scholarly journals Form-Focused Instruction on Non-English-Majored Undergraduates’ Foreign Language Writing

2018 ◽  
Vol 4 (1) ◽  
pp. 44
Author(s):  
Yougen Lou
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Teaching Method ◽  
Plant Protection ◽  
Control Group ◽  
First Year ◽  
Writing Ability ◽  
English Writing ◽  
Term Experiment ◽  
Language Writing

This paper reviewed a one-term experiment on form-focused instruction (FFI) in teaching foreign (English) writing to 162 first-year non-English-majored undergraduate students majored history, economics, computer, agriculture, plant protection, floriculture and veterinary from Yangtze University as participants. Participants in this study consisted of 81 non-English-majored undergraduate students in the control group (CG) and 81 non-English-majored undergraduate students in the treatment group (TG). The participants in CG were taught by the traditional method: grammar-translation teaching method and the participants in TG were taught by the new teaching method of FFI. The results showed that 1) compared with a teacher-dominated approach for CG, FFI in teaching English writing for TG did a better job in enhancing students’ English writing ability; 2) participates in TG hold positive opinions towards FFI in English writing..

scholarly journals Effects of Form-Focused Instruction in the Flipped Classroom Model on Non-English-Majored Graduates’ English Writing

2018 ◽  
Vol 3 (2) ◽  
pp. 61 ◽  
Author(s):  
Yougen Lou ◽  
Zejuan Li
Keyword(s):  
Graduate Students ◽  
Treatment Group ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Control Group ◽  
First Year ◽  
Teaching English ◽  
Writing Ability ◽  
English Writing ◽  
Term Experiment

This paper reviewed a one-term experiment made with a new writing teaching method, form-focused instruction(FFI), in the flipped classroom model) used in teaching English writing to 102 first-year non-English-majored graduate students from Yangtze University as participants. The participants in the control group, CG, were taught by the traditional English writing method: grammar-translation teaching method and the participants in the treatment group, TG, were taught by the new English writing teaching method of FFI. The results showed that 1) Compared with a traditional English writing approach for CG, FFI in the flipped classroom model used in teaching English writing for TG did a better job in enhancing students’ English writing ability; 2) There were significant differences between males in CG and TG, and females in CG and TG; 3) Participates in TG held positive opinions towards FFI in the flipped classroom model in English writing.

scholarly journals THE EFFECTIVENESS OF USING INDEX CARD MATCH IN TEACHING VOCABULARY

2018 ◽  
Vol 5 (2) ◽  
pp. 107
Author(s):  
Sri Ariani ◽  
Tri Setianingsih
Keyword(s):  
Teaching Method ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
First Year ◽  
Research Subjects ◽  
Index Card ◽  
First Year Students ◽  
Post Test ◽  
And Control ◽  
The Impact

This research aims to find out Is there any significant differences between the impact of traditional teaching method and using Index Card Match in teaching English vocabulary at the First Year Students of SMA HANG TUAH 3 MATARAM and to find out does using Index Card Match have a positive effect on students’ vocabulary knowledge. The sample of this research is 40 students. The kind of this research is experimental research. The students are divided into two groups such as experimental group and control group. Then the research subjects are pre-tested to know their prior vocabulary mastery. After the treatment, the sample is post-tested to know their recent vocabulary mastery as the result of the treatment. The scores in both pre-test and post-test are taken as the main data of the research. The data is analyzed by using t-test.

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.

The Effect of Expressive Writing on Symptoms of Depression in College Students: Randomized Controlled Trial

2019 ◽  
Vol 38 (5) ◽  
pp. 427-450
Author(s):  
Sarah M. C. Robertson ◽  
Stephen D. Short ◽  
Abigail Asper ◽  
Kelly Venezia ◽  
Catherine Yetman ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Expressive Writing ◽  
Controlled Trial ◽  
Physical Illness ◽  
Control Group ◽  
Depression Symptoms ◽  
First Year ◽  
Post Intervention ◽  
Physician Visits ◽  
Symptoms Of Depression

