scholarly journals The Effectiveness of Direct and Indirect Written Corrective Feedback on English Collocation Competency: A Quasi – Experiment

2020 ◽  
Vol 8 (1) ◽  
pp. 94
Author(s):  
Abang Fhaeizdhyall
Keyword(s):  
Corrective Feedback ◽  
Control Group ◽  
High Performing ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Quasi Experimental ◽  
Group A ◽  
And Control ◽  
Esl Learners ◽  
Positive Effect

The primary aim of this study is to investigate the effectiveness of direct and indirect written corrective feedback (WCF) on English collocational competency of high-performing ESL learners. The study also sought to compare possible differences in the effect of two WCF strategies that help the researcher in identifying the appropriate WCF strategy in improving learners’ collocational competency in the context of the study. Additionally, retention effect of WCF is also investigated in delayed post-tests. Eighty-eight high-performing ESL learners of a public university participated in the quasi-experimental study of two experimental groups and one control group. A series of test namely pre-test, immediate post-test and delayed post-test was administered to collect the data. The groups are labelled ‘Direct group’ that received direct WCF treatment (n=33), ‘Indirect group’ that received indirect WCF (n=25), and ‘Control group’ that received no treatment (n=25). A set of collocation test that was developed by Gyllstad (2009) was adopted and a pilot test was conducted prior to the actual study. The participants were tested in three point of time (pre-test, immediate post-test, and delayed post-test). The findings indicate that there is a positive effect of direct and indirect WCF strategies on collocational competence. Furthermore, direct WCF has the most effect in improving collocational competency of the participants. Finally, both WCF strategies are proven statistically in retaining their effects as demonstrated in the results of delayed post-test. Suggestion for future studies are also discussed.

scholarly journals THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK STRATEGIES ON COLLOCATION ERRORS OF LOW-PERFORMING ESL LEARNERS

2020 ◽  
Vol 9 (2) ◽  
pp. 143
Author(s):  
Abang Fhaeizdhyall ◽  
Collin Jerome
Keyword(s):  
Repeated Measures ◽  
Corrective Feedback ◽  
Control Group ◽  
Grammatical Aspect ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Quasi Experimental ◽  
Feedback Strategies ◽  
Esl Learners ◽  
Grammatical Structures

The studies on error correction have been laying their emphasis on grammatical structures of the language with lack of focus on non-grammatical aspect such as lexical collocation. Therefore, this study aims at investigating the effect of direct and indirect written corrective feedback on low-performing ESL learners. Ninety-two students of a public university involved in the study. Three intact groups that have equal proficiency were identified at the beginning of the university’s academic term. A quasi-experimental design was employed with two experimental groups receiving indirect WCF and direct WCF separately, and a control group deprived of any treatment. The groups were measured in three different time points with pre-test before the intervention, immediate post-test after the intervention, and delayed post-test to measure retention effect. One-way ANOVA and repeated-measures ANOVA were used to measure the effect. The findings reveal that significant differences were detected in immediate post-tests of direct and indirect WCF groups which indicate that both WCF strategies can enhance participants’ collocational competency. Additionally, the findings also show that direct WCF strategy greatly affects participants collocation errors despite both groups performed better than the control group. This study demonstrates that retention effect was detected in the group that received direct WCF while the indirect WCF group was not able to retain - in delayed post-test. Recommendation is also discussed for Future directions of studies.Â

scholarly journals PENGARUH METODE PRAKTIKUM BERBANTUAN FLASH TERHADAP HASIL BELAJAR SISWA PADA MATERI HIDROKARBON DI KELAS XI IPA SMA MUHAMMADIYAH PONTIANAK

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Salmauwati Salmauwati ◽  
Muhamad Agus Wibowo ◽  
Dedeh Kurniasih
Keyword(s):  
Learning Outcomes ◽  
Practical Method ◽  
Control Group ◽  
Control Groups ◽  
Lecture Method ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
And Control ◽  
Positive Effect

