scholarly journals The Role of Peer- and Self-Assessment in Developing Saudi EFL Learners’ English Writing Skills

2016 ◽  
Vol 8 (3) ◽  
pp. 85
Author(s):  
Manal Obaid Alshammari
Keyword(s):  
Treatment Group ◽  
Writing Skills ◽  
Control Group ◽  
Word Choice ◽  
Self Assessment ◽  
Efl Learners ◽  
English Writing ◽  
Post Test ◽  
Group A ◽  
Group B

<p>The current study focuses on the importance of integrating peer- and self-assessment in<br />teaching English as a second/foreign language in Saudi Arabia. It pays special attention to the<br />mechanisms by which Saudi EFL learners can improve their English writing skills if they<br />engage in peer- and self-assessment regularly. To this end, the researcher administered a<br />writing composition task to measure the participants’ ability to express themselves in good<br />English, focusing on the coherence, cohesion, word choice, spelling, punctuation, and layout<br />of their essays. The researcher utilised the experimental two-groups design of a pre-test and a<br />post-test, in order to evaluate the participants’ performance prior to the application of the<br />treatment (i.e. peer- and self-assessment) and after it. For the purpose of the study, the<br />participants were divided into two groups: students in group A (i.e. the treatment group)<br />engaged in peer- and self-assessment regularly throughout the term, whilst students in group<br />B (i.e. the control group) did not. The results of group A on the pre-test and post-test were<br />compared to those of group B to determine whether the treatment had any impact on their<br />performance. The results reveal that group A outperformed their group B counterparts on the<br />post-test. The statistical analysis demonstrates that the difference between the results of the<br />two groups was statistically significant, suggesting that the treatment contributed positively to<br />the performance of the treatment group. Finally, the study concludes with recommendations<br />for further research.</p>

scholarly journals THE EFFECT OF OUT-OF-CLASS READING TASKS ON DEVELOPING EFL WRITING SKILLS

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Osman Dülger
Keyword(s):  
Language Use ◽  
Writing Skills ◽  
Control Group ◽  
Content Organization ◽  
Post Test ◽  
Quasi Experimental ◽  
Group A ◽  
Group B ◽  
Reading Activities ◽  
The Relationship

This study aims at investigating the relationship between out-of-class reading activities and writing in English as a foreign language. A quasi-experimental pre-test- post-test research design without a control group was used to assess the effect of reading a novel and reading news as out-of-class reading activities on writing achievement. The research results were triangulated with open-ended questions asking participant views about their out-of-class reading tasks. 40 students of an ELT Department at a Turkish university participated in the study. The students were divided randomly into two groups and group A was asked to read a novel while group B was asked to read news as out-of-class reading tasks, for a month. The participants’ writing achievements were tested through two writing tasks, as a pre-test and post-test, in terms of content, organization, vocabulary, language use, mechanics and total scores. The pre-test and post-test scores did not display statistically significant differences between the A and B groups either in total scores or in scores of specific dimensions of the assessment. The participants in group A displayed statistically significant improvement in terms of organization, vocabulary, and language use while the participants in group B demonstrated improvement in content, organization, vocabulary, and language use. The qualitative data verified the quantitative findings, and provided views about different features of the tasks. Some suggestions for further research on the role of various factors that affect the development of writing skills, and the relationship among different language skills are provided. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0727/a.php" alt="Hit counter" /></p>

scholarly journals Design and Development of a Self-Assessment Tool and Investigating its Effectiveness for E-Learning

2014 ◽  
Vol 17 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Manisha Domun ◽  
Goonesh K. Bahadur
Keyword(s):  
Treatment Group ◽  
Assessment Tool ◽  
Control Group ◽  
Design And Development ◽  
Self Assessment ◽  
Learning Platform ◽  
Significant Difference ◽  
E Learning ◽  
Group A ◽  
Group B

Abstract One of the most effective tools in e-learning is the Self-Assessment Tool (SAT) and research has shown that students need to accurately assess their own performance thus improving their learning. The study involved the design and development of a self-assessment tool based on the Revised Blooms taxonomy Framework. As a second step in investigating the effectiveness of the SAT, 1st year student of the BSC Educational Technology program from the VCILT, University of Mauritius were used as testing sample. At this stage the SAT was provided to only half of the sample who were randomly chosen and placed into a treatment group. The remaining half (Control Group) had the normal conditions on the E-learning platform. A semester exam was devised and administered to the whole sample to find out if there was a difference between the scores of both groups. Lastly a feedback form was given to only the treatment group to find out their views on the SAT. The results indicated a significant difference in scores between the treatment and the control groups when the Student’s Independent T-test was used. Group A percentage of passes were higher compared to Group B. Failures were recorded for both groups with an increased rate of failure for Group B compared to Group A. Moreover, most of the respondents’ feedbacks suggested that SAT was a useful guide with helpful feedbacks. The findings concluded that SAT was viewed more as a revision tool that allowed them to assess their own learning.

