scholarly journals THE IMPACT OF USING INFOGRAPHICS TO TEACH GRAMMAR ON EFL STUDENTS’ LEARNING MOTIVATION

2021 ◽  
Vol 5 (5) ◽  
Author(s):  
Lam Ky Nhan ◽  
Phuong Hoang Yen
Keyword(s):  
High School ◽  
English Language ◽  
Mekong Delta ◽  
English Language Teaching ◽  
Learning Motivation ◽  
The Other ◽  
Learning Technique ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

Infographics have increasingly been used in English language teaching. However, few studies have been conducted to explore the use of infographics in improving students’ motivation in learning grammar. The objective of this study was to evaluate the impact of Infographics-based learning on students’ motivation on an English language grammar course. The study employed an experimental research design and the participation of sixty grade-11 students studying in a high school in Mekong Delta, Vietnam. There are two groups including one experimental group (n = 30) that used the Infographics-based learning; and the other a controlled group (n = 30) which was instructed using non- Infographics-based learning technique. A questionnaire was designed to measure students’ motivation after the treatment. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0853/a.php" alt="Hit counter" /></p>

The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning

2016 ◽  
Vol 6 (4) ◽  
pp. 210-217 ◽  
Author(s):  
Assoc. Prof. Dr. Ali Rahimi ◽  
Samira Mouri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.  

scholarly journals Investigating the Effect of Blending MOOCs with Flipped Classroom on Engagement in Learning and Course Grades

2019 ◽  
Vol 2 (2) ◽  
pp. p8
Author(s):  
Nahed F. Abdel-Maksoud
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Control Group ◽  
Teaching Methodology ◽  
Control Group Design ◽  
Course Grades ◽  
The Impact ◽  
Experimental Group

Though MOOCs are usually used as stand-alone online courses, more and more instructors are using them to complement their traditional lectures, others are using them to flip their classrooms. This study investigates the impact of MOOCs-based flipped classroom on engagement in learning and course grades. This quasi-experimental study employed post-test only control group design. Participants of the study consisted of 155 pre-service teachers studying the undergraduate "EFL Teaching Methodology course at one of the universities in Egypt in the year 2018-2019. Participants were randomly assigned to either an experimental (flipped classroom) (N=78) or a control group (traditional) (N=77). Both groups were taught by the same instructor, the control group was taught in the traditional method, while the experimental group were required to enroll in two English Language Teaching MOOCs, assigned by the course instructor, and complete specific parts of each course, students had to watch videos, read articles, complete quizzes, and come to class prepared to discuss what they have read and watched, and complete in-class activities. Ten weeks later, the instrument of the study, Engagement Scale, was administered to both groups to assess their engagement in learning. Course grades were obtained from the instructor. Results showed that there were statistically significant differences in both engagement and course grades in favor of the ‎experimental group (flipped classroom group). Using MOOCs to flip traditional courses is found to improve students' engagement and learning, this is because students were able to use limited class time to engage in higher‐level interactive learning activities. There is no fear that technology or video lectures will replace faculty, rather it can make their teaching more effective. Integrating MOOCs and flipped classroom can harness technology to radically redesign teaching and learning experiences.

scholarly journals Impact of Self-Correction on Extrovert and Introvert Students in EFL Writing Progress

2011 ◽  
Vol 4 (2) ◽  
pp. 161 ◽  
Author(s):  
Reza Hajimohammadi ◽  
Jayakaran Mukundan
Keyword(s):  
English Language ◽  
Correction Method ◽  
The Other ◽  
Eysenck Personality Questionnaire ◽  
Personality Questionnaire ◽  
Language Test ◽  
Efl Writing ◽  
Efl Students ◽  
The One ◽  
The Impact

To investigate the impact of self-correction method as an alternative to the traditional teacher-correction method, on the one side, and to evaluate the impact of personality traits of Extroversion/Introversion, on the other side, on the writing progress of the pre-intermediate learners three null-hypotheses were proposed. In spite of students absolutely different personalities some teachers probably expect all the students to react to their incompetent feedback in an indistinguishable way. To put it in other words, these teachers pay no attention to the fact that each student is completely a different human being with his/her exclusive personality. These instructors pursue the traditional correction method and correct every error and even do not agonize to present work for different correction methods let alone thinking of making learners engage in their own learning. Therefore, 120 pre-intermediate Iranian female EFL students were selected through employing of Nelson English Language Test (NELT) and the Eysenck Personality Questionnaire (EPQ). They were assigned to four different groups-two groups include extroverts and two groups include introverts. Subsequently, they were given five expository topics to write about in a five-week period. While two groups, one extroverted and one introverted enjoyed self-correction, the teacher corrected the writings of the other two groups. The obtained results showed that personality type had no significant effect on learners' progress in writing. Nevertheless, self-correction method showed to be significantly effective at 0.5.

scholarly journals The Impact of Teaching EFL Medical Vocabulary Through Collocations on Vocabulary Retention of EFL Medical Students