ABSTRACTThis study was initiated by the students’ low learning outcomes on Chemistry subject and the teachers’ preference in using lecture method in teaching learning process.This study aimed at 1) finding out the differences of students’ learning outcomes between the use of flash media-assisted practical method and lecture method on hydrocarbon class at grade XI MIA of SMA Muhammadiyah I Pontianak. Using quasi experimental design and Control Group Posttes Design, this study employed the students of grade XI MIA 2 as the samples of experiment group, andthe students of grade XI MIA 2 as the samples of control group. The data collection techniques used were measurement and observation. While the instruments employed were observation sheet and essay. TheU-Mann Whitneytest revealed that the post test score of 0,0140< 0,05 Ho was rejected, while the Ha one was accepted. It means that there was correlation of students’ learning outcomes between the experiment and the control groups. In addition, the effect size result was 1,086 > 0,8 and considered high which indicated the positive effect of flash media-assisted practical method in enhancing students’ learning achievement.Keywords: flash, learning outcomes, hydrocarbon, practical method

scholarly journals Can Explicit Written Corrective Feedback Develop Grammatical and Lexical Accuracy of Saudi EFL Learners?

2018 ◽  
Vol 6 (4) ◽  
pp. 16 ◽  
Author(s):  
Nahla Al-Hazzani ◽  
Sultan Altalhab
Keyword(s):  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Efl Students ◽  
Positive Effect ◽  
Experimental Group ◽  
Made In

Saudi students encounter many problems in writing skill as several studies revealed (e.g. Alhazmi, 2006; Alsamdani, 2010). Providing effective and useful feedback may help to overcome these challenges. Therefore, this study examines the effect of teachers’ written corrective feedback on female Saudi EFL students’ written essays and to what extent it affects students’ written grammatical and lexical accuracy. The sample comprises 50 foundation level students, across two groups: an experimental group (n=29) and a control group (n=21). Data were gathered over a 10-week period using a pre-/post-test/delayed post-test design for comparable groups. The findings show that although many errors were made in the writing performances, the students in the experimental group had significantly better achievements than the students in the control group on the measure. The results lend support to the efficiency of teachers’ written corrective feedback, showing it has a significant positive effect on the participants’ grammatical and lexical accuracy.

DIFFERENTIAL EFFECTS OF ORAL AND WRITTEN CORRECTIVE FEEDBACK IN THE ESL CLASSROOM

2010 ◽  
Vol 32 (2) ◽  
pp. 203-234 ◽  
Author(s):  
Younghee Sheen
Keyword(s):  
First Language ◽  
Corrective Feedback ◽  
Control Group ◽  
Written Corrective Feedback ◽  
Grammatical Accuracy ◽  
Key Factor ◽  
Quasi Experimental ◽  
English Articles ◽  
Post Hoc ◽  
And Control

This article examines whether there is any difference between the effect of oral and written corrective feedback (CF) on learners’ accurate use of English articles. To this end, the current research presents the results of a quasi-experimental study with a pretest, immediate-posttest, delayed-posttest design, using 12 intact intermediate English-as-a-second-language classes with adult learners of various first language backgrounds. Five groups were formed: oral recasts (n= 26), oral metalinguistic (n= 26), written direct correction (n= 31), written direct metalinguistic (n= 32), and control (n= 28). All four experimental groups completed two 30-min communicative narrative tasks. For the oral CF groups, students were asked to retell a story during which CF was provided. For the written CF groups, students were first asked to rewrite a story and then given CF. The acquisition of English articles was measured by means of a speeded dictation test, a written narrative test, and an error correction test. One-way ANOVAs with post hoc comparisons indicated that all CF groups, except for oral recasts, significantly outperformed the control group in the immediate and delayed posttests. These findings show that, whereas implicit oral recasts that involve article errors were not facilitative to learning, the other CF types were effective in helping learners improve the grammatical accuracy of English articles irrespective of language analytic ability. Overall, these results suggest that the degree of explicitness of both oral and written CF—rather than the medium in which the CF is provided—is the key factor that influences CF effectiveness.

scholarly journals THE EFFECT OF REAL MODEL IN ENHANCING METACOGNITION OF ABSTRACT PHYSICS TOPIC

2018 ◽  
Vol 6 (6) ◽  
pp. 389-395
Author(s):  
I Wayan Distrik ◽  
Chandra Ertikanto ◽  
Agus Suyatna ◽  
Wayan Suana
Keyword(s):  
Control Group ◽  
Control Groups ◽  
Real Model ◽  
Group Data ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Positive Effect ◽  
Metacognitive Ability ◽  
Looking Back

