scholarly journals The Effect of Metacognitive Instruction on L2 Learners’ Listening Abilities and Beliefs about Listening

2015 ◽  
Vol 2 (2) ◽  
pp. 221
Author(s):  
Karim Shabani ◽  
Mahsa Heidarian
Keyword(s):  
Language Learners ◽  
Structured Interview ◽  
Study Data ◽  
Control Group ◽  
Foreign Language Learners ◽  
Metacognitive Instruction ◽  
Quantitative Data Analysis ◽  
Post Test ◽  
Listening Instruction ◽  
Experimental Group

<p class="2M-body">Framed in metacognition and sociocultural theory, the present study aims at probing the effect of metacognitive instruction on the learners’ perceptions about listening in one hand, and examining whether this pedagogical sequence of teaching listening may lead to the learners’ listening development in the course of one semester on the other. To gather desirable data, 90 (50 males and 40 females) young Iranian EFL (English as a foreign language) learners, who were studying English in a private language institute, were the potential participants of the study. Data was gathered through semi-structured interview, open-ended questionnaire, as well as KET (Key English Test) listening test. Findings highlighted the occurrence of changes in the learners’ beliefs about listening at the end of the term after they received metacognitive listening instruction. Similarly, quantitative data analysis of the pre-and post-test indicated that the participants in the experimental group outperformed those of the control group. Results revealed that metacognitive listening instruction seems to be more beneficial for less-skilled (novice) listeners to take advantage of a process-based listening instruction to improve their listening abilities.</p>

scholarly journals Improving Upper-intermediate EFL Learners’ Communicative Competence through Authentic Materials

2019 ◽  
Vol 9 (8) ◽  
pp. 956
Author(s):  
Mohammad Hossein Keshmirshekan
Keyword(s):  
Language Learners ◽  
Communicative Competence ◽  
Placement Test ◽  
Control Group ◽  
Authentic Materials ◽  
Efl Learners ◽  
Course Content ◽  
Foreign Language Learners ◽  
Post Test ◽  
Experimental Group

The present study aimed to investigate the effects of authentic materials on enhancing Iranian English as a foreign language learners' communicative competence. To this end, 106 upper-intermediate participants out of 136 were selected based on their performance an Oxford Placement Test (OPT) and randomly assigned to two equal groups- one experimental group and one control group. Then a pre-test was administered to assess the participants' communicative competence at the beginning of the course. Then, the experimental group received the treatment. The control group was taught the course content using the regular communicative method through which students received teacher-course from the textbook. After the treatment, the two groups took the post-test. The data analysis through paired and independent sample t-tests revealed that the experimental group outperformed the control group on the posttest. In other words, teaching authentic materials showed to have a significant effect on improving learners' communicative competence. The implications, limitations, and suggestions of this study are explained at the end of the study.

scholarly journals Do EFL Learners Enhance Their knowledge of Their Home Cultures as a Result of comparing them with other Cultures Through Project-Based Learning?

2021 ◽  
Vol 04 (08) ◽  
Author(s):  
Akharraz Mohamad ◽  
Keyword(s):  
Language Learners ◽  
Cultural Awareness ◽  
Cultural Practices ◽  
Project Based Learning ◽  
Control Group ◽  
Cultural Products ◽  
Treatment Groups ◽  
Foreign Language Learners ◽  
The Impact ◽  
Experimental Group

The existing research studies have revealed that project-based learning (PjBL) has significantly helped foreign language learners enhance their cultural understanding as a result of completing their projects (e.g., Bouchouk, 2017; Hsu, 2014; Kim, 2019; Liu et al., 2006; Ngo, 2014). While these studies have congruently proved the utility of PjBL in enhancing students’ cultural awareness, none of them has measured the effect of PjBL together with a comparative and contrastive approach on students’ understanding of their home cultures. Hence, the purpose of this study is to investigate the impact of comparing students’ home cultures with the English cultures through PjBL on students’ understanding of their own cultures in terms of cultural products, cultural practices, and cultural perspectives. Two similar intact groups were randomly assigned to control and treatment groups. The two groups were pretested, administered two different treatments for 24 weeks, and post-tested to assess their differences. The independent sample t-tests results exhibited that the experimental group substantially deepened their understanding of their home cultures as a result of comparing them with the English cultures through PjBL. The study also revealed that while the control group significantly improved their cultural products, those in the experimental group greatly enhanced their knowledge of cultural practices and perspectives.

