Parallel Corpora in EFL Writing Classrooms

2020 ◽  
Vol 10 (2) ◽  
pp. 23-39
Author(s):  
Noorchaya Yahya ◽  
Hind Alotaibi ◽  
Dina Abdel Salam El-Dakhs
Keyword(s):  
Writing Assignments ◽  
Efl Writing ◽  
Writing Ability ◽  
Parallel Corpora ◽  
Self Evaluation ◽  
Significant Difference ◽  
Writing Tests ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study reveals the impact of using parallel corpora on EFL students' writing, and how students perceive it. Female undergraduates (n=46) in an EFL writing course in Saudi Arabia were divided randomly into experimental and control groups taught by the same instructor, using the same materials. Students in the experimental group were introduced to three parallel corpora and encouraged to use them in their writing. Tests at the beginning of the semester showed no difference in English proficiency or writing ability between groups. Over the semester, students in both groups also wrote 5 writing assignments and took three writing exams. To examine students' perceptions of parallel corpora, students in the experimental group were asked to write a self-evaluation report and answer an evaluation questionnaire. Quantitative and qualitative analysis showed significant improvement in their writing but no significant difference between groups. However, students' perception of parallel corpora was generally positive.

scholarly journals The Impact of Smartboard on Preparatory Year EFL Learners’ Motivation at a Saudi University

2017 ◽  
Vol 8 (3) ◽  
pp. 172
Author(s):  
Waqar Ahmad ◽  
Zuraina Ali ◽  
Muhammad Aslam Sipra ◽  
Imtiaz Hassan Taj
Keyword(s):  
Teaching And Learning ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Significant Difference ◽  
Literature Reviews ◽  
Preparatory Year ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Smartboards, which are now widely used in the teaching and learning process in Saudi Arabia, have turned the traditional environments of the classrooms, especially the EFL classrooms to be more interesting and encouraging. Literature reviews suggest that Saudi students usually lack motivation for studying English as a foreign language. This study tends to investigate the impact of Smartboards on preparatory year EFL learners motivation at a Saudi university. Two intact groups were selected, in which one was termed as experimental and the second as control group. The experimental group was taught using the Smartboard while the control group was taught with the traditional whiteboard, pen and book method. The treatment was given for seven weeks. A questionnaire was administered to both the groups at the beginning and the end of the study. The data was analysed using the SPSS and the results showed that there was significant difference between the experimental and control groups in terms of motivation.  

scholarly journals The impact of using the strategy of self-questioning in the achievement of students in the fifth grade in mathematics: أثر استخدام استراتيجية التساؤل الذاتي في تحصيل طلاب الصف الخامس الابتدائي في مادة الرياضيات

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdul Latif Al-Zakri
Keyword(s):  
Achievement Test ◽  
Experimental Methodology ◽  
Fifth Grade ◽  
Control Group ◽  
Significance Level ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study aimed to examine the impact of the use of self-questioning in the understanding of fifth grade students in mathematics material. The researcher used the experimental methodology for independent groups to investigate the impact of the independent variable, which is a self-questioning strategy on the dependent variable, which is understanding. The study sample consisted of 42 students from the fifth grade students from Khubayb bin Udai School in Riyadh; equally divided into two groups of 21 students in each group (experimental and control), and after making sure from groups' equivalence by applying the tools of the study, having been taught the experimental group by using self-questioning strategy, while the control group has been studied the unit by using the traditional method. After the completion of the study of prescribed content study, study tools (achievement test) were applied then. The results indicated to the presence of a statistically significant difference (at the significance level <0. 05) between the mean scores of the two groups' students (experimental and control) in achievement test posttest for the experimental group. Since the results of the study were positive in increasing the achievement, the researcher recommended the need to use self-questioning to raise the level of achievement of learners in mathematics material

scholarly journals The Impact of Dialogic Learning on Students’ Attention and Academic Achievement

