scholarly journals The Impact of WhatsApp on Learners’ Achievement: A Case Study of English Language Majors at King Khalid University

2018 ◽  
Vol 6 (2) ◽  
pp. 69 ◽  
Author(s):  
Abdulkhaleq Q. A. Hassan ◽  
Sayed Salahuddin Ahmed
Keyword(s):  
Content Knowledge ◽  
Mobile Application ◽  
English Language ◽  
Traditional Classroom ◽  
Control Group ◽  
E Learning ◽  
Additional Support ◽  
The Impact ◽  
Experimental Group

To investigate the effectiveness of e-learning by using a particular mobile application, namely WhatsApp, an empirical study was conducted on sixty undergraduate English language majors at King Khalid University in Saudi Arabia. The objective of the study was to determine whether the levels of motivation, content knowledge and grades of the students (who took the course “Syntax”)-, developed after receiving additional support through WhatsApp apart from traditional classroom lectures. The results showed that the experimental group that got extra support from fellow students and the course teachers through WhatsApp outperformed the students of the control group who studied the course only through traditional method. Moreover, the gap of success rate between the experimental group and the control group is about eighty nine percent with zero failure in the experimental group. The study proved that WhatsApp can be effectively used for providing supplementary support to motivate students to study properly and to get higher grades.

scholarly journals The Effect of Comparative FonF Structure on Learning L2 Verb Components

2018 ◽  
Vol 8 (1) ◽  
pp. 8
Author(s):  
Gholam Reza Parvizi
Keyword(s):  
English Language ◽  
Explicit Knowledge ◽  
Judgment Task ◽  
Control Group ◽  
Perfect Form ◽  
Quasi Experimental ◽  
Grammatical Judgment ◽  
L1 And L2 ◽  
The Impact ◽  
Experimental Group

This study focuses on the impact of the type of form-focused instruction (FFI) on its efficiency in mastering L2forms. The hypothesis that FFI, which induces structural and metalinguistic salience on the basis of contrastiveanalysis of the learner’s L1 and L2, would be particularly effective at facilitating the acquisition of difficult L2 formswas tested in a quasi-experimental study comparing the effectiveness of two types of FFI, one with and one without acontrastive component. The contrastive FFI explicitly drew learners’ attention to the cross-linguistic differences inthe tense-aspect systems of their L2 and L1 while the non-contrastive treatment only focused on the tense-aspectsystem of the L2. The effects of these two types of FFI were assessed by analyzing the learners’ pre-test and post-testperformance on two tasks differing in the extent to which they involve the activation of explicit and implicitlinguistic knowledge: a grammatical judgment task and a controlled translation task. The subjects of the studycomprised of 43 students majoring in English language in the Iranian capital university, Tehran, 22 were selected asfor experimental group and 21 for control group randomly. The results of the study revealed that the quantitativeanalysis of the Grammatical Judgment Test (GJT) data indicated no significant effect of CFFI due to the novelty ofthe translatory technique, or the potential individual differences in the learning orientation of the learners. On thecontrary, the qualitative analysis indicated differential effects of this type of FFI according to the nature of targetform, i.e. CFFI was beneficial in raising the grammatical judgment of Persian Learners of English (PLE) regardingpresent perfect form but not effective in their judgment of ungrammatical progressive forms. In terms of translationtask, the CFFI appeared to be effective in the correct use of the target structures by PLE. This may be mainly due tothe fact that Translation Test (TT) needed explicit knowledge which was presented in CFFI and that translation is acontrastive activity in nature.

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 The Effect of Blended Learning on the Achievement in a Physics Course of Students of a Dentistry College: A Case Study at Ajman University

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Najeh Rajeh Alsalhi ◽  
Mohd Eltahir ◽  
Elmuez Dawi ◽  
Atef Abdelkader ◽  
Samer Zyoud
Keyword(s):  
Blended Learning ◽  
Control Group ◽  
Validity And Reliability ◽  
Control Groups ◽  
Case Study Design ◽  
Quasi Experimental ◽  
Physics Course ◽  
The Impact ◽  
Experimental Group

This study aims to investigate the impact of the use of blended learning on the achievement of Dentistry College students on a physics course at Ajman University. It compares the results of different ways of teaching the ‘Practical physics course’. The study was conducted using a quasi-experimental case study design. The participants of the study were 116 students, divided into two groups: one an experimental group (n = 59) and the other a control group (n = 57). An achievement test was designed to confirm the study’s validity and reliability. SPSS was used to analyze the data. The findings revealed that there were statistically significant differences between the experimental and the control groups, in favor of the experimental group. Moreover, the findings also revealed that achievement varied according to the gender of the students in the experimental group (in favor of females). The study recommends further research into the use of blended learning in higher education institutions.

scholarly journals Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?

