scholarly journals The Effect of Communication Strategy Instruction on Saudi EFL Learners’ Strategy Use, Speaking Proficiency and Self-Efficacy

2019 ◽  
Vol 7 (1) ◽  
pp. 21
Author(s):  
Hassan M. Kassem
Keyword(s):  
Treatment Group ◽  
Self Efficacy ◽  
Strategy Instruction ◽  
Strategy Use ◽  
Communication Strategy ◽  
Strategy Training ◽  
Control Group ◽  
Efl Learners ◽  
Paired Samples ◽  
Speaking Proficiency

The current study investigated the effect of communication strategy instruction on Saudi EFL learners’ strategy use, speaking proficiency and speaking self-efficacy. Two intact classes of EFL freshmen at Thadiq Sciences and Humanities College, Shaqra University, KSA participated in the study in the first semester of the academic year 2018-2019. They were assigned to an experimental group (N = 20) and a control group (N = 19). A speaking test and a speaking self-efficacy questionnaire were administered to the two groups. Students’ oral production and communication strategy use were assessed by independent raters. Independent samples t-tests performed on the pretest mean scores of the two groups showed that they were homogenous in strategy use, speaking proficiency and speaking self-efficacy prior to the treatment. Treatment group students were then taught four communication strategies: circumlocution, approximation, appeal for help, and fillers in the Listening and Speaking 2 (Eng 122) course. The control group received the teaching sequence adopted in the course’s textbook which includes no training on communication strategy. Independent and paired samples t-tests revealed that the treatment group outperformed the control group in all dependent variables, hence supporting the positive effect of communication strategy training on strategy use, speaking proficiency and speaking self-efficacy. Pedagogical implications are offered.

scholarly journals Do Different Instruction Modalities Matter? Exploring the Influence of Concept Mapping and Translation Strategies Instruction on the Reading Comprehension Ability of Adult EFL Learners

2017 ◽  
Vol 8 (4) ◽  
pp. 761
Author(s):  
Mehran Davaribina ◽  
Shahram Esfandiari Asl
Keyword(s):  
Reading Comprehension ◽  
Concept Mapping ◽  
Strategy Instruction ◽  
Analysis Of Covariance ◽  
Strategy Training ◽  
Control Group ◽  
Efl Learners ◽  
Translation Strategy ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

The present study was an attempt to compare the effect of concept mapping strategy instruction and translation strategy instruction on the reading comprehension ability of the Iranian EFL learners. To do so, 90 EFL learners at the intermediate level studying in a language institute in Ardabil, north Iran were randomly assigned into three equal groups (concept map, translation and control).  Having taken a reading pretest, the participants in experimental groups were instructed using mentioned strategies whereas the control group learners were taught the same content with no strategies integrated. Results of analysis of covariance (ANCOVA) revealed that the participants in the experimental groups significantly outperformed the participants in the control group, suggesting that the application of concept mapping and translation strategy training can generate more positive effect on the reading comprehension ability of the learners. Also, the findings of the study indicated that the concept mapping group outperformed the translation strategy group on the reading posttest. Pedagogical implications and suggestions of the study will be discussed.

scholarly journals The impact of teaching communication strategies on EFL learners’ Willingness to Communicate

2014 ◽  
Vol 4 (1) ◽  
pp. 51-76 ◽  
Author(s):  
Abulfazl Mesgarshahr ◽  
Esmaeel Abdollahzadeh
Keyword(s):  
Communication Strategies ◽  
Language Instruction ◽  
Willingness To Communicate ◽  
Communication Strategy ◽  
Self Report ◽  
Strategy Training ◽  
Control Group ◽  
Efl Learners ◽  
Post Test ◽  
The Impact

