The Combination of Two Approaches in Investigating the Effect of Written Corrective Feedback for L2 Development

2018 ◽  
pp. 70-93
Keyword(s):  
Experimental Study ◽  
Research Design ◽  
Corrective Feedback ◽  
Combined Approach ◽  
Written Corrective Feedback ◽  
L2 Development ◽  
Post Test ◽  
Quasi Experimental ◽  
Improved Accuracy ◽  
Accuracy Rates

This chapter proposes a combined approach in investigating the effect of written CF for L2 development. This research design includes a quasi-experimental study in which participants are given four writing tasks, at the pre-test, immediate post-test, delayed post-test 1, and delayed post-test 2. The written texts are marked and accuracy rates are calculated so that the changes in accuracy in the post-tests can be tracked. Then the participants who do not show improved accuracy in the immediate post-test are invited to participate in a one-on-one conference in which scaffolded written CF is provided. This way, not only can the improved accuracy of a group of participants be used to prove the effectiveness of written CF, but the individuals who do not show improved accuracy but do not make the same mistake in the post-test can also prove that written CF is not ineffective.

scholarly journals The Impact of Teacher’s Indirect Written Corrective Feedback on Eleventh Graders’ Explanation Writing Ability

2020 ◽  
Vol 7 (2) ◽  
pp. 201-215
Author(s):  
Septia Tri Gunawan ◽  
Ratna Sari Dewi ◽  
Zaharil An'asy
Keyword(s):  
Corrective Feedback ◽  
Research Subjects ◽  
Writing Ability ◽  
Purposive Sampling ◽  
Writing Test ◽  
Written Corrective Feedback ◽  
Eleventh Graders ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

ABSTRACTThis study is intended to acquire empirical evidence regarding the impact of the teacher's Indirect Written Corrective Feedback on students' writing ability of explanation texts. Fifty six students enrolling at a high school in Jakarta were selected as the sample. They were separately distributed in the experimental class and the control class that respectively contained 28 students. Purposive sampling was utilized to recognize who the research subjects were and what level of their competence was for inclusion in this study. A quasi-experimental design, which is a subpart of a quantitative method, was employed. The data were assembled by running a writing test in the pre-test and post-test sections, whose results were followed by normality and homogeneity tests. The findings showed that the experimental class’ post-test outcome was 64.71, while the control class’ post-test was 58.25. Since the t-value surpasses the t-table (2.502>1.675), it indicates that the teacher's Indirect Written Corrective Feedback has a significant effect on improving students' writing explanation texts.ABSTRAKStudi ini bertujuan untuk memperoleh bukti riil terkait pengaruh dari umpan balik tertulis tidak langsung oleh guru terhadap kemampuan siswa dalam menulis teks eksplanasi. 56 siswa yang bersekolah di sebuah sekolah menengah atas terpilih sebagai sampel. Siswa tersebut terbagi dalam kelas eksperimen dan kelas kontrol, yang masing-masing kelas berisikan 28 orang. Oleh karenanya, purposive sampling diterapkan karena peneliti sudah mengetahui siapa saja subjek penelitian dan kompetensi apa saja yang dimiliki. Desain kuasi-eksperimen yang merupakan sub-bagian dari metode kuantitatif digunakan oleh peneliti. Data diperoleh dengan mengadakan ujian tes tulis yang terdapat pada pra-tes dan pasca-tes yang diikuti dengna uji normalitas dan uji homogenitas. Hasil temuan menunjukkan bahwa rata-rata hasil pasca-tes yang diraih oleh siswa di kelas eksperimen sebesar 64.71, sedangkan 58.25 adalah hasil dari siswa kelas kontrol. Karena nilai t hitung melampaui nilai t tabel (2.502>1.675), maka hal tersebut menandakan umpan balik tertulis tidak langsung oleh guru memiliki dampak yang signifikan dalam meningkatkan kemampuan menulis siswa menulis teks eksplanasi.

