scholarly journals A Mobile Video Recording Task-Based Approach to Teaching EFL Learners’ Speaking Skills

2021 ◽  
pp. 96-116
Author(s):  
Tran Thi Thien Trang ◽  
Nguyen Thi Phuong Hong
Keyword(s):  
Teaching And Learning ◽  
Video Recording ◽  
Structured Interview ◽  
Control Group ◽  
Mobile Video ◽  
Positive Attitudes ◽  
Approach To Teaching ◽  
Students Attitudes ◽  
And Control ◽  
Speaking Skills

The purpose of this paper was to investigate whether mobile video recording task-based approach helps non-English majored students enhance their speaking skills. Forty students were selected and assigned to two groups: experimental group and control group. Mobile video recording was presented to experimental students while no training was given to students in the control group in the same task-based approach. The data was assessed to find out whether there were significant differences in terms of fluency, grammar, vocabulary and pronunciation. A questionnaire and a semi-structured interview were also implemented to explore students’ attitudes on the treatment. The study’s results revealed that students in the group treated with mobile video recording task-based approach significantly outperformed those in the control group. Furthermore, the results of the questionnaire and semi-structured interview revealed that the experimental students had positive attitudes towards using mobile video recording to practice speaking English. The study’s findings have led to several ideas and recommendations for the teachers, the students as well as the teaching and learning speaking in Vietnam.

scholarly journals The Effect of using Teams Games Tournaments (TGT) Cooperative Technique for Learning Mathematics in secondary schools of Bangladesh

2015 ◽  
Vol 4 (3) ◽  
pp. 271 ◽  
Author(s):  
Abdus Salam ◽  
Anwar Hossain ◽  
Shahidur Rahman
Keyword(s):  
Computer Games ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Attitude Scale ◽  
Control Group ◽  
Game Playing ◽  
Web Based ◽  
Group A ◽  
And Control ◽  
Experimental Group

<p align="center"><strong>Abstract</strong></p><p> </p><p>Games-based learning has captured the interest of educationalists and industrialists who seek to reveal the characteristics of computer games as they are perceived by some to be a potentially effective approach for teaching and learning. Despite this interest in using games-based learning, there is a dearth of studies context of gaming and education in third world countries. This study investigated the effects of game playing on performance and attitudes of students towards mathematics of Grade VIII. The study was undergone by implementing TGT technique for the experimental group and typical lecture-based approach for the control group. A same achievement test was employed as in both pretest and posttest, an inventory of attitudes towards mathematics were applied for the pretest and posttest on TGT experimental and control group, an attitude scale on computer games was employed for the TGT experimental group, a semi-structured interview for teacher and an FGD guideline for students were applied to serving the purpose of research objectives. After three-weeks of intervention, it had been found out that TGT experimental group students had achieved a significant learning outcome than lecture based control group students. Attitude towards mathematics were differed to a certain positive extent on TGT experimental group. On the basis of findings of this study, some recommendations were made to overcome the barriers of integrating web-based game playing in a classroom.</p>

scholarly journals The The Implementation of CTL Approach in Teaching Speaking at College Students Akademi Kebidanan Keluarga Bunda Jambi

2018 ◽  
Vol 2 (1) ◽  
pp. 60-70
Author(s):  
Rahmah Rahmah Rahmah
Keyword(s):  
Teaching And Learning ◽  
Control Group ◽  
The Third ◽  
Conventional Teaching ◽  
The Mean ◽  
Contextual Teaching ◽  
And Control ◽  
Academic Year ◽  
Experimental Group ◽  
Speaking Skills

The study aimed at describing the use of contextual teaching and learning on students’ speaking skills. Apart from analyzing the students’ problems, it also looked at improvement in the students’ speaking skills through the use of contextual teaching and learning. The research involved of the third semester students at KeluargaBunda Jambi Midwifery Academy academic year 2015/2016. The students were 50 students consists of 25 as experimental group and 25 students as control group. This was an experimental research, conducted in experimental group and control group. Each group consists of five meeting. The material for the first meeting was about examination of pregnancy. The second meeting was about examination of Leopold. The third meeting was about baby’s care. The fourth meeting was about breast self-exam. And the last meeting was about infuse. In collecting the data, the researcher used observation and recording. The findings show that there was a significant effect between students who taught using CTL and who taught by using conventional teaching. The test result of experimental group after being analyzed was 0.023 < 0.05. The analysis was conducted the mean score of each category both pretest and posttestin experimental group was higher than control group. Therefore, it can be concluded that contextual teaching and learning can help teacher to teach the students easier and students are easier to understand the material.

scholarly journals The Effects of Peer-Video Recording on Students’ Speaking Performance

2019 ◽  
Vol 9 (4) ◽  
pp. 178
Author(s):  
Pham Vu Phi Ho ◽  
Nguyen Thi Thanh Hong
Keyword(s):  
College Students ◽  
Teaching And Learning ◽  
Video Recording ◽  
Control Group ◽  
Interactive Communication ◽  
Positive Attitudes ◽  
Speaking Performance ◽  
Experimental Group ◽  
Vocabulary Score