2018 ◽  
Vol 1 (1) ◽  
pp. 47-55
Author(s):  
Ali Nouri ◽  
Fataneh Esmaeilli ◽  
Saman Seifpour ◽  
Mahmoud Talkhabi ◽  
Anahita Khorami
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Control Groups ◽  
Dialogic Learning ◽  
Achievement Data ◽  
Significant Difference ◽  
The Mean ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study is a mixed method design which employed both quantitative and qualitative methods in order to investigate the impact of dialogic learning on students’ attention and academic achievement. Data were collected using several instruments, including: the Attention Network Test; academic performance tests and semi-structured interviews. Results of Analysis of Covariance (ANCOVA) indicated that there is a statistically significant difference between the mean scores of students of the experimental and control groups on the executive control in favor of the experimental group after controlling the IQ score and pre-test scores. Further, there is a statistically significant difference between the mean scores of student of the experimental and control groups on the academic achievement tests (except of mathematics) in favor of the experimental group. The qualitative data also supported the quantitative findings. Therefore, dialogic teaching has significantly greater and more positive changes on some aspects of attention and academic performance.

scholarly journals A Review of Article: The Effect of a Tablet Use on Students EFL in Grammar Classroom

2019 ◽  
Author(s):  
aprilia chasanah ◽  
Jessica Paulima Simanullang ◽  
Indah Karina Sianturi ◽  
Avivah Adinda Putri ◽  
sri wahyuni
Keyword(s):  
Control Group ◽  
Course Materials ◽  
Network Connection ◽  
Significant Difference ◽  
Post Test ◽  
Research Questions ◽  
Basic Course ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This journal aims to find the impact of tablet use on students’ mastery of grammar skills. In order to answer the research questions, the authors held the pre-test and post-test for two groups labelled as the experimental group and control group. The experimental group is the groups that using tablet, while the control group is the group that using textbooks in learning grammar. The results of this study show that there is no significant difference between the grammar achievement scores of the students in both groups. The findings also show that the instructor emphasized the influence of tablet use on learner autonomy, digital distraction, and network connection. Students indicated that tablets can be supplementary yet it shouldn’t replace the basic course materials such as textbooks and workbooks.

scholarly journals The Effect of Interactive Read-alouds on Language Learners’ Development of Writing Skill

2019 ◽  
Vol 8 (3) ◽  
pp. 5
Author(s):  
Mehrak Rahimi ◽  
Fahimeh Farjadnia
Keyword(s):  
Analysis Of Covariance ◽  
Control Group ◽  
Read Alouds ◽  
Writing Ability ◽  
Entry Level ◽  
Phase Cycle ◽  
Significant Difference ◽  
Writing Skill ◽  
And Control ◽  
Experimental Group

The aim of the current study was to investigate the effect of interactive read-alouds on Iranian English as a foreign language (EFL) learners’ development of writing skill. To attain such a goal, forty-six high-school students were selected and sampled as the experimental (n=23) and control (n=23) groups. The writing section of Key English Test (KET) was used as the pretest to assess participants’ entry-level writing ability. Reading was taught to the experimental group using interactive read-aloud technique while the control group received conventional silent reading instruction through a three-phase cycle of pre-reading, reading, and post-reading. Writing was taught to both groups through a seven-phase process of pre-writing, writing, response-providing, revising, editing, post-writing, and evaluating. After the treatment, the writing section of KET was used as the posttest to explore both groups’ improvement in writing. The data were analyzed by a one-way analysis of covariance (ANCOVA). The result revealed a significant difference between the experimental and control groups’ writing ability after controlling for the entry-level writing in favor of the experimental group. The findings of the study underscore the application of integrated skills pedagogical paradigm in language instruction and support the proposition that oracy and literacy are indispensably interrelated and have complementary role in language acquisition.

scholarly journals Investigating conference feedback in Cambodian EFL class: students’ writing accuracy improvement and their views of the feedback

2021 ◽  
Vol 11 (1) ◽  
pp. 104-124
Author(s):  
Chan Hum
Keyword(s):  
Group Discussions ◽  
Writing Assignments ◽  
Efl Writing ◽  
Effective Feedback ◽  
Self Evaluation ◽  
Writing Class ◽  
Efl Students ◽  
Writing Accuracy ◽  
Writing Tests ◽  
Evaluation Survey