Introduction: The first year of college can be particularly difficult for students, as they typically face a number of emotional, developmental, social, and financial challenges. Expressive writing (EW) is a writing intervention that requires participants to write about their thoughts and feelings related to a particular event over several days. Methods: Participants in this study included 90 first-year undergraduate students. Participants were assigned to the EW condition (writing about their thoughts and feelings related to their transition to college) or a control condition (writing about any object or event of their choosing). Participants completed 3 consecutive days of writing, and then completed two follow-up visits that occurred one month and six months post-intervention. Participants were divided into two groups based on their initial depression scores (one group with minimal symptoms, and a second group with mild/moderate/severe symptoms). Results: Among participants in the mild/moderate/severe group, those in the EW condition demonstrated significant decreases in depression symptoms over the six-month study period, while participants in the control condition did not. Among this same subset of participants, those in the EW condition also demonstrated significantly fewer physician visits due to physical illness when compared to the control group. Changes in depression and physical illness visits were not found for participants with minimal symptoms of depression. Discussion: EW is a low-cost procedure that has been empirically demonstrated to alleviate symptoms of depression six months post-intervention. However, this finding only held for participants who were initially categorized in the group of participants with mild/moderate/severe symptoms of depression (as opposed to those participants initially categorized with minimal symptoms of depression). Clinical implications and future directions are discussed.

scholarly journals Vocabulary Teaching in Foreign Language via Audiovisual Method Technique of Listening and Following Writing Scripts

2017 ◽  
Vol 10 (5) ◽  
pp. 129 ◽  
Author(s):  
Ebubekir Bozavli
Keyword(s):  
Foreign Language ◽  
Teaching Method ◽  
Simultaneous Action ◽  
Control Group ◽  
Success Rates ◽  
Analysis Methodology ◽  
Language Research ◽  
High Motivation ◽  
Faculty Of Education ◽  
Teaching In Foreign Language

The objective is hereby study is to compare the effects of conventional and audiovisual methods on learning efficiency and success of retention with regard to vocabulary teaching in foreign language. Research sample consists of 21 undergraduate and 7 graduate students studying at Department of French Language Teaching, Kazim Karabekir Faculty of Education, Ataturk University. The methodology applied herein is experimental research. Two groups of 14 were randomly established, one as experimental and one as control group. Experimental group underwent audiovisual method, while conventional vocabulary teaching method, still applied in schools, was applied on the control group. The data was gathered from instructive videos equipped with pedagogical references on the website of TV5 monde, under the title “Enseigner le francais avec Tv 5 Monde” [Learn French with TV5 Monde]. Two practices, namely, “2001-2011: faut-il encore avoir peur du terrorisme” [2001-2011: Should we still fear terrorism?], “guerres et conflits: vers une privatisation générale?” [Wars & conflicts: Towards an overall privatisation?], both at C1 education level, have been selected. Success rates in research data were found out by means of percentage calculations. The resulting values are analysed and interpreted through descriptive and content analysis methodology. According to research outputs, the learners are more successful in efficiency of learning and retention via audiovisual method than through conventional method. Simultaneous action of multiple sense organs and high motivation during learning process are considered as the principal reasons for such success.

scholarly journals A Study on the Relationship between University Students’ Chinese Writing Proficiency and Their English Writing Proficiency

2011 ◽  
Vol 4 (2) ◽  
pp. 55 ◽  
Author(s):  
Xiaoyu Huang ◽  
Xueying Liang ◽  
Effie Dracopoulos
Keyword(s):  
University Students ◽  
Mother Tongue ◽  
Pearson Correlation ◽  
Positive Transfer ◽  
First Year ◽  
Writing Proficiency ◽  
Significance Level ◽  
English Writing ◽  
Language Writing ◽  
Chinese Writing