The effect of the REACT strategy on students’ achievements with regard to solubility equilibrium: using chemistry in contexts

2018 ◽  
Vol 19 (4) ◽  
pp. 1287-1306 ◽  
Author(s):  
Tuğçe Günter
Keyword(s):  
Content Analysis ◽  
Test Scores ◽  
Structured Interview ◽  
Medical Laboratory ◽  
Control Group ◽  
Structured Interviews ◽  
Post Test ◽  
Health Related ◽  
Solubility Equilibrium ◽  
Experimental Group

The objective of this research was to investigate the effect of a context-based approach (CBA) ‘Relating, Experiencing, Applying, Cooperating, Transferring’ (REACT) strategy used in relation to the topic of solubility equilibrium in the laboratory chemistry course on students’ achievement at associate level in a health-related program. In this regard, two contexts related to the topic of solubility equilibrium were developed and applied. The study had pre-test post-test with a control group research design and the participants consisted of sophomore students studying in the Medical Laboratory Techniques (MLT) and the Pharmacy Services (PS) Programs of the Ahmet Erdogan Vocational School of Health Services at Bulent Ecevit University (N= 96). The students enrolled in the MLT program were randomly assigned as the experimental group (n= 47) and the students in the PS program were randomly assigned as the control group (n= 49). The experimental group was taught solubility equilibrium by a CBA REACT strategy, whereas the control group was taught the relevant topic by conventional teaching. The ‘Equilibrium of Solubility Achievement Test (ESAT)’ and ‘Structured Interview Form’ were used as data collection tools in the research. The results of content analysis of ESAT post-test showed that the frequency of answers in the sound understanding category was higher for the experimental group compared to the control group students. In addition, the results of Mann–WhitneyUand Wilcoxon tests of the ESAT indicated that post-test scores were higher in both groups compared to pre-test scores and the increase was higher in the experimental group compared to the control group. The content analysis results of structured interview form and semi-structured interviews showed that the students expressed positive views concerning the instruction and the qualities of the contexts in general. In this research, it was concluded that the CBA REACT strategy used in relation to the topic of solubility equilibrium in the laboratory chemistry course improved students’ sound understanding and achievement and helped them develop positive views regarding the instruction and the quality of the contexts.

The Effects of Explicit Metapragmatic Instruction on Chinese English Language Learners’ Acquisition of Compliment Responses

2017 ◽  
Vol 40 (2) ◽  
Author(s):  
Zhou Wen ◽  
Deng Jun
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Control Group ◽  
Written Discourse ◽  
Foreign Language Learners ◽  
Compliment Responses ◽  
English Major ◽  
Micro Level ◽  
Experimental Group

AbstractThe present study investigated the effects of explicit metapragmatic instruction on foreign language learners’ performance of compliment responses (CRs). Eighty-two non-English major students participated in this study. They were randomly assigned to two groups, an experimental group that received explicit metapragmatic instruction on compliment responses and a control group that did not. A pretest-posttest research design was adopted. The data were collected through a written discourse completion task (WDCT) with six scenarios concerning the topics of appearance, performance, and personality. The results revealed that learners who received explicit instruction dramatically decreased their use of Accept strategy and increased Combination (CB) strategy at the macro level; more specifically, a decrease in Appreciation and an increase in Accept + Accept at the micro level. The learners of the control group made little progress in their performance. The study sheds light on pragmatics learning in an EFL setting and provides implications for pragmatics pedagogy.

scholarly journals Metacognitive Learning Approach in Affecting Students’ Self-Regulated Learning in Writing Course

2021 ◽  
Vol 13 (2) ◽  
pp. 1175-1184
Author(s):  
Abdul Halim ◽  
Sofia Ulfa Eka Hadiyanti
Keyword(s):  
Control Group ◽  
Self Regulated Learning ◽  
East Kalimantan ◽  
Metacognitive Instruction ◽  
Writing Course ◽  
Regulated Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
The University ◽  
Experimental Group

