scholarly journals Does Praising Intelligence Improve Achievements? An ESL Case

2020 ◽  
Vol 9 (3) ◽  
pp. 279
Author(s):  
Rahima Sayed Sulaiman Akbar ◽  
Nada Al-Gharabally
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Women's College ◽  
Esl Writing ◽  
Writing Classes ◽  
College Of Basic Education ◽  
Motivating Factor ◽  
And Control ◽  
Esl Learners ◽  
Positive Effect

Praising is considered to have a positive effect on learners’ motivations. Yet, what to praise and how to praise is an issue of controversy. The present study looks at the effect of praising ESL learners’ writing efforts in English as opposed to evaluating their writing abilities in order to test Dweck (2007) theory of praising intelligence or effort. The investigation is based on a set of language parameters used in conventional evaluation of ESL writing pieces.Forty adult English L2 learners at the women’s College of Basic Education, English Department, who were enrolled in writing classes comprised the study’s experimental and control groups. The study’s findings indicate that praising the effort increases the learners’ motivation and creates a relaxed teaching and learning environment.The present study highlights the importance of incorporating the praise of a student’s effort within the grading. Since grading plays a motivating factor on how well the learners’ work progresses, it follows that it should strategically place importance on the teacher’s feedback as well as clear instructions for improvement.

The effectiveness of a selective counseling prenhancing the sportsmanship of some of the teams of the College of Basic Education for group games

2021 ◽  
Vol 20 (1) ◽  
pp. 0111
Author(s):  
أ. د. عكلة سليمان الحوري م. د منهل خطاب سلطان
Keyword(s):  
Basic Education ◽  
Research Community ◽  
Mentoring Program ◽  
Counseling Program ◽  
College Of Basic Education ◽  
Before And After ◽  
Post Test ◽  
And Control ◽  
Extension Program ◽  
Experimental Group

Preparing a selective mentoring program in the field of enhancing the sportsmanship of some of the College of Basic Education teams in group games. Knowing the effectiveness of the selective counseling program on the sports spirit of some of the teams of the College of Basic Education in group games. The two researchers used the experimental method for its suitability and the nature of the research, and the research community consisted of the 38 players in the futsal, volleyball and basketball teams, and the research sample consisted of (24 players) representing 63.15% of the research community. The sample was divided into two experimental and control groups. Using the random selection method by lot and by (12) players for each group divided into three games and by (4) for each game. The measure of sportsmanship was applied before and after the application of the selective extension program, and we were keen to provide the same conditions in the two applications, and the researchers reached:1. The effectiveness of the selective counseling program in improving the level of sportsmanship among some of the teams of the College of Basic Education in the group games of halls.2. The presence of significant differences between the pre and post tests in sportsmanship in favor of the post test of the experimental group. The presence of significant differences between the control and     experimental groups in the two post-tests in sportsmanship and in favor    of the post test of the experimental group                                                  

scholarly journals Peer Assessment in EFL Writing Classes: Investigating Kurdish Students’ Attitudes

Twejer ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 1255-1287
Author(s):  
Qismat M. Zahawi ◽  
Keyword(s):  
Academic Writing ◽  
Basic Education ◽  
Peer Assessment ◽  
Writing Classes ◽  
Assessment Technique ◽  
College Of Basic Education ◽  
Content Organization ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Grading Model

Peer assessment refers to students assessing their peers' work and providing grades and/or feedback. This study investigates Kurdish EFL students' attitudes toward peer assessment. To this end, the peer assessment technique will be utilised in teaching academic writing to second-year students in the English Department, College of Basic Education. Participants will be trained on how to assess their peers' writing by using Jacobs et al 's (1981) writing scale as a descriptor grading model. This scale provides five subscales for evaluating a written paragraph, namely: content, organization, vocabulary, language use, and mechanics. After implementing this model for 16 weeks, the students have shown positive attitudes toward implementing peer assessment in their writing classes as a practical assessment technique.