2014 ◽  
Vol 15 (2) ◽  
Author(s):  
Chi-Cheng Chang ◽  
Kuen-Ming Shu ◽  
Chaoyun Liang ◽  
Ju-Shih Tseng ◽  
Yu-Sheng Hsu
Keyword(s):  
High School ◽  
Test Scores ◽  
Achievement Test ◽  
Traditional Classroom ◽  
Control Group ◽  
Vocational High School ◽  
Self Assessment ◽  
Electrical Machinery ◽  
E Learning ◽  
Experimental Group

<p>The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment). Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (<em>n</em> = 33) which studied through blended e-learning or the control group (<em>n</em> = 32) which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a) there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b) students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c) students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores.</p>

Examining the Impact of Integrating Physical Activity on Fluid Intelligence and Academic Performance in an Elementary School Setting: A Preliminary Investigation

2010 ◽  
Vol 7 (3) ◽  
pp. 343-351 ◽  
Author(s):  
Julian A. Reed ◽  
Gilles Einstein ◽  
Erin Hahn ◽  
Steven P. Hooker ◽  
Virginia P. Gross ◽  
...  
Keyword(s):  
Physical Activity ◽  
Academic Achievement ◽  
English Language ◽  
Fluid Intelligence ◽  
Preliminary Investigation ◽  
School Setting ◽  
Intelligence Test ◽  
Control Group ◽  
The Impact ◽  
Experimental Group

Purpose:To examine the impact of integrating physical activity with elementary curricula on fluid intelligence and academic achievement.Methods:A random sample of 3rd grade teachers integrated physical activity into their core curricula approximately 30 minutes a day, 3 days a week from January 2008 to April 2008. Noninvasive fluid intelligence cognitive measures were used along with State-mandated academic achievement tests.Results:Experimental Group children averaged close to 1200 pedometer steps per integration day, thus averaging 3600 steps per week. Children in the Experimental Group performed significantly better on the SPM Fluid Intelligence Test. Children in the Experimental Group also performed significantly better on the Social Studies State mandated academic achievement test. Experimental Group children also received higher scores on the English/Language Arts, Math and Science achievements tests, but were not statistically significant compared with Control Group children. Children classified in Fitnessgram’s Healthy Fitness Zone for BMI earned lower scores on many of the SPM Fluid Intelligence components.Discussion:This investigation provides evidence that movement can influence fluid intelligence and should be considered to promote cognitive development of elementary-age children. Equally compelling were the differences in SPM Fluid Intelligence Test scores for children who were distinguished by Fitnessgram’s BMI cut points.

scholarly journals English language teaching and assessment in blended learning

2014 ◽  
pp. 67-82 ◽  
Author(s):  
Sejdi Sejdiu
Keyword(s):  
Blended Learning ◽  
English Language ◽  
English Language Teaching ◽  
Control Group ◽  
Face To Face ◽  
Study Approach ◽  
The Face ◽  
Face To Face Instruction ◽  
Experimental Group

The aim of this study was to evaluate the effectiveness of blended learning vis-à-vis face-to-face instruction. In order to achieve this aim, three research questions including were raised. The study was conducted using the case study approach which was supported by the collection of qualitative and quantitative data. The study involved two teachers, one who taught the experimental group using blended learning, and another one who taught the control group using face-to-face instruction. The results showed that the blended learning instructor executed instruction better and used more effective methods of assessment than the face-to-face instruction teacher. This is supported by differences in students’ performances which show that the experimental group performed better by scoring higher means and recording lower variances.

scholarly journals Can Formative Assessment and Corrective Feedback Improve L2 Learners’ Performance on English “Comparative Forms”? The Case of Low-Proficiency Level EFL Learners

2019 ◽  
Vol 2 (3) ◽  
pp. p104
Author(s):  
Alqahtani Mofareh A
Keyword(s):  
Second Language ◽  
Formative Assessment ◽  
English Language ◽  
Positive Impact ◽  
Corrective Feedback ◽  
Control Group ◽  
Attitudes And Practices ◽  
L2 Learners ◽  
The Impact ◽  
Experimental Group