One of the pedagogical implications of the research on the Willingness to Communicate (WTC) might be to propose practical ways of making language learners more willing to communicate in the classroom. This study investigated the impact of teaching communication strategies (CSs) on Iranian EFL learners’ WTC. To this end, 8 intact classes were included as the experimental and control groups. The control group underwent regular language instruction, while the experimental group received the treatment (i.e., communication strategy training). The self-report measurement of WTC (MacIntyre, Baker, Clément, & Conrad, 2001) was done before (pre-test) and after the treatment (post-test). The results of the independent-samples t test showed that the degree of WTC of the treatment group was significantly higher compared with that of the control group. It was concluded that teaching CSs helps learners become more willing to communicate in the classroom.

scholarly journals The Effect of Cognitive and Metacognitive Strategy Training on Intermediate Iranian EFL learners’ Willingness to Communicate

2017 ◽  
Vol 7 (1) ◽  
pp. 193 ◽  
Author(s):  
Maryam Farzam
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Strategy Instruction ◽  
Cognitive Strategy ◽  
Willingness To Communicate ◽  
Strategy Training ◽  
Metacognitive Strategy ◽  
Control Group ◽  
Efl Learners ◽  
Metacognitive Strategy Training

The present study aimed at exploring the effects of cognitive and metacognitive strategy training on the WTC of Iranian EFL learners. The participants of the study included 90 Iranian EFL learners at the intermediate level of English language proficiency. They were divided into three groups based on their performance on a general proficiency test. One group received cognitive strategy instruction, another metacognitive strategy instruction and the last one served as the control group. The participants were also tested before and after the treatment in terms of WTC. The results of statistical analysis showed that both cognitive and metacognitive strategy training had a positive effect on the WTC of Iranian EFL learners. It was also revealed that metacognitive and cognitive strategy training had similar effects on the WTC of the participants. 

Collaborative model as a training for increasing village health worker competency about complementary feeding

2021 ◽  
Vol 9 (2) ◽  
pp. 198-207
Author(s):  
Habibah Abidin ◽  
Apoina Kartini ◽  
Ani Margawati
Keyword(s):  
Treatment Group ◽  
Health Worker ◽  
Self Efficacy ◽  
Complementary Feeding ◽  
Control Group ◽  
Counseling Skills ◽  
Collaborative Model ◽  
Village Health Worker ◽  
The Mean ◽  
Village Health

Background: A Kader refers to a Village Health Worker (VHW), a volunteer, which becomes one of the sources of community reference. Commonly, they sustain a mother's knowledge regarding adequate complementary feeding. However, there are still some VHW who have not possessed a health education background nor been able to be independent.Objectives: This study aimed to analyze the impact of collaborative models on VHW's competence as in knowledge, self-efficacy, attitudes, and counseling skill on the topic of complementary feeding.Materials and Methods: The design of this research is a quasi-experiment control group pretest-postest, with the retrieval of subjects using purposive sampling. Subjects were selected based on the location of the posyandu. The population in this research was VHWs in the Lembang district were 40 VHWs in each group. The treatment group was given training intervention for 1 month with a collaborative model, combining several methods into a series. The main topic was counseling and complementary feeding. The control group was given booklets and leaflets. VHW's competence was measured using questionnaires. This research was conducted in January-April 2020.Results: Statistical test results before the treatment of both groups showed no difference (p>0,05) in each variable. Two months after the intervention, there were significant differensces in the mean score of knowledge (p=0,001), attitude (p=0,001), and VHWs self-efficacy (p=0,000) in both groups. VHW counseling skills (p=0,149) until the first month there was not a significant difference. Unexpectedly, in the second month, the VHW counseling skills could not be observed due to the global COVID-19 pandemic. The mean score of each group increased significantly, but the score of the treatment group was higher than the control group.Conclusions: A collaborative model is effective when compared to only providing booklets and leaflets in increasing VHW's knowledge, attitudes, and self-efficacy but not effective yet for VHW counseling skills.

scholarly journals The Effect of Brain-Based Teaching on Young EFL Learners’ Self-Efficacy