This paper outlines the effect of REAL model in enhancing students' metacognitive abilities on abstract physics topics, such as electricity and magnetism. The study employed a pre-test and post-test quasi-experimental design with a control group. The experiment group (n = 30) was taught using the REAL model while control group (n = 30) was taught using the traditional method. REAL model includes recognizing the concept of targets through analogies, explaining concepts with multiple representations, applying concepts to sample solutions, and looking back at self-weakness through reflection self. Pre-test and post-tests were given at the beginning and at the end of the treatment for each group. Data were analyzed by descriptive and inferential methods. The results showed that REAL model has a positive effect in increasing students’ metacognitive ability shown by significant n-gain difference between experiment and control groups. During the study, students also felt motivated and more confident in solving physics problems shown by more than 80% of them responded positively to the learning model.

scholarly journals The Effect of Islamic Spiritual Mindfulness on Self-Efficacy in Anger Management among Schizophrenic Patients

2021 ◽  
Vol 11 (3) ◽  
pp. 404-412
Author(s):  
Meidiana Dwidiyanti ◽  
Ashri Maulida Rahmawati ◽  
Dian Ratna Sawitri
Keyword(s):  
Self Efficacy ◽  
Anger Management ◽  
Intervention Group ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Schizophrenic Patients ◽  
Group A ◽  
And Control

Background: The prevalence of schizophrenia has increased in the last few years. Nevertheless, methods in assisting schizophrenic patients have not improved significantly. Islamic spiritual mindfulness is a spiritual approach that can help schizophrenic patients increase their self-efficacy in anger management. However, the application of this intervention is still not well researched.Purpose: This study aimed to determine the effect of Islamic spiritual mindfulness on self-efficacy in anger management among schizophrenic patients.Methods: This study utilized a pre-post quasi-experimental design with a control group. A total of 54 schizophrenic patients were purposively recruited and divided into two groups: the intervention group (n=27) and the control group (n=27). The intervention group received four sessions of Islamic spiritual mindfulness in two weeks, while the control group received a standard intervention from the hospital. The data were collected using the Regulatory Emotional Self-Efficacy (RESE) scale and analyzed using the t-test.Results: The results showed a significant difference in self-efficacy scores between the control and intervention groups (p=0.000) after the intervention. In the pre-test, the mean score of self-efficacy in the intervention group was lower than the control group (M=28.15 vs. M=30.26) without a significant difference. However, in the post-test, a significant difference in self-efficacy between the intervention and control groups was found (M=46.44 vs. M=46.44; p=0.000).Conclusion: Islamic spiritual mindfulness significantly affects self-efficacy among schizophrenic patients. The Islamic spiritual mindfulness can be applied as a new form of approach to increase self-efficacy in schizophrenic patients.

Effect of Teachers’ Written Corrective Feedback on Saudi EFL University Students’ Writing Achievements

2016 ◽  
Vol 8 (5) ◽  
pp. 15 ◽  
Author(s):  
Sultan H. Alharbi
Keyword(s):  
University Students ◽  
English Language ◽  
Corrective Feedback ◽  
Future Research ◽  
Control Group ◽  
King Saud University ◽  
Written Corrective Feedback ◽  
Efl Students ◽  
And Control ◽  
Positive Effect

<p class="2"><span lang="X-NONE">The current study aims to examine the effect of teachers’ written corrective feedback (CF) on male Saudi EFL university students’ writing achievements. It also attempts to explore how these Saudi EFL students perceive their teachers’ CF. The sample of the current study comprised of 50 student participants chosen at random from the Department of English Language and Translation (DELT) in the College of Languages and Translation (COLT) at King Saud University (KSU). The students were distributed into two groups: experimental group (n=25) and control group (n=25). Data were gathered over a 10-week period through a pre-/posttest design for comparable groups. The results indicated that the students in the experiment group achieved better than the students in the control group on the measure, indicating that teachers’ written CF had a significant positive effect on participants’ writing achievements. The results also indicated that the participants revealed a positive attitude toward teachers’ written CF. The study concludes with the limitations and implications of the findings as well as recommendations for future research.</span></p>

scholarly journals The Role of Written Corrective Feedback in Improving Kurdish EFL University Students’ Writing

2018 ◽  
Vol 4 (4) ◽  
pp. 61
Author(s):  
Hogar Mohammed Tawfeeq
Keyword(s):  
Corrective Feedback ◽  
Control Group ◽  
Feedback Group ◽  
Treatment Groups ◽  
Written Corrective Feedback ◽  
L2 Learners ◽  
Efl Students ◽  
And Control ◽  
Esl Learners