EFFECT OF YOGA ON CARDIOVASCULAR EFFICIENCY

2019 ◽  
pp. 12-16
Author(s):  
Brij Bhushan Singh ◽  
Shubi Mirja ◽  
Samiya Husain
Keyword(s):  
Statistical Technique ◽  
Step Test ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Group A ◽  
Cardio Vascular ◽  
Level Of Significance ◽  
Group B ◽  
Experimental Group

The purpose of this study was to investigate the effects of yogic practices on cardio-vascular efficiency. Material and methods: Total Forty (40) subject’s boys/girls were selected as the sample of the study through the random sampling and their age ranged between 20 to 25 years from the Department of Physical Education, Aligarh Muslim University, Aligarh. The subjects were divided into two groups comprising 20 subjects in each group, namely group “A” (the experimental group) performs yogic practices (Asanas, Pranayamas and Kriyas) and group “B” (the control group) served as control. Statistical technique: for the assessment of the cardiovascular efficiency through Harvard step test pre and post-test was conducted and t-test was applied for the analysis. Result: revealed that there exist a significant difference between group A and group B, at .05 level of significance. On the basis of the pre and post-test among experimental and control group, experimental group found better than the control group on cardiovascular efficiency and significant result were found in this study.

scholarly journals EFFECT OF KALO JEERA SEEDS AND PAPAYA LEAF SUPPLEMENTATION ON THE PERFORMANCE OF BROILER

2016 ◽  
Vol 14 (1) ◽  
pp. 37-42 ◽  
Author(s):  
M. G. Sorwar ◽  
M. Mostofa ◽  
M. N. Hasan ◽  
M. Billah ◽  
M. T. Rahman
Keyword(s):  
Body Weight ◽  
Treatment Group ◽  
Nigella Sativa ◽  
Control Group ◽  
Growth Promoter ◽  
Final Body Weight ◽  
Live Body Weight ◽  
Significant Difference ◽  
Group A ◽  
Group B

This experiment was conducted to determine the effect of papaya leaf (Carica papaya) and kalo jeera (Nigella sativa) seeds powdered supplementation in drinking water as a growth promoter in broiler chickens. A total of 20 Cobb-500 broiler chicks (day-old) were purchased from local hatchery (Nourish Poultry and Hatchery Ltd.) and after seven days of acclimatization chicks were randomly divided into two groups, A (n=10) and B (n=10). The group A was kept as a control and not treated. The group B was supplemented with papaya leaf and kalo jeera powder with feed and water. Weekly observations were recorded for live body weight gain up to 5th weeks and hematological tests were performed at 35th day’s age of broiler to search for hematological changes between control (A) and treatment (B) groups. The initial body weight of groups A and B on 1st were 41.00±0.56 gm and 41.50±0.35 gm, respectively and after 35th day of experiment final body weight were 1470±57.35 gm and 1720±58.56 gm, respectively and economics of production were analyzed and found that net profit per broiler was Tk. 8.91 and Tk. 20.69, respectively. The treatment group B was recorded statistically significant (at 1% level) increased (17.00%) for live body weight than that of control group A. The hematological parameters total erythrocyte count (TEC), erythrocyte sedimentation rate (ESR) and hemoglobin (Hb) estimation value of treatment group shows significant difference, while hemoglobin estimation does not show significant difference from control group. The results suggest that better growth performance could be achieved in broilers supplemented with papaya leaf and kalo jeera seeds.

scholarly journals The Incidental Acquisition of English Prepositions by Arabic-Speaking EFL Learners: Evidence From Al Ain University of Science and Technology

SAGE Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. 215824401986149 ◽  
Author(s):  
Abdel Rahman Mitib Altakhaineh ◽  
Mona Kamal Ibrahim
Keyword(s):  
Reading Comprehension ◽  
Treatment Group ◽  
Multiple Choice ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Efl Learners ◽  
Al Ain ◽  
Post Test ◽  
Arabic Speaking

This study examined the incidental acquisition of English prepositions by Arabic-speaking English as a foreign language (EFL) learners. Employing reading comprehension exercises as a treatment, we adopted the experimental design of a pre- and post-test to determine the effectiveness of the treatment on the participants’ incidental acquisition of English prepositions. For the purpose of the study, we divided the participants into a treatment group, who engaged in reading comprehension exercises for one academic term, and a control group, who did not. We used a multiple-choice test and a fill-in-the-blank test to measure the participants’ receptive and productive knowledge of English prepositions, respectively. We also conducted an introspective session with the treatment group following the administration of the post-tests to determine the areas of difficulty. The results of the study mainly indicated that reading accompanied by exercises resulted in better incidental gains in the acquisition of English prepositions, especially on the multiple-choice test. The study concludes with recommendations for further research.

