scholarly journals SELF-REGULATION IN READING EFL ACADEMIC TEXTS — EFFECTS OF GROUP-WORK DYNAMICS

2021 ◽  
Vol 18 (48) ◽  
pp. 283-300
Author(s):  
Jagoda Topalov ◽  
Keyword(s):  
Reading Instruction ◽  
Group Work ◽  
Repeated Measures ◽  
Reading Strategies ◽  
Prolonged Exposure ◽  
Self Regulation ◽  
Control Group ◽  
Strategic Reading ◽  
Academic Texts ◽  
Quasi Experimental

The aim of this paper is to determine the effects of Collaborative strategic reading (CSR), an instructional framework designed to improve students’ reading skills (Klingner, Vaughn 1999), on EFL learners’ inventory of reading strategies and the frequency of its use. In a quasi-experimental pre-test – post-test study with a control group, the participants were, over two semesters, exposed to strategic reading instruction in either a cooperative or an individual setting. A series of mixed between-within repeated measures ANOVAs were conducted in order to see whether there were differences in the use of reading strategies between the students from the two groups, as well as between the same students tested at three different times (at baseline, at the middle of the experiment, and upon the completion of the experiment). The results indicate that the cooperative setting has a statistical effect on the use of strategies employed during and after reading academic texts, but not before. The results further show that the students from the experimental group reported significantly more self-regulatory behaviors than the students from the control group upon the completion of the experiment, but not at its middle, suggesting that prolonged exposure to experimental input is necessary for the effects of group-work dynamics to become visible and the strategic framework to become internalized. Pedagogical implications of the results mainly address the potential of group-work dynamics in offering an effective alternative to typical teacher-centered EFL instruction found in most university contexts.

Using Concept Oriented Reading Instruction (CORI) to Promote Students’ Reading Comprehension

2017 ◽  
Vol 2 (1) ◽  
pp. 42
Author(s):  
Hilma Suryani
Keyword(s):  
Reading Achievement ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Posttest Score ◽  
T Test ◽  
Control Group ◽  
Quasi Experimental ◽  
Effective Reading Strategies ◽  
And Control ◽  
Experimental Group

The problem of this study is “Does Concept Oriented Reading Instruction (CORI) enhance students’ reading achievement?” The design of this study was quasi-experimental. The sample of this study was taken from the population by using purposive sampling. The experimental group consisted of 39 students while the control group consisted of 35 students. The data were collected by using two instruments; test and questionnaire. The test was given twice to each group in order to see whether or not there was significance difference of pretest and posttest either in experimental or control group and whether or not there was significance difference of experimental and control group in terms of their posttest score. To prove the hypothesis, the data from pretest and posttest of experimental and control group were analyzed by applying paired sample t-test and independent sample t-test. The calculation was run by using SPSS computer program. The result of the study shows there was significance difference of students’ reading achievement between experimental and control group. Besides, the use of CORI as reading strategies was proved as effective reading strategies to enhance students’ reading achievement. Keywords: Concept Oriented Reading Instruction; reading strategy; reading achievement

scholarly journals An Empirical Study on the Effect of Instruction on Metacognitive Strategies on EFL Reading Comprehension: The Case of Foundation-Level Students in Oman

2021 ◽  
Vol 14 (8) ◽  
pp. 30
Author(s):  
Omaima Al-Kiyumi ◽  
Fawzia Al Seyabi ◽  
Abdul Hamid Hassan
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Metacognitive Strategies ◽  
Control Group ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Metacognitive Reading Strategies ◽  
Experimental Group

The current quasi-experimental study investigated the effect of metacognitive reading strategies on the reading comprehension and attitudes of Omani EFL foundation-level students. The sample of the study included two intact classes (N=45) and was selected based on the students’ results in the midterm reading comprehension exam and their responses to the metacognitive strategies survey (MARSI). One class functioned as the experimental group, which received instruction relating to the metacognitive reading strategies. The other class was the control group which received conventional reading instruction. Two instruments were used to collect data: a pre-post reading comprehension test to measure the students’ performance in reading and an attitude questionnaire to investigate their attitudes towards metacognitive reading strategies use. The results of the study revealed that there was a statistically significant difference between the learners’ reading comprehension in the experimental group and the control group in favor of the experimental group as a result of metacognitive reading strategies instruction. Results also showed that students in the experimental group held positive attitudes towards using metacognitive reading strategies use. In the light of these findings, implications and recommendations for practice were put forward.