The Exploration of the Effect of Scafflolded Written Corrective Feedback

2018 ◽  
pp. 65-69
Keyword(s):  
Case Studies ◽  
Corrective Feedback ◽  
Self Control ◽  
Combined Approach ◽  
The Third ◽  
Written Corrective Feedback ◽  
Cultural Framework ◽  
L2 Development

This chapter reviews the written CF studies that have been conducted within a socio-cultural framework. These are three case studies, the first of which found individual learners had better self-control after receiving scaffolded written CF within their different ZPDs. The second study compared scaffolded written CF and random written CF and found scaffolded written CF resulted in better L2 development. The third study compared scaffolded written CF and the most explicit written CF (direct correction plus metalinguistic explanation) and no advantage for scaffolded written CF was reported. In the end, a combined approach of investigating written CF is proposed.

scholarly journals Student communication skills from internalizing religious values to energy modules in life systems

2020 ◽  
Vol 6 (1) ◽  
pp. 125-133
Author(s):  
Leny Heliawati ◽  
Irvan Permana ◽  
Elvi Kurniasih
Keyword(s):  
Experimental Study ◽  
Research Design ◽  
Communication Skills ◽  
Living Systems ◽  
Religious Values ◽  
Post Test ◽  
Quasi Experimental ◽  
Quantitative Descriptive

This study aims to analyze the effect of energy modules in life systems on religious values and communication skills. This type of research is a quasi-experimental study with a population of 40 students in grade 7 in SMPN 1 Rumpin, Bogor district. The research design used was a one-group pre-test and post-test. The data obtained were then analyzed using quantitative descriptive. The finding shows that the application of energy modules in living systems effectively internalizes the religious values of students based on the average n-gain of 0.49 which is included in the medium category. Students’ communication skills reach a good category with a score of 78%. The study concludes that the energy module in living systems effectively internalizes religious values and students’ communication skills.

scholarly journals THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK STRATEGIES ON COLLOCATION ERRORS OF LOW-PERFORMING ESL LEARNERS

2020 ◽  
Vol 9 (2) ◽  
pp. 143
Author(s):  
Abang Fhaeizdhyall ◽  
Collin Jerome
Keyword(s):  
Repeated Measures ◽  
Corrective Feedback ◽  
Control Group ◽  
Grammatical Aspect ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Quasi Experimental ◽  
Feedback Strategies ◽  
Esl Learners ◽  
Grammatical Structures

The studies on error correction have been laying their emphasis on grammatical structures of the language with lack of focus on non-grammatical aspect such as lexical collocation. Therefore, this study aims at investigating the effect of direct and indirect written corrective feedback on low-performing ESL learners. Ninety-two students of a public university involved in the study. Three intact groups that have equal proficiency were identified at the beginning of the university’s academic term. A quasi-experimental design was employed with two experimental groups receiving indirect WCF and direct WCF separately, and a control group deprived of any treatment. The groups were measured in three different time points with pre-test before the intervention, immediate post-test after the intervention, and delayed post-test to measure retention effect. One-way ANOVA and repeated-measures ANOVA were used to measure the effect. The findings reveal that significant differences were detected in immediate post-tests of direct and indirect WCF groups which indicate that both WCF strategies can enhance participants’ collocational competency. Additionally, the findings also show that direct WCF strategy greatly affects participants collocation errors despite both groups performed better than the control group. This study demonstrates that retention effect was detected in the group that received direct WCF while the indirect WCF group was not able to retain - in delayed post-test. Recommendation is also discussed for Future directions of studies.Â

scholarly journals Language Trajectory through Corrective Feedback

2016 ◽  
Vol 3 (4) ◽  
pp. 7
Author(s):  
S. Saber Alavi ◽  
Mansour Amini
Keyword(s):  
Corrective Feedback ◽  
Control Group ◽  
Treatment Groups ◽  
Treatment Conditions ◽  
L2 Development ◽  
Post Test ◽  
Quasi Experimental ◽  
Third Person ◽  
Potential Benefits ◽  
Feedback Techniques

This quasi-experimental study was designed to investigate the effects of corrective feedback on SLA/EFL to determine the potential benefits of two different corrective feedback techniques, namely recasts and elicitation. The research hypotheses were: 1) Learners who are exposed to interactive focused task that requires CR will benefit more than those who are exposed to communicative activities only; 2) Elicitation will be more effective than recasts in leading to L2 development; Three intensive EFL classes in a language center in Songkhla province, Thailand were selected to participate in the study. Based on the study design, two class were assigned to the treatment conditions elicitation group and recasts group and the third was used as a control group. The treatment took place over a period of 9 meetings focusing on teaching third person singular –s morpheme and the provision of CF where it was necessary. The participants' knowledge of the intended syntantic point was tested before treatment and post tested after receiving the treatment. A multiple choice and focused-cloze reading grammar test was used in the pre-test and the post-test to evaluate the effects of the treatments on the learners' acquisition of third person singular morpheme. This classroom-based study showed that the two treatment groups benefited from CF strategies, but according to the study, elicitation group outperformed the recast one.

