scholarly journals The impact of written visual materials in the development of speaking skills in English language among secondary level students

2021 ◽  
Vol 17 (2) ◽  
pp. 1086-1095
Author(s):  
Tribhuwan Kumar
Keyword(s):  
Classroom Environment ◽  
English Language ◽  
Opportunity To Learn ◽  
Secondary Level ◽  
Teaching Materials ◽  
Significant Difference ◽  
Post Test ◽  
Visual Materials ◽  
The Impact ◽  
Speaking Skills

The aim of this study is to determine the effect of visual teaching material and resources in the development of Speaking Skills in the English language in Secondary level students in India. In the study, the experimental design with pre-test and post-test control groups was chosen. The research consisted of 82 secondary-level students. In order to collect the data, pre-test, post-test, speech axiom, and interview forms were prepared, and a t-test was used in the analysis of the data. The interviews were conducted with open-ended questions on the research topic and results were interpreted according to their percentages and frequency values. According to the results obtained from the data, a statistically significant difference was found between the mean achievement of the students using visual teaching materials and using written-visual teaching materials. The result suggests the use of written-visual teaching materials. The data obtained from the interview also supported these results. Therefore, visual teaching materials should be chosen appropriately by language teachers and should be carried into the classroom environment. It is recommended that visual teaching materials be presented with written support, as it facilitates reminding and provides the opportunity to learn with permanent marks.

scholarly journals Using Language Games for Vocabulary Retention in a Rural Primary School in Sarawak

2020 ◽  
Vol 4 (2) ◽  
pp. 101
Author(s):  
Lydia Zeta Donald Stavy ◽  
Frankie Subon ◽  
Norseha Unin
Keyword(s):  
English Language ◽  
Teaching Method ◽  
Language Games ◽  
Text Book ◽  
Vocabulary Retention ◽  
New Words ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Post Test ◽  
The Impact

This study seeks to examine the impact of using language games on students’ vocabulary retention. Six language games were chosen for this study; (1) describe it, (2) matching pairs, (3) jigsaw puzzle, (4) board rush,(5) ball games and (6) true or false. The rationale for choosing six different games is based on the understanding that students require at least five to sixteen exposures to learn a new word (Nation’s, 2001) foreffective vocabulary retention. For this study, vocabulary retention is the ability to keep or retain the new words that are taught for the duration of two weeks. The Pre-test and post-test were used to measure the vocabularyretention of the students. Prior to the pre-test, all 64 participants were taught for two weeks using the conventional teaching method by getting students to look words up in the dictionary, write definitions, and use the words in sentences (Basurto, 2004).For this traditional teaching, the eight new words were chosen from unit 10 of the text book for grade three of Malaysian elementary schools. For the next stage, the students weretaught eight new words from unit 11 of the same text book. After two weeks of teaching using the above six games, the students were given the posttest. The findings revealed that there was a significant difference invocabulary retention between the pre-test and post-test. The participants were able to retain significantly more words in the post-test than in the pre-test. In fact, they achieved better results in the post-test (M=63.45) than in the pre-test (M=58.71). This study reveals that language games can help to boost the students’ vocabulary retention if they are given a chance to learn and practice English language in a fun learning environment.

scholarly journals EFFECTS OF ANXIETY IN LEARNING SECOND LANGUAGE: A STUDY ON THE PUBLIC SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Shazia Inayat Ali, Saba Shakeel, Farheen Shakir
Keyword(s):  
Second Language ◽  
Public Schools ◽  
Language Learning ◽  
Test Anxiety ◽  
Classroom Environment ◽  
English Language ◽  
Secondary Level ◽  
School Students ◽  
Significant Difference ◽  
Teaching Learning

The main purpose of the study is to investigate the causes of anxiety which effect among the students of English language at secondary level. The data has been collected from the 100 students of secondary level of public schools using a survey questionnaire comprised of 24 items. There are 18 towns in Karachi for this study; as a sample frame New town was selected. The total of particepants100 as the samples size was selected through purposive sampling group of 50 female and 50 male students from public schools. All dimensions are reliable, it is confirmed by reliability analysis. The adopted questioner grouping has been confirmed by the outcomes of the factor analysis. One sample test also shows the significant difference. At last, the regression analysis indicates a significant relationship between student language learning anxiety, classroom environment, the teacher’s role and test anxiety. The research suggests a strong intervention by the second language teachers to provide a conducive environment to the students. The teacher must try their level best to create an effective teaching learning process and the teacher training institutions should teach the strategies to reduce the test anxiety among the students.