scholarly journals EFFECT OF CHEWING MARSHMALLOW CONTAINING BETEL CHEW IN REDUCING STREPTOCOCCUS MUTANS AND PLAQUE INDEX ON CHILDREN

2019 ◽  
pp. 83-86
Author(s):  
RINDIT PAMBAYUN ◽  
ADE PUTRI ◽  
MEIDY TRI YUDA ◽  
SITI RUSDIANA PUSPA DEWI ◽  
TRI WARDANI WIDOWATI ◽  
...  
Keyword(s):  
Streptococcus Mutans ◽  
Plaque Index ◽  
Chemistry Laboratory ◽  
Control Group ◽  
Control Group Design ◽  
Islamic School ◽  
Post Test ◽  
Quasi Experimental ◽  
Group A ◽  
Group B

Objective: Marshmallow is a soft candy loved by all levels of society, especially children. Sucrose contained in marshmallow increases the growth of Streptococcus mutans and plaque. Betel chew as Indonesian traditional plants add in marshmallow was believed to decrease S. mutans and plaque. The aim of this study was to evaluate the effect of chewing marshmallow containing betel chew in reducing S. mutans and plaque index in children. Methods: This research was a quasi-experimental with pre-test and post-test control group design. It was conducted in the Laboratory of Agricultural Chemistry, Laboratory of Agricultural Technology Department, and Islamic School of Al-Amalul Khair. Thirty students were divided into two groups. Group A was chewing marshmallow without betel chew and Group B was chewing marshmallow containing betel chew. Results: The results showed that chewing marshmallow without betel chew increased the growth of S. mutans and plaque index significantly. Chewing marshmallow without betel chew inhibited the growth of S. mutans and dental plaque formation. Conclusion: Chewing marshmallow containing betel chew reduces S. mutans and plaque index on children.

scholarly journals PENGARUH PEMBERIAN AIR PERASAN JERUK NIPIS (Citrus aurantifolia) TERHADAP JUMLAH PIGMEN MELANIN KULIT MENCIT (Mus musculus) YANG DIPAPARKAN SINAR MATAHARI

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Anggun R.P. Layuck ◽  
Poppy M. Lintong ◽  
Lily L. Loho
Keyword(s):  
Treatment Group ◽  
Experimental Research ◽  
Light Exposure ◽  
Skin Pigmentation ◽  
Melanin Pigment ◽  
Control Group ◽  
Group A ◽  
The Subject ◽  
Group B ◽  
Group D

Abstract: Over exposure of light can increase skin pigmentation. The aim of this study is to know the effect of lime and light exposure to the amount of melanin in mice’s skin. This is an experimental research and used mices as the subject research, which was randomly divided into 5 mice of control group and 15 mices of treatment group. Group A (K-) were given pellets for 20 days, Group B (K+) were given pellets and light exposure for 1 hour in 20 days, Group C were given pellets, smeared by lime on the back, then exposed to the light for 1 hour in 20 days, Group D were given pellets and exposed to light for 1 hour in 20 days then smeared by lime the next 10 days. The results showed that light exposure increases melanin pigment in group B compared to group A. For group C and group D, the amount of melanin pigment is less than group B. Conclusions: Lime can reduce the amount of melanin pigment in mice’s skin that had been exposed to the light.Keywords: melanin pigment, sunlight, limeAbstrak: Paparan berlebihan terhadap sinar matahari dapat meningkatkan pigmentasi kulit. Penelitian ini bertujuan untuk mengetahui pengaruh pemberian jeruk nipis dan pemaparan sinar matahari terhadap jumlah pigmen melanin kulit mencit. Metode penelitian yang digunakan adalah metode eksperimental dengan subjek penelitian menggunakan mencit yang dibagi atas 5 ekor kontrol dan 15 ekor perlakuan. Kelompok A (K-) diberikan pelet selama 20 hari, Kelompok B (K+) diberikan pelet dan sinar matahari selama 1 jam dalam waktu 20 hari, kelompok C diberikan pelet, diolesi jeruk nipis di bagian punggung, lalu dipaparkan sinar matahari selama 1 jam dalam waktu 20 hari, kelompok D diberikan pelet, dipaparkan sinar matahari selama 1 jam dalam waktu 20 hari lalu diolesi jeruk nipis 10 hari berikutnya. Hasilnya : paparan sinar matahari menunjukkan peningkatan pigmen melanin pada kelompok B (K+) dibandingkan dengan kelompok A (K-). Sedangkan pada kelompok C dan kelompok D menunjukkan jumlah pigmen melanin yang lebih berkurang dibandingkan kelompok B. Simpulan: Pemberian jeruk nipis menurunkan jumlah pigmen melanin kulit mencit yang dipaparkan sinar matahari.Kata kunci : pigmen melanin, sinar matahari, air perasan jeruk nipis

scholarly journals Using Dictation to Promote the Use of Grammar Knowledge in Reconstructing Listening Texts