scholarly journals The Effectiveness of Direct and Indirect Written Corrective Feedback on English Collocation Competency: A Quasi – Experiment

2020 ◽  
Vol 8 (1) ◽  
pp. 94
Author(s):  
Abang Fhaeizdhyall
Keyword(s):  
Corrective Feedback ◽  
Control Group ◽  
High Performing ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Quasi Experimental ◽  
Group A ◽  
And Control ◽  
Esl Learners ◽  
Positive Effect

The primary aim of this study is to investigate the effectiveness of direct and indirect written corrective feedback (WCF) on English collocational competency of high-performing ESL learners. The study also sought to compare possible differences in the effect of two WCF strategies that help the researcher in identifying the appropriate WCF strategy in improving learners’ collocational competency in the context of the study. Additionally, retention effect of WCF is also investigated in delayed post-tests. Eighty-eight high-performing ESL learners of a public university participated in the quasi-experimental study of two experimental groups and one control group. A series of test namely pre-test, immediate post-test and delayed post-test was administered to collect the data. The groups are labelled ‘Direct group’ that received direct WCF treatment (n=33), ‘Indirect group’ that received indirect WCF (n=25), and ‘Control group’ that received no treatment (n=25). A set of collocation test that was developed by Gyllstad (2009) was adopted and a pilot test was conducted prior to the actual study. The participants were tested in three point of time (pre-test, immediate post-test, and delayed post-test). The findings indicate that there is a positive effect of direct and indirect WCF strategies on collocational competence. Furthermore, direct WCF has the most effect in improving collocational competency of the participants. Finally, both WCF strategies are proven statistically in retaining their effects as demonstrated in the results of delayed post-test. Suggestion for future studies are also discussed.

Enhancing statistical literacy skills through real life activities enriched with gamification elements: An experimental study

2021 ◽  
pp. 204275302098701
Author(s):  
Ünal Çakıroğlu ◽  
Mustafa Güler
Keyword(s):  
Experimental Study ◽  
Experimental Design ◽  
Positive Impact ◽  
Real Life ◽  
Literacy Skills ◽  
Statistical Literacy ◽  
Instructional Process ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Statistics

This study attempts to determine whether gamification can be used as a pedagogical technique to overcome the challenges in teaching statistics. A post-test quasi-experimental design was carried out in gamified and non-gamified groups in order to reveal the effect of gamification elements in cultivating students’ statistical literacy skills. Students in gamified group were also interviewed to understand the function of gamification process. The results suggest that; although gamifying the instructional process had a positive impact on developing students’ statistical literacy in medium and high score students; surprisingly the influence of the gamification to the low- achieved scores were not positive. The positive impact was discussed in accordance with the gradual structure of statistical literacy and suggestions for successful gamification applications due to the context were included.

scholarly journals Kadar Prostaglandin dan Endorfin pada Remaja dengan Dismenore Primer yang diberi Hidroterapi Hangat dan Dingin

2020 ◽  
Vol 12 (1) ◽  
pp. 115-121
Author(s):  
Andi Asrina ◽  
Arsyad Aryadi ◽  
Nilawati Andi
Keyword(s):  
Experimental Study ◽  
Enzyme Linked Immunosorbent Assay ◽  
Primary Dysmenorrhea ◽  
Not Given ◽  
Elisa Kit ◽  
Group Design ◽  
Prostaglandin Level ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean

This study aims to determine the comparison of prostaglandin and endorphin levels in adolescents with primary dysmenorrhea with and without warm (37-40oC) and cold (18-20oC) hydrotherapy. This quasi-experimental study with a post-test only controls group design was carried out in Islamic Boarding Schools with a sample of 36 young girls divided into 3 groups: 12 teens given warm hydrotherapy, 12 teens given cold hydrotherapy and 12 teens not given intervention (control). Blood plasma is taken after an intervention is given on the first day of menstruation. Examination of prostaglandin and endorphins levels using the enzyme-linked immunosorbent assay (ELISA) kit method. After cold hydrotherapy, the mean levels of prostaglandins in the cold hydrotherapy group were twice higher (569 pg/ml) compared to controls (394 pg/ml). The mean prostaglandin level in the warm hydrotherapy group also showed an increase prostaglandin (437 pg/ml) compared to the control (394 pg/ml). In addition to increasing levels of prostaglandins, increased levels of endorphins also occurred in the group given warm hydrotherapy (154 pg/ml) and the group was given cold hydrotherapy (187 pg/ml) compared to the control (119 pg/ml) p = 0.001. The conclusion in this study is that warm and cold hydrotherapy can increase levels of prostaglandins and endorphins in adolescents with primary dysmenorrhea. However, cold hydrotherapy increases endorphin levels higher than warm hydrotherapy. Key words: Prostaglandin, Endorphin, Hydrotherapy, Primary Dismenorrhea.

scholarly journals PENGARUH PELATIHAN DAN PENERAPAN METODE 5S OLEH KEPALA RUANGAN TERHADAP PERENCANAAN LOGISTIK DI RUMAH SAKIT SWASTA KOTA MEDAN

2018 ◽  
Vol 4 (2) ◽  
pp. 99-110
Author(s):  
Paskah Rina Situmorang ◽  
Edy Syahputra Ritonga
Keyword(s):  
Experimental Study ◽  
Post Test ◽  
Quasi Experimental

Sikap kerja 5S (Seiri, Seiton, Seiso, Seiketsu dan Shitsuke) merupakan suatu sikap yang harus dimiliki seorang pekerja dalam sebuah organisasi. Dimana sikap kerja ini berawal dari kebulatan tekat yang dimiliki oleh anggota dalam suatu organisasi untuk mencapai suatu tujuan dalam hal pemilahan alat-alat di Rumah Sakit. Dengan proses pemilahan, penataan, pembersihan, pemantapan dan pembiasaan terhadap alat-alat kesehatan serta komitmen yang kuat dari seluruh perawat sangat dibutuhkan dalam melaksanakan pekerjaan sehingga asuhan keperawatan dapat dilaksanakan dengan baik. Salah satu komponen penting dalam mendukung upaya penyembuhan adalah peralatan kesehatan. Penelitian ini bertujuan untuk mengidentifikasi pengaruh pelatihan dan penerapan metode 5S oleh kepala ruangan terhadap perencanaan logistik di Rumah Sakit Swasta Kota Medan. Jenis penelitian ini adalah penelitian kuantitatif dengan metode quasi experimental study dengan desain one group pre test-post test. Populasi dalam penelitian ini adalah kepala ruangan rawat inap yang ada di rumah sakit swasta kota medan berjumlah 25 orang. Teknik pengambilan sampel adalah total sampling. Hasil penelitian didapatkan bahwa ada pengaruh pelatihan dan penerapan metode 5S terhadap perencanaan logistik dimana Uji Mc Nemar pada fungsi perencanaan, penyimpanan, pemeliharaan dan pengendalian sebesar 0,002. Setelah intervensi penerapan metode 5S perencanaan logistik kepala ruangan yang meliputi fungsi perencanaan, penyimpanan, pemeliharaan, dan pengendalian mengalami peningkatan yaitu dalam kategori baik sebanyak 25 orang (100 %). Hasil observasi yang dilakukan peneliti kepada seluruh kepala ruangan di ruang rawat inap rata-rata sudah melaksanakan penerapan metode 5S yaitu pemilihan kebutuhan alat sesuai dengan pedoman penerapan metode 5S. Saran kepada seluruh kepala ruangan dan perawat yang ada di rumah sakit khususnya diruangan untuk terus melakukan perencanaan logistik dengan baik dan melaksanakan tugas pokok masing-masing sehingga fungsi perencanaan berjalan optimal sesuai prosedur dan pengadaan alat dilakukan secara efektif dan efisien sehingga dapat meningkatkan mutu asuhan keperawatan.

Results and Discussion of the Main Study

2018 ◽  
pp. 94-109
Keyword(s):  
Experimental Study ◽  
Statistical Analysis ◽  
English Proficiency ◽  
Main Study ◽  
Proficiency Level ◽  
L2 Development ◽  
Quasi Experimental

This chapter presents the statistical analysis of the quasi-experimental study in which five types of written CF were examined. The results show that more explicit written CF types were more effective on facilitating L2 development. However, although participants are of different English proficiency, it was not found that proficiency level had an impact on the effect of written CF.

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