2018 ◽  
Vol 9 (5) ◽  
pp. 24
Author(s):  
Maryam Najafi ◽  
Mohammad Reza Talebinezhad
Keyword(s):  
Medical Students ◽  
English Language ◽  
Mother Tongue ◽  
English Language Teaching ◽  
Control Group ◽  
Control Group Design ◽  
Medical Vocabulary ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

Teaching technical vocabulary in ESP context is a vital part of English language teaching at a university level. EFL teachers almost use traditional techniques for teaching new medical vocabulary. This study aimed at examining the impact of teaching medical vocabulary through collocations on vocabulary learning of medical students. This quasi-experimental study with a pretest/posttest control group design was conducted on 80 students majoring Nursing at Kashan University of Medical Sciences, Iran. The proficiency test was used to determine the proficiency level of the students and 62 students were selected as intermediate students. The students were assigned into two groups. In the experimental group new medical vocabulary was taught through collocations, while in the control group new vocabularies were instructed through traditional techniques including synonym, antonym, definition and mother tongue translation. Data were collected using a researcher-made test of collocation. Results showed that the mean score of teaching medical vocabulary was increased in the experimental group after the treatment. It can be seen that the experimental group outperformed the control group on the medical collocation tests.

scholarly journals THE IMPACT OF KWL STRATEGY ON COLLEGE EFL STUDENTS' READING COMPREHENSION ACHIEVEMENT

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Majid Bani Madhi
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
First Grade ◽  
Control Group ◽  
Achievement Level ◽  
Post Test ◽  
Comprehension Process ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

Iraqi EFL learners face difficulties in comprehending English language reading texts. It is well-established that the teaching strategies focusing on the nature of reading comprehension process are more effective than traditional methods when seeking to achieve a better comprehension of foreign language texts. This study investigates the impact of the KWL strategy on the college EFL students' reading comprehension achievement. KWL (Ogle, 1986) is an instructional reading method utilized to guide students while reading a text. Students brainstorm the whole thing they Know about a topic. This information is written down in the K column of a K-W-L chart. A list of questions about what they Want to Know about the topic is then developed. These questions are set out in the W column of the chart. During or after reading, students answer the questions that are in the W column. This new information that they have Learned is recorded in the L column of the K-W-L chart. To achieve the aim of this study, a sample selected randomly from the first-grade students, the department of English, Al-Imam Al-Kadhum Private University College, Misan, Iraq. Ninety-two males and females participated in the study and were distributed equally to an experimental group and a control group. Both groups were pretested to determine their achievement level and make sure that they are homogenous. The students in the experimental group were taught reading comprehension by the K.W.L strategy, while the control group were taught by a conventional method. Pre- and post-reading comprehension tests were managed to collect data. The data were analyzed using a two-sample t-test. The findings reveal the superiority of the experimental group students in the reading comprehension post-test over their peers in the control group. Therefore, the strategy can be beneficial for students’ reading comprehension. This study is a call for teachers to utilize new strategies and techniques for teaching reading compr

scholarly journals The Effect of Task-Based Learning on EF Students’ Learning Reading: A Case Study in the Mekong Delta of Vietnam

2017 ◽  
Vol 5 (1) ◽  
pp. 34
Author(s):  
Trinh Quoc Lap ◽  
Ha Diem Trang
Keyword(s):  
Reading Comprehension ◽  
Intrinsic Motivation ◽  
English Language ◽  
Mekong Delta ◽  
Reading Tests ◽  
Language Pedagogy ◽  
Tenth Grade ◽  
Efl Students ◽  
Study Participants ◽  
Experimental Group

<p><em>This article reports the results of an experimental study testing the effects of the use of Task-Based Learning on EFL students’ intrinsic motivation to learn reading and reading comprehension. The study was conducted in a high school in the Mekong Delta of Vietnam where English teaching methods are still lagged behind innovative developments in English language pedagogy. Sixty-nine tenth-grade students from two intact classes participated in this study. Participants were assigned in either control or experimental group. A questionnaire and two reading tests were used to collect quantitative data about participants’ motivation and achievement in reading comprehension. Interviews were followed to investigate participants’ attitude towards the use of task-bask learning in their reading lessons. Results indicated that participants’ intrinsic motivation in the experimental group increased and both groups showed significant improvement in reading comprehension. Participants in the experimental group addressed benefits and challenges in learning reading comprehension with Task-Based Learning. To help students enhance their reading comprehension, teachers may take into consideration the use of both Task-Based Learning and Grammar-Translation Method.</em></p>

Process Drama and Teacher in Role in ELT

2020 ◽  
Vol 8 (1) ◽  
pp. 5-12
Author(s):  
Robert Donegan
Keyword(s):  
High School ◽  
English Language ◽  
Language Teaching ◽  
Senior High School ◽  
English Language Teaching ◽  
Process Drama ◽  
Specific Technique