Research of conference feedback on EFL students' writing accuracy is a vital issue; however, it has never been conducted in Cambodia. This study was carried out to fill this void by investigating conference feedback to improve students' writing accuracy in four categories: semantic, grammatical, mechanic, and lexical features. It also explored the students' perceptions of the feedback in the context of EFL writing class. One class, with twelve students, from 18 to 25 years of age, with a ratio of 8:4 women: men, was purposively chosen for the study which was designed in two cycles, each with eight steps. Data were collected from the writing tests, writing assignments, students' self-evaluation survey, and focus-group discussions. Findings revealed that conference feedback had improved students' writing skills by allowing them to use correct grammar and expressions. The feedback has also developed students' engagement in the writing process. It also proposed a pedagogical implication that effective feedback through a conference approach depends to a great extent on the knowledge and experience of the teacher, classroom resources, and interactions between the teacher and the student.

scholarly journals The Impact of the Semantic Maps Strategy on the Development of English Vocabulary and its Survival among the Sixth Primary Students in Buraidah, Qassim Region

2019 ◽  
Vol 1 (5) ◽  
Author(s):  
Abdullah bin Ali Alnghimshi
Keyword(s):  
English Language ◽  
Experimental Approach ◽  
Sixth Grade ◽  
Primary Students ◽  
Control Group ◽  
Semantic Maps ◽  
Significant Difference ◽  
And Control ◽  
The Impact ◽  
Experimental Group

The study was based on a semi-experimental approach. The study sample consisted of two groups (experimental and control) of 49 students of sixth grade in the primary school of Omar bin Sulayem (3 weeks later) to measure the survival of the learning effect, and it was also applied as a measure of the level of achievement of the vocabulary of the English language. The results were statistically analyzed by calculating the arithmetic averages, standard deviations, Ancova and T-test. The results of the study showed a statistically significant difference between the average scores of the control group and the experimental group in the post- (20.62). The experimental average was 25.56, an increase of (4.94) for the experimental group. The results also showed that there was no statistically significant difference between the average scores of the experimental group in the post- The average test was Achievement posttest (25.56), while the average achievement test posttest deferred (25.48); therefore these results have confirmed the effectiveness of the use of maps in the collection strategy Tagged English vocabulary material and the survival of the students of the sixth primary development.

To compare the impact of sitting and supine position on behavioral distress during immunization among children (1-3 years) in selected immunization clinics

2021 ◽  
pp. 351-358
Author(s):  
Grace Kurian ◽  
Theresa Leonilda Mendonca
Keyword(s):  
Supine Position ◽  
Control Group ◽  
Sitting Position ◽  
Immunization Group ◽  
Group I ◽  
Significant Difference ◽  
Group Ii ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Background of the study: Immunizations cause distress in children due to its acute pain. Younger children are particularly in need of intervention because they report more pain and display more behavioral distress during painful procedures. One of the effective non-pharmacological interventions of acute management is comfort position given by the parent. Comfort position provided by the parent during immunizations has been demonstrated to be useful in infants, toddlers and pre-school children. Yet, this simple intervention is not used on a routine basis. Aim: The aim of the study was to compare the impact of sitting and supine position on behavioral distress during immunization among children (1-3 years) in selected immunization clinics. Objectives of the study: To determine the impact of sitting position on behavioral distress of children receiving immunization (Group I - experimental group). 1. To determine the impact of supine position on behavioral distress of children receiving immunization (Group II - control group). 2. To compare the impact of sitting and supine position on behavioral distress of children during immunization. Methods: The research design adopted for the study was post test only control group design. Immunization clinic selected based on the convenience of the investigator. Purposive sampling technique used to select the sample and the sample were assigned randomly in to Group I(experimental group) and Group II(control group).To assess the impact of position: PBRS-R was used to assess the behavioral distress of children during immunization injection. Results: The collected data was analyzed by descriptive and inferential statistics. 1. Assessment of behavioral distress scores during immunization injection showed significant difference in mean scores in Group I (16.4±2.30) and in Group II (28.45±2.59). 2. Comparison of behavioral distress scores in Group I and Group II showed that there is a significant difference (p<0.05) in behavioral distress between experimental (Group I) and control (Group II) group. 3. Item wise comparison of behavioral distress scores in Group I and Group II showed that there is no significant difference(p<0.05) in behavioral distress between experimental (Group I) and control (Group II) group. Interpretation and conclusion: Findings of the study revealed that the comfort position, i.e., sitting position was effective in reducing behavioral distress during immunisation. Hence, paediatric nurses ought to promote the use of comfort position to reduce behavioral distress associated with painful procedure.