This study aims to examine the impact of formative assessment with corrective feedback as one of the effective tools that improve the performance of students who study English as a second language (L2 learners). More specifically, it contributes to research on the complex relationship between the attitudes and practices of English language teachers and students regarding the way they understand and practice the basics of formative assessment and corrective feedback when checking students’ achievement. In order to achieve this goal, the study investigated this matter in light of the following guiding questions: What are the effects of corrective and formative feedback in improving students who are learning English as a second language level L2 learners? How might teachers provide effective assistance to their students during this stage?To address these questions, A total of 58 subjects were divided into a control group (n=29) and an experimental group (n=29). All the subjects were second-year cadets at a military academy. Both groups were given a pre-test prior to the teaching of English “comparative forms”. The purpose of the pre-test was to make sure that the two groups were homogenous. The pre-test was then followed by the teaching of English “comparative forms” in both groups. The experimental group was given a formative assessment where each subject also received one-on-one corrective feedback. Finally, a post-test (summative assessment) was given to both groups.After collecting and analyzing the data, it was found that providing a formative assessment and corrective feedback has a positive impact on improving students’ level of accurate understanding accurately and student writing as well as correct reading.

scholarly journals Enhancing Self-Regulated Learning Strategy via Handheld Devices for Improving English Writing Skills and Motivation

2020 ◽  
Vol 10 (11) ◽  
pp. 805-812
Author(s):  
Mohamed A. Elkot ◽  
◽  
Rabea Ali
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Handheld Devices ◽  
Control Group ◽  
English Writing ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

This study investigated the impact of developing learning app via handheld devices based on some self-regulated learning strategies for improving English writing skills and motivation among intensive English language preparatory program students. The sample was chosen from English language preparation program students at college of sciences and Arts. The random sample consisted of (n=40) students. Those students were divided into two similar groups, Experimental and Control groups. To collect the data of the study, the Authors used a pre-posttest, interviews with the students and a motivation scale. T-test was used to compare between the two groups at the pre and post-test. The results revealed an observed improvement in writing skills, motivation, and attitudes for the benefit of experimental group. Moreover, the findings revealed that there were statistical differences between pre and post-test for the experimental group. No differences were found, according to the control group.

scholarly journals The essential listening skills in the English Curriculum for middle school students in Riyadh and the impact of using interactive E- book in their development

2019 ◽  
Vol 3 (22) ◽  
Author(s):  
Khaled Mohammed Al- Khozim ,    Noha Abdulaziz Al- Nashwan
Keyword(s):  
Middle School Students ◽  
English Language ◽  
Female Students ◽  
Control Group ◽  
Listening Skills ◽  
Middle Grade ◽  
School Students ◽  
Language Curriculum ◽  
The Impact ◽  
Experimental Group

The study aimed to recognize the required listening skills in the English course for middle school students in Riyadh city and the impact of using interactive E- book in their development. To achieve the objectives of the study, the analytical descriptive approach, and the semi- empirical experimental approach were used. The two study tools used are; the checklist of essential listening skills required to be improved among the students of first middle grade, pre and post application of listening skills test applied to the study sample. The two tools were applied to a simple random sample through a draw. The experimental group consisted of (23) female students and the control group consisted of (22) female students in the first middle grade. The study findings revealed the following: The experimental group acquired a total mean of (22.52) against the control group (19.71) in the post- test application. Despite the obvious difference in favor of the experimental group, the value is not statistically significant in the development of listening skills in the English language curriculum at the level of significance (α ≤0.05). In light of the study finding, a number of recommendations and suggestions were presented to activate the use of interactive e- book in the development of listening skills in the English language curriculum.    - - - - 

scholarly journals Measuring the Impact of Audio/Visual Aids on Learning Process: A Case Study of South Punjab

2021 ◽  
Vol Volume 5 (1) ◽  
pp. 163-175
Author(s):  
Dr. Manan Khan Tareen ◽  
Hannan Khan Tareen ◽  
Nazmine Nazmine
Keyword(s):  
Learning Process ◽  
Control Group ◽  
Visual Aids ◽  
Research Subjects ◽  
Medium Level ◽  
Observation Method ◽  
The Impact ◽  
Covert Observation ◽  
Experimental Group

The present research was designed to evaluate the effects of audio visual aids on the learning process of student of Multan city in Punjab (Pakistan).This study employed field observation method as a research design of this research. For the purpose of measurement, the researcher has installed hidden cameras inside the classrooms and followed the covert observation for measuring the level of attention of the students through recoding during the lecture. The sample was drawn using convenient sampling techniques. For the purpose of investigation, 112 research subjects from Punjab government’s registered school were selected for the purpose of data collection. The findings of the study revealed that the experimental group students got better grade than control group. 57.1% students secure A and 42.9% students secure b grade. Findings further explained that a majority of the students form experimental group have high and medium level of attention in multimedia lecture. The study concluded that education with the help of audio visual (A/V) aids is more beneficial for school going students.

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