The research aimed to investigate the effect of metacognitive instruction on students' self-regulated learning (SRL) writing for Indonesian EFL students to have appropriate grammar and meaningful learning experiences. The methodology used was a quasi-experimental design. The research participants were 50 students from the University of Muhammadiyah East Kalimantan (UMKT) English department who took a writing course. The participants were divided into the experimental group that was taught with metacognitive instruction. In contrast, although the same teacher taught the control group and had similar learning materials, the teacher did not use metacognitive instruction. The data was taken through pre-test and post-test and analyzed through independent t-test with statistics tool SPSS. The results showed that the experimental group has a higher SRL score with significant results in overall score even though there is one component that is different from previous studies, namely knowledge of cognition. Some suggestions were proposed.

scholarly journals The ımpact of the techno-organic education model on the mathematical success rates and attitudes of students

2021 ◽  
Vol 14 (33) ◽  
pp. e16854
Author(s):  
Nisanur Can ◽  
Mehmet Turan
Keyword(s):  
Structured Interview ◽  
T Test ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test ◽  
Education Model ◽  
The Impact ◽  
Dependent Samples ◽  
Experimental Group

Techno-organic education is an education model that allows children to gain the knowledge, skills, and values that are necessary for life by establishing a correct balance of natural and technological understanding. This research was conducted to examine the impact of the Techno-Organic Education Model on students' academic achievements and attitudes for math. For this purpose, the explanatory sequential mixed design was used to conduct this study. The study group consisted of 38 primary school students. Mathematics Course Achievement Test, Mathematics Attitude Scale and semi-structured interview form used as data collection tools. This research included a 4-week application within the scope of the Techno-Organic Education Model program which is developed by the researchers. For the analysis of the quantitative data, independent samples t-test; dependent samples t-test; Wilcoxon Signed Ranks Test, Mann Whitney U Test, and content analysis method were used. As a result; a statistically significant difference was revealed between pre-test and post-test scores for the success rate and attitude of the students in the experimental group, and there has also been a statistically significant difference between the post-test success and attitude scores of the experimental group and the control group. According to qualitative findings of the study; students think positively about the use of techno-organic education model in their courses, and they generally liked the applications and thought they weren’t too difficult, and that this particular model increased their interest in the course.

scholarly journals Effectiveness of art therapy on pain and anxiety level among postoperative children

2020 ◽  
Vol 11 (SPL4) ◽  
pp. 50-55
Author(s):  
Resmy V ◽  
Raj Kumar N
Keyword(s):  
Art Therapy ◽  
Demographic Data ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Well Being ◽  
Structured Interview ◽  
Control Group ◽  
Study Results ◽  
Post Test ◽  
Experimental Group

As children grow, they learn each day, of how to live tomorrow watching the grace and disgrace that surround them. The utilization of imaginative strategies to treat mental issues and upgrade emotional well-being is known as art treatment. Art treatment is a strategy established in the possibility that inventive articulation can cultivate recuperating and mental prosperity. Craftsmanship, either making it or survey others' specialty, is utilized to assist individuals with investigating feelings, create mindfulness, adapt to pressure, help confidence, and work on social abilities. Postoperative care may be an emotional and developmental set back to the child. It causes anxiety and pain due to imbalance between environmental and societal demands and child's coping abilities. The present study aims to assess the effectiveness of art therapy on anxiety and pain level among postoperative children. A quantitative true experimental research design was conducted among 30 postoperative children by using a simple random sampling technique and 15 were divided in control and experimental group. The demographic data were collected using structured interview questionnaire. The pre-test was done to assess level of anxiety by five facial anxiety scale and pain by numerical pain scale for both the experimental and control group. The experimental group was given art therapy, the control group was given a routine care and then the post test was done. The study results show that the level of pain and anxiety was considerably reduced in the experimental group than the control group in the post test at p<0.005. This indicates SART therapy is effective non-pharmacological method and cost effective method to treat pain and anxiety among postoperative children. The result of the study is it was concluded that art therapy as no side effects and it is an easy and comfortable method which can be practiced to treat pain and anxiety.

A Study to Assess the Effectiveness of Vitis vinifera soaks on Hemoglobin Level among Anemic Students in a Selected Colleges at Vellore

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Dinesh Kumar ◽  
Gomathy . ◽  
Hemam Sangeeta Devi
Keyword(s):  
Vitis Vinifera ◽  
Test Score ◽  
Structured Interview ◽  
Hemoglobin Level ◽  
Clinical Variable ◽  
Control Group ◽  
Daily Routine ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