scholarly journals Reading comprehension and strategy awareness of Grade 11 English second language learners

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Madoda Cekiso
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Second Language Learners ◽  
Strategy Instruction ◽  
Control Group ◽  
Control Group Design ◽  
English Second Language ◽  
Grade 11

The aim of this study was to examine the reading strategies used by Grade 11 English Second Language (ESL) learners and the possible effects of reading instruction on their reading comprehension and strategy awareness. A quasi-experimental pre-test and post-test control group design was used. The participants included a total of 60 Grade 11 learners from a high school. The results of this study indicate that (1) learners who received reading strategy instruction scored both statistically and practically significantly higher marks on the reading comprehension test than those in the control group and (2) explicit instruction in the use of reading strategies was essential to bring about the increased use of reading strategies of learners in the experimental group. The study has implications for learners, teachers, university students and lecturers.

scholarly journals Applying Sight Translation as a Means to Enhance Reading Ability of Iranian EFL Students

2016 ◽  
Vol 9 (3) ◽  
pp. 153
Author(s):  
Moslem Fatollahi
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Control Group ◽  
Comprehension Ability ◽  
Quasi Experimental ◽  
Efl Students ◽  
Iranian Context ◽  
Reading Comprehension Ability

<p>Sight translation is the oral translation of a written text and is a mixture of translation and interpreting. Sight translation is a widely-used activity in translation training programs. Yet, this mode of translation has rarely been applied as a reading instruction technique in Iranian EFL instruction context in spite of the growing interest in using sight translation in language teaching and learning. This study aims at investigating the effect of sight translation on the reading comprehension ability of Iranian undergraduate EFL students. This is a quasi-experimental study involving treatment. To this end, four reading comprehension classes involving 70 learners were divided into two groups, with the experimental one receiving reading instruction with sight translation exercises and the control group receiving reading instruction without sight translation exercises. The posttest results revealed that the experimental group performing sight translation exercises in classroom outperformed the control group who had not engaged in sight translation. This study has implications for ELT instructors and learners in an Iranian context as they can use sight translation exercises as an effective technique for improving the reading comprehension ability of their learners.</p>

scholarly journals The effectiveness of group counseling based on problem-solving on aggression and social adjustment in hearing-impaired students

2019 ◽  
Author(s):  
Mahdiyeh Azizi ◽  
Mohsen Saeidmanesh ◽  
Fateme Kazemi ◽  
Vahide Radaie
Keyword(s):  
Problem Solving ◽  
Group Therapy ◽  
Social Adjustment ◽  
Group Counseling ◽  
Repeated Measures ◽  
Hearing Impaired ◽  
Control Group ◽  
Quasi Experimental ◽  
Yazd City ◽  
Hearing Impaired Students

Background and Aim: One of the common behavioral disorders of hearing-impaired child­ren is aggressive behavior, which can affect soc­ial adjustment in their adolescence. This study was designed to investigate the effectiveness of group counseling based on problem-solving on aggression and social adjustment of hearing-impaired students. Methods: This study is quasi-experimental with pretest posttest design and a control group. The study population was all adolescents with hear­ing impairment referred to Yazd Speech The­rapy Centers, Yazd City, Iran. A total of 30 stu­dents were selected from the referred hearing-impaired students with high aggression and low social adjustment. Then they were randomly assigned into control (n = 15) and experimental (n = 15) groups. The study instruments were the California social behavior and Buss and Perry aggression inventory. The group couns­eling based on problem-solving intervention consisted of 7 one-hour sessions, presented for the experimental group. We analyzed the obtai­ned data by repeated measures analysis of cova­riance. Results: Group therapy based on problem-solving can reduce aggression (p < 0.001) and increase social adjustment (p = 0.04). Conclusion: The professionals in this field are recommended to use group therapy based on problem-solving.

scholarly journals Effects of smart-care services program for breast cancer survivors