The purpose of the current study is to investigate whether peer video recording helps non-English majored college students enhance their speaking performance. Eighty students were selected and assigned to two groups: an experimental group and a control group. Peer video recording was presented to experimental students while no training was given to students in the control group in the same task-based approach. The data, collected based on a pre-posttest design, were analyzed to find out whether or not there were differences between two groups in terms of fluency, grammar, vocabulary, pronunciation and interactive communication. A questionnaire-based survey was also implemented to explore students&rsquo; attitudes on the treatment&mdash;peer video recording task-based approach. The study&rsquo;s results revealed that students in the group treated with peer video recording task-based approach significantly outperformed those in the control group in terms of fluency, grammar, pronunciation and interactive communication while students&rsquo; vocabulary score remained after the treatment. In addition, the data obtained from the questionnaire indicated the experimental students had positive attitudes towards the peer video task-based approach. The results from the study provide grounds for some suggestions and recommendations for the teachers, the students as well as the teaching and learning speaking in Vietnam.

scholarly journals Using Student-Generated Web Comics on Pixton as a Tool for Learning Shakespearean Drama

2019 ◽  
Vol 8 (2S9) ◽  
pp. 800-803
Keyword(s):  
Teaching And Learning ◽  
Meaning Making ◽  
English Literature ◽  
Control Group ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Post Test ◽  
Students Attitudes ◽  
Effective Teaching And Learning ◽  
Experimental Group

The study examined the effectiveness of using student-generated web comics on Pixton as a tool for enhancing students’ performance in meaning making and learning Shakespearean drama among tertiary level students in university. This study explored students’ attitudes towards generating web comics in learning Shakespearean drama. This study was conducted on 35 students who were studying English literature in one of the universities in Iran. This study employed a true experimental of posttest-only control-group research design with a mixed-method approach. The students were chosen based on purposive sampling and were randomly allocated into control group and experimental group. The control group had undergone conventional approach of learning the drama while the experimental group experienced learning through generating web comics in order to learn and construct the meaning of the drama. The instruments used to gather data in this research were post-test and a questionnaire on students’ attitudes. The students were given a post-test after learning the Hamlet play written by W. Shakespeare. The questionnaire was distributed to the students in experimental group after conducting the treatment and post-test. Quantitative data derived from the analysis of post-test were tabulated in descriptive statistics and an Independent T-test. Students’ answers in post-test were also analysed qualitatively. The results of the questionnaire were coded as numerical scores of frequency and percentage for statistical analysis. The findings of the study revealed that the students who used generating web comics attained a better performance and higher academic achievement in meaning making and learning Shakespearean drama compared to the students who were exposed to conventional learning method. The students also developed strongly positive attitudes towards use of student-generated web comics in learning the drama. This study will help teachers and students to create a new positive environment in the classroom with integration of technology, in which they can feel the enjoyment in effective teaching and learning process of Shakespearean drama.

scholarly journals Non-English Majors’ Attitudes towards Using YouTube to Improve Speaking Skills

2021 ◽  
pp. 38-48
Author(s):  
Nguyen Dinh
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Descriptive Statistics ◽  
Affective Attitudes ◽  
Positive Attitudes ◽  
English Majors ◽  
Teachers And Students ◽  
English Speaking ◽  
Students Attitudes ◽  
Speaking Skills

This study aimed to explore students’ attitudes towards using YouTube to improve speaking skills at the context of a Binh Duong based university. A total of one hundred and fifty students participated in the research. Both quantitative and qualitative data was obtained through two instruments, namely questionnaires and interview. For analysing the data collected, descriptive statistics and content analysis were employed. The results of the study revealed that non-English majors hade positive attitudes towards using YouTube to improve speaking skills. More interestingly, the findings revealed that they had affective attitudes towards the use of YouTube higher than the cognitive and behavioural attitudes. The study also made several suggestions for both teachers and students with the aim of contributing a small part to the teaching and learning of English speaking skills.

Effects of Time and Perceptual Orientation on Actors' and Observers' Attributions

1984 ◽  
Vol 58 (1) ◽  
pp. 23-30
Author(s):  
Donald S. Martin ◽  
Ming-Shiunn Huang
Keyword(s):  
Video Recording ◽  
Control Group ◽  
Control Groups ◽  
Video Recordings ◽  
Before And After ◽  
Perceptual Orientation ◽  
Initial Difference ◽  
Variety Show ◽  
And Control ◽  
Unrelated Variety

The actor/observer effect was examined by Storms in a 1973 study which manipulated perceptual orientation using video recordings. Storms' study was complex and some of his results equivocal. The present study attempted to recreate the perceptual reorientation effect using a simplified experimental design and an initial difference between actors and observers which was the reverse of the original effect. Female undergraduates performed a motor co-ordination task as actors while watched by observers. Each person made attributions for the actor's behaviour before and after watching a video recording of the performance. For a control group the video recording was of an unrelated variety show excerpt. Actors' initial attributions were less situational than observers'. Both actors and observers became more situational after the video replay but this effect occurred in both experimental and control groups. It was suggested the passage of time between first and second recording of attributions could account for the findings and care should be taken when interpreting Storms' (1973) study and others which did not adequately control for temporal effects.