An experimental study was conducted to assess the effectiveness of vitis vinifera soak on hemoglobin level among anemic students in selected colleges at Vellore. Quantitative evaluative approach was used for this study and the researcher adopted a true experimental research design. The sample was conducted among 60 anemic students in selected colleges at Vellore, in which 30 were in experimental group and 30 were in control group. The sample was selected by using Probability simple random sampling technique with lottery method. The researcher adopted Kristen M. Swanson theory as a conceptual framework. There are six different hypothesis were tested in this study. The Structured interview schedule was used to collect the demographic and clinical variable. Sahli’s hemoglobinometer was used to assess the hemoglobin level. Experimental group received intervention of vitis vinifera soak for 21 days in the morning and control group advised to follow daily routine and no intervention is given. In both groups, on 22nd day the researcher was conducted post test by using same tool. The data were analyzed using both descriptive and inferential statistics. The study revealed that the mean post test score in control group was 9.29 where as in experimental group the mean post test score was 9.82, the mean difference was 0.53. The obtained ‘t’ value was 2.24 which was statistically significant (P<0.01). These findings revealed that the students in experimental group had increased hemoglobin level after administering vitis vinifera soak compared to the control group.

scholarly journals The Effect of Using IPod Technology on EFL College Students' Writing Skill: أثر استخدام تقنية الآي بود على المهارة الكتابية لمتعلمي اللغة الانكليزية كلغة أجنبية

2020 ◽  
Vol 4 (6) ◽  
Author(s):  
Thekrayat Ali Al-Subaihat, Ahmad Mousa Bataineh
Keyword(s):  
Conventional Method ◽  
Study Data ◽  
Teaching Writing ◽  
Control Group ◽  
Ministry Of Education ◽  
Writing Skill ◽  
Post Test ◽  
Efl Students ◽  
Efl College Students ◽  
Experimental Group

This study aimed to explore the effect of using IPod technology on EFL students' writing skill. It also aimed to investigate whether teaching writing via using IPod Technology is better than the conventional method of teaching. To carry out the study, 65 male and female undergraduate EFL students who registered for a Writing 2 course at, Al-alBayt University, in the second semester of the academic year 2015/2016 were chosen as participants of the study. They were assigned randomly into two groups: Group one consisted of 35 students, which was chosen as an experimental group and was taught writing using IPod technology and group two consisted of 30 students, which was assigned as a control group and was taught using conventional method of teaching. Both groups were taught the same material, on the same days of the week, and on the same period. Both groups sat for a pre-post-test to assure that both groups have the same linguistic ability level in the aspects of writing. The Statistical Package for Social Sciences (SPSS) software was used to conduct the required statistical analysis of the data related to the objectives of the study. Means, standard deviations, one-way ANOVA, and Scheffe tests were used for all the variables of the study. Data were collected within eight weeks. The findings of the study showed that there were statistically significant differences between the mean scores of the experimental group and control group students' writing performance in favor of the experimental group. Thus progress might be due to using IPod technology. A number of related recommendations were presented to the Ministry of Education and the teachers.

scholarly journals The Effect of Swain's Push Out Hypothesis on Promoting Jordanian Language Learners' Reading Performance

2017 ◽  
Vol 7 (1) ◽  
pp. 73
Author(s):  
Abeer Al-Ghazo
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
English Language ◽  
Reading Performance ◽  
Control Group ◽  
Comprehension Test ◽  
Post Test ◽  
Efl Students ◽  
Push Out ◽  
Experimental Group

The present study investigates the effect of push out hypothesis in language acquisition that is based on Swain’s push out hypothesis (1985) on promoting Jordanian language learners' reading performance. The sample of the study consists of two classes of English reading comprehension  Course , Level one with 60 EFL students, 30 in the control group and 30 in the experimental group. Those students were belonging to the Department of English Language and Literature. The researchers choose the reading texts from reading comprehension course which was published by Macmillan Education LTD, intermediate level (2001). The researchers construct a multiple-choice reading comprehension test to assess the students reading comprehension. The participants in the two groups took a vocabulary test and an achievement reading comprehension test as a pre-test  in order to be sure that the participants formed a homogenous sample. The experimental group underwent a treatment based on Swains’ push out task, while the control group did not receive any treatment. Then, Proper statistical analyses were used to analyze the results. The scores of control and experimental group were compared at the end of the treatment period. The results reveal that the scores of the experimental group on the post-test were significantly higher than those of the control group. These results prove that teaching on the basis of the Swains’ push out hypothesis was successful to develop the students’ reading comprehension as well as their performance.

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