The Impact of Blogging and Scaffolding on Primary School Pupils’ Narrative Writing

2012 ◽  
pp. 100-117
Author(s):  
Ruth Mei Fen Wong ◽  
Khe Foon Hew
Keyword(s):  
English Language ◽  
Medium Effect ◽  
Narrative Writing ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Medium Effect Size ◽  
Writing Tests ◽  
Primary School Pupils ◽  
The Impact

Narrative writing is a skill that all primary (elementary) school pupils in Singapore are required to develop in their learning of the English language. However, this is an area in which not all pupils excel. This study investigates if the use of blogging and scaffolding can improve pupils’ narrative writing. Data were gathered from 36 primary five (grade five) pupils through pre-post writing tests, reflection sheets, and interviews. The pre-post writing tests were administered before and after the pupils had completed their blogging activities, while the blogs were used to draft their narrative writings and to comment on their peers’ writings. The teacher also used a writing guide that served as a scaffold to help pupils plan their writing on their blogs. Overall, results showed a statistically significant difference of medium effect size between the pre-post test scores. Pupils’ perceptions of using blogs as a tool for writing were also explored.

scholarly journals Impact of E-Content on Learning Chemistry at Higher Secondary Level

2019 ◽  
Vol 7 (4) ◽  
pp. 70-72
Author(s):  
R Selvaganapathy ◽  
A Edward William Benjamin
Keyword(s):  
Secondary Level ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Experimental Group ◽  
Test Control ◽  
Learning Chemistry

This paper entitled as “Impact of E-Content on Learning Chemistry at Higher Secondary Level” is tried to test the impact of the multimedia courseware in studying chemistry at the XI standard level by picking a sample of 40 students by containing 20 each with control and experimental group by adopting pre-test and post-test control group design. It attains that there is a significant difference that was built in the experimental group compared with the control group. So it is approved to update the studying strategy at the XI std in learning chemistry. It is also established that this experiment also appreciates the passing percentage.

scholarly journals Examining the Skill in Writing Descriptive Text Among Indonesian Learners of English: The Effects of Task-Based Language Teaching (TBLT)

2022 ◽  
Vol 13 (1) ◽  
pp. 46-57
Author(s):  
Kaharuddin ◽  
Mardiana ◽  
Djuwairiah Ahmad ◽  
Al Amini Indah Sari
Keyword(s):  
Classroom Environment ◽  
English Language ◽  
Learning Strategy ◽  
Language Teaching ◽  
Writing Skills ◽  
Control Group ◽  
Factors Affecting ◽  
English Writing ◽  
Significant Difference ◽  
Post Test

This study aims to examine the learners’ skills in writing English descriptive text by employing The Explanatory-Sequential (QUAN-QUAL) research method. The data collection instruments were Writing Tests and Interview. The written tests were given in the form of pre and post-test to reveal the effect of Task-Based Language Teaching (TBLT) on improving the learners’ English writing skills. Interviews were held to confirm factors affecting the students’ skills in writing English descriptive texts. 27 learners of MA Madani Alauddin Pao-Pao, Gowa were purposively selected to participate in this study. The results reveal two things namely: The first, there is a statistically significant difference between mean scores of the experimental group (64.85) and the control group (55.03) in the test result after the treatment (post-test). The value according to Student's t-test confirms it: t = 5,846; p < 0,001. This result supports the effectiveness of employing Task-Based Language Teaching (TBLT) as a method in teaching English writing skills. The second, the interviews indicate that there are 5 determinants affecting the learners’ skills in writing English descriptive texts, i.e. Learners’ Interest, Teacher’s Strategy, Teacher’s Media, Classroom Environment, and Learners’ Learning Strategy. Our results revealed that using TBLT has led to significant increases in the students’ skill in writing descriptive texts. We believe, our findings could have a profound impact on the way English writing is taught around the world. Therefore, English language teachers should provide more opportunities to learn this method to enable them apply it in their English pedagogy.

The Impact of Blogging and Scaffolding on Primary School Pupils' Narrative Writing

2010 ◽  
Vol 5 (2) ◽  
pp. 1-17 ◽  
Author(s):  
Ruth Mei Fen Wong ◽  
Khe Foon Hew
Keyword(s):  
English Language ◽  
Medium Effect ◽  
Narrative Writing ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Medium Effect Size ◽  
Writing Tests ◽  
Primary School Pupils ◽  
The Impact

Narrative writing is a skill that all primary (elementary) school pupils in Singapore are required to develop in their learning of the English language. However, this is an area in which not all pupils excel. This study investigates if the use of blogging and scaffolding can improve pupils’ narrative writing. Data were gathered from 36 primary five (grade five) pupils through pre-post writing tests, reflection sheets, and interviews. The pre-post writing tests were administered before and after the pupils had completed their blogging activities, while the blogs were used to draft their narrative writings and to comment on their peers’ writings. The teacher also used a writing guide that served as a scaffold to help pupils plan their writing on their blogs. Overall, results showed a statistically significant difference of medium effect size between the pre-post test scores. Pupils’ perceptions of using blogs as a tool for writing were also explored.