2017 ◽  
Vol 10 (5) ◽  
pp. 158 ◽  
Author(s):  
Parastoo Alizadeh Oghyanous
Keyword(s):  
Language Learning ◽  
Self Efficacy ◽  
Foreign Language Learning ◽  
Teaching Approach ◽  
Control Group ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Before And After ◽  
Group A ◽  
Age Range

The present study aimed to investigate the effect of brain-based teaching on the self-efficacy of young EFL learners. The initial participants of the study were 90 learners within the age range of 13-16 who were selected based on convenience sampling. Theses 90 young EFL learners were given a Flyers test the scores of which were used to choose 60 homogeneous learners whose scores fell within the range of +/- one standard deviation from the mean. The 60 selected learners were then divided into an experimental and a control group. A Self-Efficacy Questionnaire for Children (SEQ-C), developed by Muris (2001) was administered to the participants in both groups before and after the treatment after being translated into Persian and piloted for reliability check. To implement brain-based teaching in the experimental group, the researcher taught the lessons based on the three techniques of Brain Based Teaching Approach (BBTA). The three techniques used were Relaxed Alertness (RA), Orchestrated Immersion (OI) and Active Processing (AP) in line with Thomas and Swamy (2014). The results of statistical analyses indicated that brain-based teaching approach had a significant effect on students’ self-efficacy. The findings of the study can have implications for both students and EFL teachers in the realm of foreign language learning and teaching.

scholarly journals Ethnic Foods Diet Program Improve Self-Efficacy and Diet Compliance Among Type 2 Diabetic Patients

Jurnal NERS ◽  
2020 ◽  
Vol 14 (2) ◽  
pp. 155
Author(s):  
Eka Mishbahatul Mar'ah Has ◽  
Amira Aulia ◽  
Tiyas Kusumaningrum ◽  
Ferry Efendi
Keyword(s):  
Treatment Group ◽  
Self Efficacy ◽  
Dietary Guidelines ◽  
Rank Test ◽  
Control Group ◽  
Diabetic Patients ◽  
Post Test ◽  
Diet Compliance ◽  
And Control

A well-balanced diet is one of the four pillars of diabetes self-management. Patient's culture strongly influences intake food. Diabetic dietary guidelines which fit with the patient's culture is expected to improve patient's self-efficacy and diet compliance. This study was aimed to analyze the effect of ethnic foods diet program in improving self-efficacy and diet compliance among Type-2 Diabetes Mellitus (T2DM) patients. This was quasy experiment research with pre and post-test control design. The population was 112 T2DM patients from Sasak Tribes, West Nusa Tenggara. Samples were 36 respondents, divided into intervention (18) and control (18) groups. The independent variable was the ethnic food diet (EFD) program, while the dependent variables were patient's self-efficacy and diet compliance. Data were collected using self-efficacy questionnaire and a 24-hour dietary recall form. Data were then analyzed using Wilcoxon Signed Rank Test and Mann Whitney U Test. The result showed differences in self-efficacy between pre and post-test in the treatment group (p=0,001), but there were no differences in the control group. There were differences in diet compliance in the treatment group (p=0,001), but there were no differences in the control group. There were differences between treatment and control groups on self-efficacy (p=0,000) and diet compliance (p=0,000). Ethnic foods diet program can improve self-efficacy and diet compliance among T2DM patients because more comfortable and easier to be applied. Nurses can apply ethnic foods diet program as an intervention to promote healthy diet for T2DM patients.

scholarly journals The Effect of IELTS Listening Strategy Use on the Reduction of IELTS Listening Test Anxiety and on IELTS Listening Performance

2017 ◽  
Vol 7 (11) ◽  
pp. 1025 ◽  
Author(s):  
Ali Reza Nemat Tabrizi ◽  
Mahnaz Ranjbar
Keyword(s):  
Test Anxiety ◽  
Pearson Correlation ◽  
Strategy Instruction ◽  
Strategy Use ◽  
Control Group ◽  
Listening Test ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