scholarly journals The Use of Origami in Teaching Writing Procedure text of the Second Grade at SMA Muhammadiyah Mataram

2019 ◽  
Vol 5 (1) ◽  
pp. 31
Author(s):  
Muhammad Fauzi Bafadal
Keyword(s):  
Teaching And Learning ◽  
T Test ◽  
Teaching Writing ◽  
Target Language ◽  
Second Grade ◽  
Control Group ◽  
Post Test ◽  
Procedure Text ◽  
The Mean ◽  
And Control

Origami is a kind of method for teaching language through dialogues whichstresses on the students’ habit formation by repetition, memorizing grammatical structures through substitutions, singular-plural and tense transformations etc, using the target language and the culture where the language is spoken. The objective of this research was to find out the effect of Origami in teaching writing procedure text. Method design this research was a true-experimental method. The population of this research was the second year students of SMA Muhammadiyah Mataram in Academic year 2016/2017. This study the writer took all population as the samples that consisted of 38 students. Because the population less than 100, they divided into two classes, namely experimental class 21 and control class 17. The writer collected the data using the testing method pre and post-test. According to Hughes rubric and t-test formula theory. The result of this research showed that the mean score of experimental group 9.5 and the mean score of control group 2.9. Based on t-test it showed that t- value 11.9 and after consulting to t-table, the t-value was higher than t- table. To conclude origami teaching and learning is more effective to improve students’ writing procedure text, this can be seen from the results of test score, it shows that the experimental class which was given treatment using origami teaching and learning got a higher score than control class without taught by used origami teaching and learning method. Besides the origami could improve the students’ motivation, the origami could attract the students’ attention, the origami help the students to memorize the vocabulary and the origami make the teaching and learning activities interesting. Presentation in which the writer presented the materials by using origami as media the students clearly and easily to understand. The writer concluded that Origami can warn up the student that was done to make students interested in learning writing procedure text and has a positive effect in teaching writing procedure text.

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 Text Messaging on Iranian University Students as an English as a Foreign Language Instructional Tool to Enhance Learner Autonomy and Perception

2020 ◽  
Vol 19 (11) ◽  
pp. 184-202
Author(s):  
Behnam Behforouz ◽  
Anca Daniela Frumuselu
Keyword(s):  
Foreign Language ◽  
Text Messaging ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Control Group ◽  
Instructional Tool ◽  
Control Groups ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This paper investigates the efficiency of text messaging as an English as a Foreign Language (EFL) instructional tool to enhance learner autonomy and perception at the Islamic Azad University-South Tehran Branch, Iran. The study considers seventy-four learners to participate in the study after the administration of an Oxford Placement Test to measure their proficiency level. Participants are randomly assigned in experimental and control groups, including 37 participants each. A questionnaire is used as a pretest and posttest to measure learners` autonomy. Participants from the experimental group use text messaging (the treatment) to receive instructions, whereas those from the control group receive traditional classroom instructions in a face-to-face channel. A semi-structured interview is also used to collect date on experimental group participants` perception in using MALL in classrooms. The results reveal remarkable differences between the experimental and control groups’ means on their learner autonomy scores. However, the impact of the independent samples t-test has shown that there is no statistically meaningful gender difference among the learners regarding their autonomy scores. The findings based on the semi-structured interview showed complimentary views on MALL. The current study is beneficial since its outcomes could be relevant for EFL curriculum developers and English language teachers in the use of mobile learning and text messaging in the English classroom.

scholarly journals The Effect of Using Flipped Classroom Model on Libyan University Students' English Learning

2018 ◽  
pp. 64-84
Author(s):  
Mustafa Braiek ◽  
Abdulhamid Onaiba ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Language Test ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Experimental Group ◽  
Learning English

This study aimed at investigating the effectiveness of using flipped classroom model on learning English as a foreign language and students’ attitudes towards flipped classroom. The sample of study consisted of 31 students at Faculty of Arts, Misurata University. The participants were divided into two groups: 16 students for the experimental group and 15 students for the control group. The data collection tools used in this study were an EFL (English as a Foreign Language) test and a questionnaire to explore students’ attitudes towards flipped classroom. Participants in both groups were pre-tested using the EFL test before the experiment. Then, the experimental group was taught using flipped classroom strategy while the control group was taught using the traditional teaching method. After the experiment, students in both groups were post-tested using the EFL test while the questionnaire was administered to the students of the experimental group only. The results of the study showed that applying the strategy of the flipped classroom had a significant effect in increasing the students’ performances in learning English. The questionnaire responses showed positive attitudes regarding the use of flipped teaching.

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