The Impact of Blogging and Scaffolding on Primary School Pupils’ Narrative Writing

2013 ◽  
pp. 795-812 ◽  
Author(s):  
Ruth Mei Fen Wong ◽  
Khe Foon Hew
Keyword(s):  
English Language ◽  
Medium Effect ◽  
Narrative Writing ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Medium Effect Size ◽  
Writing Tests ◽  
Primary School Pupils ◽  
The Impact

Narrative writing is a skill that all primary (elementary) school pupils in Singapore are required to develop in their learning of the English language. However, this is an area in which not all pupils excel. This study investigates if the use of blogging and scaffolding can improve pupils’ narrative writing. Data were gathered from 36 primary five (grade five) pupils through pre-post writing tests, reflection sheets, and interviews. The pre-post writing tests were administered before and after the pupils had completed their blogging activities, while the blogs were used to draft their narrative writings and to comment on their peers’ writings. The teacher also used a writing guide that served as a scaffold to help pupils plan their writing on their blogs. Overall, results showed a statistically significant difference of medium effect size between the pre-post test scores. Pupils’ perceptions of using blogs as a tool for writing were also explored.

Implicit and explicit corrective feedback and feedback exposure conditions

2020 ◽  
Vol 4 (1) ◽  
pp. 3-48
Author(s):  
Takehiro Iizuka ◽  
Kimi Nakatsukasa
Keyword(s):  
Explicit Knowledge ◽  
Corrective Feedback ◽  
Significant Difference ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Picture Description ◽  
Potential Factors ◽  
Implicit And Explicit ◽  
Instructional Settings ◽  
The Impact

This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.

Another look at the Acceptability of Philippine English through the Lens of Basic Education Teachers

2021 ◽  
Vol 3 (2) ◽  
pp. 99-115
Author(s):  
Jenifer Mangalus
Keyword(s):  
Public Schools ◽  
English Language ◽  
Basic Education ◽  
School Administrators ◽  
English Teachers ◽  
Current Status ◽  
Academic Context ◽  
English Classes ◽  
Significant Difference ◽  
Post Test

While there have been studies and awareness seminars conducted in the promotion of Philippine English (PE), still PE has not fully-penetrated in most public schools. Hence, the study sought to identify the acceptability of PE among English teachers from a secondary high school in Pampanga. PE’s levels of acceptability were determined using Torres and Alieto’s (2019) Grammatical and Lexical Acceptability Questionnaire. Pre -test result revealed that teachers have low acceptability level of the PE grammatical and lexical items   and that they are not aware of the PE. A webinar was conducted to introduce the PE among teachers and the post-test showed a significant difference to their acceptability level. Furthermore, teachers’ answers to the follow up questions imply that they are willing to introduce PE in the classroom, which they believe will help the students to be more conversant and become more confident in speaking the English language. It is concluded that teachers are open to incorporating the PE in their classes to further improve their students’ confidence in learning the language. The following recommendations were given: (1) Teachers should be provided with more seminars that will update them with the current status of Philippine English; (2) Teachers should be encouraged to consider the Philippine English in motivating students to be confident speakers in the English classes; and (3) School administrators and English teachers should promote the acceptance of Philippine English in the academic context.

scholarly journals The Impact of Blended Learning on the Twelfth Grade Students’ English Language Proficiency

2021 ◽  
Author(s):  
Omar Hussein Al Noursi
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Successful Implementation ◽  
Learning Approach ◽  
Significant Difference ◽  
Twelfth Grade ◽  
The Impact ◽  
Experimental Group

The blended learning approach utilizes modern technologies and electronic media in teaching to create a technology-based environment. However, it is not an exclusive online environment because the teacher and the students have to be present in a traditional face-to-face classroom. It is widely believed that adopting a blended learning approach will enable learners to have quality educational opportunities and improve their performance. The incentive for conducting the research is to evaluate the effect of the blended learning approach on high school students’ English proficiency. Specifically, the study aimed at answering the question: is there a significant difference in the Twelfth-Grade students’ English language proficiency as measured by IELTS due to the model of delivery (Blended learning model and the traditional delivery model)? To achieve the study’s goal, the researcher applied the experimental method and used IELTS to measure language proficiency. The study sample selected purposively consisted of 63 male twelfth-grade students in one of the private schools in Al Ain, United Arab Emirates (UAE). The study sample was assigned to two groups: the experimental group taught using blended learning consisted of 31 students, and the control group led by the traditional method consisted of 32 students. The results showed statistically significant differences at the level of (a&lt;0.01) between the means of the results of the two groups on the post achievement test in favor of the experimental group. These results illustrated the impact of adopting the blended learning approach in an English Foreign Language (EFL) setting on students’ achievement in standardized tests. However, the successful implementation of blended learning largely depends on how responsible and committed students are towards active learning.

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