2017 ◽  
Vol 16 (2) ◽  
pp. 217
Author(s):  
Hesthi Herusatoto
Keyword(s):  
Control Group ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Group A ◽  
The Mean ◽  
Group B ◽  
Grammar Knowledge ◽  
Control Group Group

This paper reports the findings of the implementation of full dictation and partial dictation in improving the awareness of using grammar knowledge in reconstructing listening texts among the EFL students at STBA (School of Foreign Languages) LIA Yogyakarta. Three groups participated in the study, i.e. two experimental groups (Group A and B) and a control group (Group C). A pre-test on listening to lectures was administered to the three groups. Over 9 sessions, Group C did the listening exercises in their textbook using dicto-comp technique, while in addition to the listening exercises which applied dicto-comp, the students in Group A was given full dictation exercises and Group B received partial dictation exercises. A post-test was given to the three groups after the ninth session. In addition to the post-test, a 5-point Likert-scale questionnaire assessing the students responses to the dictation exercises was given to the experimental groups. Results of paired-samples tests indicated that there was a significant difference between each groups pre- and post-test. The mean gain score of Group B was higher than Group A showing that Group B had better improvement in the post-test. Furthermore, Group B had better grammar points in their post-test compared to Group A. Group C also increased their scores but they still got their teachers assistance to point out their grammatical mistakes in their notes. This suggests that the dictations given to the experimental groups improved the students awareness in applying their grammar knowledge to reproduce a listening text they heard.

scholarly journals IMPROVEMENT OF WRITING SKILLS USING ACTIVITY BASED METHOD OF LEARNING AT GRADE-VI

2018 ◽  
Vol 57 (1) ◽  
pp. 17-27
Author(s):  
Zahoor Ul-Haq ◽  
Bushra Ahmed Khurram
Keyword(s):  
Writing Skills ◽  
Teaching Writing ◽  
Elementary Level ◽  
Control Group ◽  
Control Groups ◽  
Government School ◽  
Post Test ◽  
Group A ◽  
And Control ◽  
Experimental Group

This study was undertaken to investigate the outcome of using the activity based learning method on the development of writing skills of students of grade 6. The study used pretest post-test equivalent group design. 50 students were randomly selected from a government school as sample for this study. They were divided into experimental and control groups based on the scores they achieved in pre-test. Students in the experimentalgroup received instruction through activity based method of learning. In contrast, the traditional method of teaching writing was used for teaching the control group. A comparison of pre- and post-test scores on writing measure evidenced that the experimental group performed better that the control group on writing post-test. It was concluded that activities helped enhance the writing skills of the experimental group. This finding suggests that students of elementary level should be engaged in activity based learning to enhance their writing skills.

scholarly journals INVESTIGATING THE IMPACT OF GENRE-BASED TEACHING (GBT) ON EFL LEARNERS� LISTENING IMPROVEMENT

2019 ◽  
Vol 8 (1) ◽  
pp. 11
Author(s):  
Ehsan Namaziandost ◽  
Sajad Shafiee ◽  
Mehdi Nasri
Keyword(s):  
Test Group ◽  
Control Group ◽  
Proficiency Tests ◽  
Efl Learners ◽  
Fundamental Factor ◽  
Group A ◽  
Listening Proficiency ◽  
Group B ◽  
The Impact ◽  
Better Than

This study tries to investigate the impact(s) of genre-based teaching (GBT) on Iranian EFL learners� listening proficiency as well as to discover if GBT equally affects the listening proficiency of EFL learners at different proficiency levels. To fulfill this objective, 84 EFL learners were chosen. They were divided into Group A and Group B. Groups A and B consisted of 40 and 44 participants, respectively. Group A was divided into experimental and control groups and performed two listening proficiency tests for pre and posttest. Findings of one-way ANCOVA revealed that experimental group performed better than the control group due to using GBI. As indicated by the proficiency test, Group B was also divided into proficient and less-proficient groups; each one performed two listening tests for pre and posttest. Consequences of one-way ANCOVA showed both groups enhanced from pretest to posttest, however; the proficient group performed outstandingly better than the less-proficient group. The results of this study generally demonstrated that GBT is a pivotal and fundamental factor for improving listening comprehension.

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