There has been a long debate about the effect of written corrective feedback (WCF) on improving L2 learners’ linguistic accuracy in writing. Some scholars question the effectiveness of WCF on improving EFL/ESL learners’ linguistic accuracy. However, other researchers argue for the value WCF to the improvement of L2 learners’ writing performance. The current paper conducts an experiment aiming to investigate whether or what type of WCF has any short- and long-terms effects on improving learners’ linguistic accuracy in writing. The study includes 105 third-year-undergraduate EFL students from the English Department in Iraqi Kurdistan Region’s two public universities. The subjects were divided into two main groups: treatment and control. The former was assigned as no corrective feedback group that was merely provided with comments on writing content, and the latter was subdivided into two experimental groups that received either indirect or direct WCF. Data was collected from learner’s essays, tests (pretest, posttest and delayed posttest) and treatments (giving WCF). Over a study period of eight weeks, the present research found out statistically significant differences between the writing accuracy of the treatment groups and the control group. The results of this study have some recommendations for future studies and pedagogical implications.

TEACHING READING BY UTILIZING HOT POTATOES SOFTWARE TOWARD STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT

2018 ◽  
Vol 5 (1) ◽  
pp. 26
Author(s):  
Abdullah Farih
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Level Of Significance ◽  
And Control

The objective of this study is to measure whether there is or not significant effect of teaching reading by utilizing Hot Potatoes software toward students’ reading comprehension of descriptive text. The variables used were the teaching treatment of Hot Potatoes Software as the independent variable and the students’ reading comprehension of Descriptive Text as dependent variable. Then, the research designed was Quasi-experimental design and the presentation of data used was quantitative. The data were obtained from the eleventh grade, of which 28 students were taken as sample. The students are divided into two groups; experiment group consisted of 12 students and control group consists of 16 students. To get the data, the pre-test and post-test were applied and then analyzed using t-test formula. The researcher had concluded that there is Significant effect of Hot Potatoes Software toward the students’ reading comprehension achievement. The result showed that mean of students’ post-test was increased. It is proved by the t-test (8.54) which is higher than t-table (2.05) at level of significance 5%. It means that the alternative hypothesis was accepted and it proved that Hot Potatoes Software had significant effect toward students’ reading comprehension of Descriptive Text

THE EFFECT OF MOBILE ACCESS (AUDIO VISUAL EASY LEARN ENGLISH) ON STUDENTS’ VOCABULARY ACHIEVEMENT AT SMPN 11 KENDARI

2019 ◽  
Vol 4 (3) ◽  
pp. 335
Author(s):  
Eva Veronica ◽  
Mursalim Mursalim
Keyword(s):  
Test Score ◽  
Control Group ◽  
Vocabulary Test ◽  
Seventh Grade ◽  
Mobile Access ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group ◽  
Vocabulary Achievement

The objective of this study is to find out the effect of using mobile access (Audio Visual Easy Learn English) on students’ vocabulary achievement at SMPN 11 Kendari. Mobile  Access  (Audio  visual  easy  learn  English)  as  a media in learning teaching process. This research used quasi experimental design, the population is all seventh- grade students, and the sample is class VII1 as the experimental group and VII2as control group. The experimental group consisted of 30 students and control group consisted of 21 students. The research instrument consisted of 44 questions of vocabulary test. To collect the data, the researcher gave pre-test, taught by using Mobile Access  (Audio  Visual  Easy  Learn  English),  and  giving post-test. Mean score of post-tests (79.63) in experimental class is higher than pre-test score (59.66). While, in control class also has improvement but not too significant. It can be seen on post-test score (64.80) is higher than pre-test score (55.19). Based on the calculation of T-test, it shows that tcount = 3.775, while t-table =2.010 at level of = 0.05 with DF = 49. It means that tcount is higher than table, Therefore H0 was rejected and H1 was accepted. This can be concluded that  there  was a  significant  effect  of  using a significant effect using Mobile Access (Audio Visual Easy Learn English) on students’ vocabulary achievement at the seventh-grade students of SMPN 11 Kendari. Keywords: MA, Mobile Access, Audio Visual Easy Learn English, vocabulary achievement

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