2021 ◽  
Vol 27 (2) ◽  
pp. 95-106
Author(s):  
Bok Yae Chung ◽  
Sung Jung Hong
Keyword(s):  
Breast Cancer ◽  
Cognitive Function ◽  
Cancer Survivors ◽  
Repeated Measures ◽  
Breast Cancer Survivors ◽  
Sleep Time ◽  
Nursing Intervention ◽  
Control Group ◽  
Care Services ◽  
Quasi Experimental

Purpose: The purpose of this study was to examine the effects of a smart-care services program for breast cancer survivors on cognitive function and physical health. Methods: A quasi-experimental control group pretest posttest design was used. Subjects were recruited in D city, and data were collected from July 2017 to February 2018. The experimental group (n=24) participated in the smart-care services program, whereas the control group (n=26) received conventional management. The smart-care services program consisted of addressing cognitive function problems arising from chemotherapy, diet, exercise, head/neck massage and self-monitoring using smartphone applications and smart bands. All participants underwent assessments at baseline, at 6 weeks, and at 12 weeks. Data were analyzed using descriptive statistics (frequency, percentage, mean and standard deviation), a chi-squared test, t-test, and repeated measures ANOVA. Results: After the smart-care services program, significant differences were found between the groups in cognitive function (F=18.91, p<.001) and sleep time (F=9.25, p<.001). No significant differences were found between the groups in caloric consumption after the program. Conclusion: The smart-care services program significantly improved the level of cognitive function and sleep time for breast cancer survivors. The use of this smart-care services program for breast cancer survivors might be an effective nursing intervention tool for improving cognitive function and health behaviors.

scholarly journals Effects of the Preschool-Based Family-Involving DAGIS Intervention Program on Children’s Energy Balance-Related Behaviors and Self-Regulation Skills: A Clustered Randomized Controlled Trial

Nutrients ◽  
2020 ◽  
Vol 12 (9) ◽  
pp. 2599 ◽  
Author(s):  
Carola Ray ◽  
Rejane Figuereido ◽  
Henna Vepsäläinen ◽  
Reetta Lehto ◽  
Riikka Pajulahti ◽  
...  
Keyword(s):  
Physical Activity ◽  
Randomized Controlled Trial ◽  
Energy Balance ◽  
Repeated Measures ◽  
Screen Time ◽  
Controlled Trial ◽  
Self Regulation ◽  
Control Group ◽  
Randomized Controlled ◽  
Multicomponent Intervention

The study examines the effects of a preschool-based family-involving multicomponent intervention on children’s energy balance-related behaviors (EBRBs) such as food consumption, screen time and physical activity (PA), and self-regulation (SR) skills, and whether the intervention effects differed among children with low or high parental educational level (PEL) backgrounds. The Increased Health and Wellbeing in Preschools (DAGIS) intervention was conducted as a clustered randomized controlled trial, clustered at preschool level, over five months in 2017–2018. Altogether, 802 children aged 3–6 years in age participated. Parents reported children’s consumption of sugary everyday foods and beverages, sugary treats, fruits, and vegetables by a food frequency questionnaire, and screen time by a 7-day diary. Physical activity was assessed by a hip-worn accelerometer. Cognitive and emotional SR was reported in a questionnaire by parents. General linear mixed models with and without repeated measures were used as statistical methods. At follow-up, no differences were detected in EBRBs or SR skills between the intervention and control group, nor did differences emerge in children’s EBRBs between the intervention and the control groups when stratified by PEL. The improvement in cognitive SR skills among low PEL intervention children differed from low PEL control children, the significance being borderline. The DAGIS multicomponent intervention did not significantly affect children’s EBRBs or SR. Further sub-analyses and a comprehensive process evaluation may shed light on the non-significant findings.