scholarly journals The Impact of Vitamin D Supplementation as an Adjuvant Therapy on the Abundance of Treg Cells in Patients with Atopic Dermatitis

2021 ◽  
Author(s):  
Payam Payandeh ◽  
Maryam Rastin ◽  
Farzaneh Iravani ◽  
Maryam Khoshkhui ◽  
pouran Layegh ◽  
...  
Keyword(s):  
Vitamin D ◽  
Atopic Dermatitis ◽  
Immune System ◽  
Treg Cells ◽  
Control Group ◽  
Vitamin D Levels ◽  
Significant Difference ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Abstract BackgroundAtopic dermatitis (AD) is a chronic, inflammatory, and severely Pruritus cutaneous disease that has an immunologic base. The most common treatments are topical steroids, which bring many adverse side effects. Vitamin D can adjust the immune system; therefore, in this study, we investigated the effect of vitamin D on the abundance of Treg cells in AD patients. MethodsIn this interventional study, 40 subjects who completed the intervention were enrolled, including 20 AD patients (as the experimental group) and 20 healthy subjects (as the control group). Accordingly, the subjects whose vitamin D levels was less than 30 ng/ml were assigned to receive vitamin D (1000 IU) daily for a 2-month duration. The severity of AD was evaluated based on SCORAD (Scoring Atopic Dermatitis) and the amount of CD4+CD25+Foxp3+Treg cells was also assessed using Flow cytometry. ResultsAverage serum level of vitamin D before performing the treatment in the experimental (14/90±4/5) and control groups (15/95±5/0) was lower than that of after the treatment (experimental group 24/60±5/2 and control group 23/60±7/3) (P<0.001). As well, there was a significant difference between the average scores of SCORAD after the vitamin D intervention (P<0.001). The amount of Treg cells significantly increased in the experimental group (P=0.002, Diff=0.35) after performing the intervention.Conclusionit was found that besides conventional medicines, Vitamin D can be adjusted as an effective complementary therapy by modulating the immune system.Trial registration: IRCT20150716023235N13, Registered 11 Feb 2018, https://www.irct.ir

scholarly journals The Impact of Shadowing Technique on Tertiary EFL Learners’ Listening Skill Achievements

2017 ◽  
Vol 7 (5) ◽  
pp. 184
Author(s):  
Sumarsih Sumarsih
Keyword(s):  
Alternative Hypothesis ◽  
Control Group ◽  
Listening Skills ◽  
Control Groups ◽  
Efl Learners ◽  
Listening Skill ◽  
Significant Difference ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This paper is aimed at describing the impact of Shadowing Technique on students’ listening skills achievement. Therefore, the experimental research was conducted and the techniques on collecting the data were administrating pre- and post- tests to the experiment and control groups, which consisted of 30 university students in each group. Then, t-test and ANCOVA were applied on analyzing the data, then to find the impact of shadowing technique on EFL learners’ listening skill achievements in English Department of Universitas Negeri Medan (UNIMED), Indonesia. As a result, there was a significant difference between the mean of experimental and control groups (F = 8.98, p=. 004 < .05). In addition, there was a significant effect of applying shadowing technique on students’ listening skill achievements (F=56.10, p=0.00<0.05) and the experimental group grammatically outperformed the control group. In conclusion, the null hypothesis was rejected and the alternative hypothesis was accepted. 

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