This paper is a discussion of the potential of using specific drama techniques during English lessons at a Japanese private senior high school. The techniques in focus are process drama and specifically teacher in role (TiR). TiR is a specific technique that is often used in the broader area of process drama. Process drama concerns itself more with the experiential rather than the performance aspect of drama. In it, a teacher, or facilitator, goes into role with the participants in the co-construction of extended role-plays and dramas. Such methods have been used in English language teaching by many practitioners. The methods are discussed in this paper, with the focus on their suitability for teaching in a Japanese senior high school.

scholarly journals From Instructed Writing to Free-Writing: A Study of EFL Learners

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110071
Author(s):  
Saleh Alharthi
Keyword(s):  
Control Group ◽  
Writing Program ◽  
Structured Interviews ◽  
Writing Assignments ◽  
Efl Learners ◽  
Free Writing ◽  
Efl Students ◽  
Structured Writing ◽  
The Impact ◽  
Experimental Group

Writing is an intricate process that encompasses various factors and is a key skill for English as a Foreign Language (EFL) students. Thus, writing assignments are vital for any curriculum. One of the essential aspects of effective writing includes good grammar knowledge. Advocates of process writing argue that a free-writing journal is a practical approach to teaching EFL students writing. This study is intended to examine the impact of the free-writing journal on EFL learners. This study was conducted on 80 students from a writing course at the University. Thirty-five students were randomly selected to join the free-writing program—the experimental group—and 45 students were kept in their regular structured writing program—the control group. The experimental group selected topics of interest to them and was encouraged to write in English freely without concern for errors, whereas the control group followed a regular structured writing program where the topics were selected for them and they wrote following a clear guideline. Five major areas were investigated to evaluate students’ progress: the number of words written, spelling, capitalization, subject-verb agreement, and punctuation. The researcher conducted semi-structured interviews with 10 students of the experimental group to elicit their perception of the free-writing program. According to the analysis, students in the free-writing program acquired better grammar acquisition than the control group. The researcher also observed students’ perception of free-writing at the end of the study and found that free-writing improved their writing skills.

Impact of inquiry-based English teaching through digital applications on primary schoolchildren's reading comprehension and autonomy in pandemic situation

2021 ◽  
Vol 5 (S3) ◽  
Author(s):  
Ekaterine Pipia ◽  
Irina Chikovani
Keyword(s):  
Academic Performance ◽  
Reading Comprehension ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Autonomy Development ◽  
Study Results ◽  
Before And After ◽  
Quantitative Manner ◽  
The Impact

Considering the urgency of integrating technologies in the contemporary classrooms, the aim of the presented study has been shaped to outline the impact of inquiry-based English language teaching through digital applications on primary learners’ reading comprehension and autonomy development during a pandemic outbreak of COVID-19. The research context has been designed in a quantitative manner to analyze experiment results and compare control and treatment group learners’ reading comprehension and academic achievement levels as well as to measure primary schoolchildren’s level of autonomy before and after the treatment. The subjects’ autonomy level, curiosity and interest in reading through digital applications before and after the experiment have been evaluated through pre and post-experimental questionnaires. Learning processes of two experimental and two control groups were compared to create four research contexts for the study. Discrepancy between inquiry-based teaching through a digital library and a traditional way of teaching reading has been emphasized in the study results. The obtained data has been analyzed using SPSS to compare the academic performance results. The study revealed that inquiry-based English language teaching through digital applications highly enhanced the primary learners’ academic performance in reading and increased their motivation level to study independently.

Anxiety of High School Students Preparing for University during the COVID-19 Pandemic

2021 ◽  
Vol 8 (12) ◽  
pp. 374-377
Author(s):  
Prapattra Hongwisat ◽  
Thanawat Wuthikanokkan ◽  
Nathakan Preechakansakul
Keyword(s):  
High School ◽  
High School Students ◽  
Respiratory Symptoms ◽  
The Other ◽  
Depression And Anxiety ◽  
School Students ◽  
Other Hand ◽  
The University ◽  
The Impact ◽  
Online Form

Covid-19 are one of the viruses that were widely spreaded in 2019 and are still separate until nowadays. Thailand is one of the countries that are highly infected. The majority of people who are infected with this virus tend to have mild to severe respiratory symptoms. Furthermore, anyone can get sick, and it can lead to death. However, the most common symptoms of this virus are fever, cough, tiredness, and loss of taste or smell, on the other hand, characteristics in a minority of people, such as diarrhea and headaches. Due to the impact of the Covid-19 virus, people have to change their lifestyle to the online form. These changes have impacted mostly on economics and education in particular countries, so this problem also affects anxiety among high school students; who must prepare to apply to the university during the COVID-19 outbreak. In addition, we have collected 151 answers from high school students by surveying in order to know the feelings for entrance to the university during the pandemic situation. We found out that 81.3% of the students are highly affected by covid, and only 0.7% of students are slightly affected. We also found out that 55% of the students are worried about university entrance, and only 2.6% of the students were not worried at all. According to the result, most of the students in Thailand are facing the problem about their education and their entrance for the university which are caused by Covid-19. This may lead to illnesses like depression and anxiety. Keywords: Students, Learning, COVID-19, Thailand, University.

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