Teaching about Near-Death Experiences: The Effectiveness of Using the Day I Died

2011 ◽  
Vol 63 (4) ◽  
pp. 373-388 ◽  
Author(s):  
Janice Miner Holden ◽  
Kathy Oden ◽  
Kelly Kozlowski ◽  
Bert Hayslip
Keyword(s):  
Repeated Measures ◽  
Future Research ◽  
Control Group ◽  
Waitlist Control ◽  
Before And After ◽  
Waitlist Control Group ◽  
Quasi Experimental ◽  
The Mind ◽  
Near Death Experiences ◽  
The Brain

In this article, we reviewed results of research on near-death experiences (NDEs) over the past 3 decades and examined the effect of viewing the hour-long 2002 BBC documentary The Day I Died: The Mind, the Brain, and Near-Death Experiences on accurate knowledge about near-death experiences among advanced undergraduates at a southwestern university. In a quasi-experimental research design, the experimental group completed a 20-item questionnaire before and after viewing the documentary ( n = 66; 45 females, 21 males), and the waitlist control group completed the questionnaire as pre- and posttest before viewing the documentary ( n = 39; 36 female, 3 male). The two groups' scores at pretest were not significantly different ( p > .05). Group by occasion repeated measures ANOVA revealed the experimental group's posttest scores moved significantly in the direction of correctness with a large effect size ( p < .001; η2= .56), whereas waitlist control group posttest scores remained similar to pretest scores. We discuss two exceptions to the effectiveness of the documentary and recommendations for educators using it as well as for future research.

scholarly journals Impact Evaluation of an Addiction Intervention Program in a Quebec Prison

2015 ◽  
Vol 9 ◽  
pp. SART.S22464
Author(s):  
Catherine Arseneault ◽  
Marc Alain ◽  
Chantal Plourde ◽  
Francine Ferland ◽  
Nadine Blanchette-Martin ◽  
...  
Keyword(s):  
Substance Use ◽  
Repeated Measures ◽  
Intervention Program ◽  
Multidimensional Data ◽  
Control Group ◽  
Preliminary Results ◽  
Repeated Measures Design ◽  
Treatment Services ◽  
Quasi Experimental ◽  
And Control

Objectives This study evaluates the effects of a prison-based addiction intervention program. The evaluation is based on a multidimensional data collection that draws a portrait of the respondents’ substance use, and of their psychological/emotional, social, and judicial spheres. It measures the changes, or lack thereof, in substance use; the psychological/emotional, social, and judicial spheres; as well as the post-treatment services used. Method A quasi-experimental repeated measures design (0, 6 weeks, and 6 months) was used. Effects of the program were identified by comparing the results obtained by a group of inmates who had participated in the program ( n = 80; experimental group) with those of another group who had received no intervention ( n = 70; control group). Results The preliminary results suggested a certain treatment effect related to impulsivity and psychological distress. Conclusion Although the preliminary results were promising, the experimental and control groups did not differ significantly when more robust analyses were used.

scholarly journals EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS

2010 ◽  
Vol 32 (2) ◽  
pp. 235-263 ◽  
Author(s):  
Yingli Yang ◽  
Roy Lyster
Keyword(s):  
Repeated Measures ◽  
Corrective Feedback ◽  
Past Tense ◽  
Control Group ◽  
Chinese Learners ◽  
Quasi Experimental ◽  
Group A ◽  
Improving Accuracy ◽  
The University ◽  
Post Hoc

Conducted in English-as-a-foreign-language (EFL) classrooms at the university level in China, this quasi-experimental study compared the effects of three different corrective feedback treatments on 72 Chinese learners’ use of regular and irregular English past tense. Three classes were randomly assigned to a prompt group, a recast group, or a control group and then participated in form-focused production activities that elicited the target forms. In the two feedback groups, teachers consistently provided one type of feedback (i.e., either recasts or prompts) in response to learners’ errors during the activities, whereas in the control group, the teacher provided feedback only on content. Pretests, immediate posttests, and delayed posttests administered 2 weeks after the treatment assessed participants’ acquisition of regular and irregular past tense forms in both oral and written production. Comparisons of group means across testing sessions using a repeated-measures ANOVA consistently revealed large effects for time. Post hoc within-group analyses of the eight immediate- and delayed-posttest measures revealed significant gains by the prompt group on all eight measures, the recast group on four, and the control group on three. The effects of prompts were larger than those of recasts for increasing accuracy in the use of regular past tense forms, whereas prompts and recasts had similar effects on improving accuracy in the use of irregular past tense forms.

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