentences in Arabic on the board, as well as growing sensitivity of student analysis of Arabic writing skills.

scholarly journals A Case Study of Communicative Language Learning in Teaching Writing in a Rural School Environment

2019 ◽  
Vol 1 (4) ◽  
pp. 1-5
Author(s):  
Muhammad Z.M Qaddoura ◽  
Rajeh Almasradi
Keyword(s):  
Language Learning ◽  
School Environment ◽  
Writing Skills ◽  
Rural School ◽  
Teaching Writing

The case study was done at a rural school in Simpang Renggam, Johor. The study aims to identify the effects of using Communicative Language Learning (CLL) on students’ writing skills. CLL is one of the methods commonly used by teachers to teach English at school. This is due to its non-threatening way between the teacher as a counselor and the students as clients. The researchers interviewed the teacher and from the interview, CLL is commonly used. Thus, the researchers also analyzed five essays from each student and identify if they manage to write throughout the whole year of learning using CLL. The results are discussed in the latter section of the paper.

Welke Leerlingen Leren het Meest Bij Over DNA?

2009 ◽  
Vol 81 ◽  
pp. 109-119 ◽  
Author(s):  
Koen Van Gorp ◽  
Sven de Maeyer ◽  
Kris Van den Branden
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Language Proficiency ◽  
School Effectiveness ◽  
Economic Status ◽  
Research Question ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Post Test

Educational priority policy schools differ in the learning outcomes they achieve with second language learners. School effectiveness research suggests that teachers can make a difference, but fails to make clear exactly how they can do so. This quasi-experimental study combines a comparison group design with a control group design to answer the research question "How effective are five primary school teachers in creating powerful learning environments for knowledge construction and academic language learning?" This article focuses on which types of students benefit the most from a classroom intervention, called The case DNA. The case DNA is a task-based lesson unit containing eight clear lesson objectives and the necessary lesson materials and learning activities to realize these lesson objectives. The teachers were free to adapt the lesson unit to their own teaching styles. The results of the students on the pre-test, post-test and delayed post-test DNA were analysed using multilevel analysis. Results show that socio-economic status, language proficiency, number of turns, teacher expectations and home language Turkish predict differential learning outcomes.

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