Up to now, most researchers have been paying attention to the negative transfer of mother tongue to second language writing. Few studies, if any, have touched upon the positive transfer. Therefore, the purpose of this study is to investigate the positive transfer of Chinese to 26 first-year university students’ English writing holistically and segmentally in the use of words, grammar, coherence, and content and organization. The result of the Pearson correlation coefficient turned out to be 0.43 at the 5% significance level, indicating a positive relationship between the Chinese writing and the English writing. The questionnaires have also confirmed the result of the correlation analysis. In particular, the positive transfer of Chinese seems to be more apparent in the content and organization of the English writing, followed by coherence and use of words. Thus, it can be concluded that the positive transfer of mother tongue can facilitate English writing.

scholarly journals New trends on mobile learning area: The review of published articles on mobile learning in science direct database

2015 ◽  
Vol 7 (1) ◽  
pp. 31 ◽  
Author(s):  
Emrah Soykan ◽  
Huseyin Uzunboylu
Keyword(s):  
Operating System ◽  
Data Collection ◽  
Foreign Language ◽  
Mobile Learning ◽  
Undergraduate Students ◽  
Teaching Method ◽  
Language Education ◽  
Foreign Language Education ◽  
Research Model ◽  
Mobile Education

Articles published in Science Direct between 2009 and 2014 (May) were screened in this research. This is because of its respectable position in the field of technology and peer-reviewed secured structure of this database. From a total of 161 articles within the scope of the screening 156 articles were included in the study. Through this research, new trends in mobile learning activities in recent years will be determined and a new way will be shown for researchers . "Mobile learning" keywords used during researching process and all the articles with "mobile learning" keywords were included in this study. As a result of this research, it is determined that the most studies in the field of mobile learning were published in 2013 in Malaysia, UK and Taiwan. Particularly undergraduate students was selected as the sample group of the researches. It is emerged that, experimental research was used maximum as a research model. Quantitative data collection tools were used most as a means of data collection. It was emerged that foreign language education is the most widely used field in mobile learning. It is seen that smart phones  as mobile learning devices and IOS operating system as an operating system were used in the most researches. Mobile-based method is seen to be used as the teaching method in the present study. Keywords: mobile learning, mobile education, mobile technology, content analysis.

scholarly journals COHESION IN FOREIGN LANGUAGE WRITING

2018 ◽  
Vol 4 (2) ◽  
pp. 147
Author(s):  
Nyak Mutia Ismail ◽  
Lisma Linda
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Undergraduate Students ◽  
Private University ◽  
Foreign Language Writing ◽  
Cohesive Devices ◽  
Language Writing ◽  
Shed Light

It is important to keep the cohesion and coherence when writing; this is where the use of cohesive devices starts to be taken into account. This study sought the types of cohesive devices used by undergraduate students in their writing. The qualitative discourse analysis was used as the design of this research. The data were collected from seven undergraduate students as the respondents who were in the 6th semester at a private university in Aceh. These respondents were asked to write a descriptive text approximately 200 words in length and they were given forty-five minutes to finish their writing. The result unveiled that the type of cohesion devices which was majorly used was addition, as there are 94% of the additive device usage. Then, 75% refers to the use of cohesive devices as comparison, 56% as consequential, and 40% as temporal device. In can be concluded that the students use more addition in writing. As a suggestion, it is essential to shed light on their ability to employ cohesive devices more on other types in balance as it is necessary in contrasting, comparing, sequencing, giving exception, and illustrating. 

scholarly journals Enhancing Critical Thinking Through Calla In Developing Writing Ability Of EFL Students

2019 ◽  
Vol 6 (11) ◽  
pp. 302-313
Author(s):  
Hery Yufrizal
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Academic Language ◽  
Control Group ◽  
Learning Approach ◽  
Writing Achievement ◽  
Writing Ability ◽  
English Writing ◽  
Efl Students ◽  
Experimental Group

The objectives of this research are firstly to investigate the application of Cognitive Academic Language Learning Approach in improving students’ English writing ability andsecondly to answer what factors influence the students’ writing performance. The subjects of the research were the students of senior high schools in Indonesia consisting of a group of students as experimental group and as control group. The results showed that students improved their writing after they were involved in Cognitive Academic Language Learning Actvitities. Furthermore, the study also showed that levels of students’ critical thinking did not any significant effects toward their writing achievement  

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