The study investigates the impact of IELTS listening strategy use on the reduction of listening test anxiety and on the listening performance of the IELTS test takers in light of the data of 80 participants on the pretest and post-test IELTS listening along with the participants' score on pre-anxiety and post anxiety scale. So, drawing on the instruments including a proficiency test, pre/post-test, anxiety questionnaire, materials for strategy instruction, the participants were randomly divided into two groups: Control Group and Experimental Group, each including 40 participants. As per the procedure, after tackling their pre-listening performance and pre-anxiety score, one group was treated with IELTS-Listening related strategies and the other group was not treated, but both were administered listening test. The results of the study indicated that those treated with IELTS strategy outperformed ( t (78) = 4.57, p = .000, r = .460 ) those receiving no listening-related strategy. Furthermore, the results of a t-test run on the post-test of the groups anxiety arrived at a statistically significant difference (t (78) = 5.77, p = .000, r = .547), representing that the control group outperformed the experimental group. Also, Pearson Correlation done for finding out a potential relationship between anxiety and listening performance indicated a negative and weak to moderate relationship ((r (78) = -.26, p = .020). The pedagogical implications of the study are in detailed argued.

scholarly journals Effect of Paper and E-Dictionaries on Iranian EFL Learners' Reading Comprehension

2017 ◽  
Vol 6 (5) ◽  
pp. 199
Author(s):  
Shiva Grami ◽  
Mahmood Hashemian
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Learners ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Test Results ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Paired Samples ◽  
Treatment Design

The purpose of this study was to investigate the effects of paper and e-dictionaries on Iranian intermediate learners' reading comprehension. To this end, 90 female English Foreign language learners were randomly selected and assigned into 2 experimental groups (e-dictionaries and paper dictionaries groups) and 1 control group. All the groups took a pretest using no dictionaries. After 2 weeks of treatment design for the experimental groups, all the 3 groups took part in the posttest. The experimental groups did their task with their relevant dictionaries, whereas the control group did their task without using any kind of dictionary. Data were analyzed through analysis of covariance (ANCOVA) and paired samples t test. Results showed that the participants’ reading comprehension improved from the pretest to the posttest in both experimental groups. Results also indicated that the learners in the e-dictionaries group outperformed those in the paper dictionaries group. The outcome of study reveals that e-dictionaries could improve students’ reading comprehension by motivating them, shortening the time of searching words and reading a text, and increasing the number of look ups. 

scholarly journals The Effects of Collaborative and Non- Collaborative Approaches to Teaching Reading Strategies on Iranian efl Learners’ Reading Comprehension and Attitude toward Reading

2020 ◽  
Vol 25 (1) ◽  
pp. 55-73
Author(s):  
Azadeh Rajaei ◽  
Seyed Hassan Talebi ◽  
Shirin Abadikhah
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Reading Strategy Instruction ◽  
Significant Difference ◽  
Experimental Group

In an EFL context reading is a very important skill in language learning. This study aims at finding if instruction of reading strategies in two different collaborative and non-collaborative approaches affects reading comprehension and attitude toward reading differently. Forty-five Iranian adult female EFL learners at pre-intermediate general English proficiency level in Iran Language Institute (ili) were selected and divided into three groups of 15 students. One group functioning as the control group did not receive any strategy instruction; the second group, as the first experimental group, received reading strategy instruction in collaborative groups (Collaborative Strategic Reading or csr), and the third group considered as the second experimental group received reading strategy instruction in a non-collaborative way. A reading comprehension test and a reading attitude questionnaire were given to all three groups at the beginning of the term as pretests and after the experiment as posttests. The results obtained through one-way anova indicated that though both experimental groups outperformed the control group, there was no significant difference between the two experimental groups in reading comprehension and attitude toward reading. Therefore, it is up to teachers to weigh the advantages of using the collaborative approach to teaching reading against its disadvantages.

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