scholarly journals Facebook as a Formal Instructional Environment in Facilitating L2 Writing: Impacts and Challenges

2019 ◽  
Vol 3 (2) ◽  
pp. 41
Author(s):  
Zahangir Alam
Keyword(s):  
Teaching And Learning ◽  
Positive Impact ◽  
Digital Natives ◽  
Academic Life ◽  
Instructional Environment ◽  
Esl Writing ◽  
Writing Practices ◽  
The Social ◽  
Esl Learners ◽  
The Impact

In this century most of the ESL learners can be considered as digital natives due to the excessive urge and availability of technology. There are hardly any learners who aren’t exposed to any means of social network in their personal life. In use, Facebook is seen to outbalance the rest of the social networks due to its convenience and easy going approach. However, little is known about how Facebook assists learners and teachers to approach for teaching and learning ESL writing though it is found that this form of social media helps learners to socialize in their personal and academic life. Hence, this paper describes the impact and challenges of including Facebook as a formal environment in facilitating this productive skill. Results of this study indicate that using Facebook for the said purpose has had a positive impact on students’ writing practices though some challenges and suggestions for future implementation were reported.

scholarly journals The Effect of Using Authentic Videos on Training Center and Community Service Students' Prosodic Competence and Motivation

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Ibrahim Mahmoud Bani Al-Domi
Keyword(s):  
Community Service ◽  
Teaching And Learning ◽  
Male Students ◽  
Training Center ◽  
Visual Aids ◽  
Control Groups ◽  
King Saud University ◽  
Post Test ◽  
And Control ◽  
Positive Effect

This study aims at investigating the effect of using authentic videos on training center and community service students' prosodic competence and motivation. Its sample consisted of 50 male students randomly chosen from Training Center and Community Service at King Saud University, Saudi Arabia, and assigned to experimental and control groups of 25 students per each. Its data were gathered within a two- month period using a pre-post-test design for equivalent groups. The researcher taught both groups deliberately using contrasting instructional approaches; the first were solely exposed to textbook content, excluding all visual aids throughout the process; whereas the second had authentic videos incorporated. As his work pressed ahead, these methodological techniques variably had a visible influence on the trainees' in-class interactivity, attentiveness, and keenness to grasp information. Accordingly, the findings show the experimental group's students bolstered their prosodic competence and motivation. To recap, the use of authentic videos in teaching and learning English has a positive effect on the said prosodic competence and motivation domains.

scholarly journals The Effect of Online Collaborative Writing through Edmodo on Students’ Writing Skill at MA Masyhudiyah Giri

2021 ◽  
Vol 4 (1) ◽  
pp. 6
Author(s):  
Merinda Fiana Tasri
Keyword(s):  
Teaching And Learning ◽  
Collaborative Writing ◽  
Student Writing ◽  
Significance Level ◽  
Writing Strategy ◽  
Writing Skill ◽  
Quasi Experimental ◽  
The Right ◽  
And Control ◽  
Positive Effect

Implementing a writing strategy especially collaborative writing  is one of the efforts to make writing learning work optimally. In its application, collaborative writing strategy is claimed to have a positive effect on each aspects of student writing skill, but based on the implementation of this strategy, several problems are found, where students are still less active in discussions and students do not want to be involved in the collaborative writing process. So with these problems, it certainly becomes an obstacle that can cause the implementation of this strategy do not run optimally, so that the selection of a media is the right way to overcome these problems by using Online Learning based Edmodo. The design of this study was quasi experimental design, with 10th grade students from MA Masyhudiyah as the subject. Two classes were chosen, they were X-MIPA 1 as an experimental class and X MIPA 2 as a control class with 28 students in each class. The research findings in this study revealed that there were significant differences between the experimental and control groups. This is evidenced by the results of sig. (2-tailed) is 0,000. The sig. (2-tailed) is lower than the significance level of 0.05 (0.000 <0.05). So, the null hypothesis (Ho) can be rejected. So it can be interpreted that Online Collaborative Writing through Edmodo has a positive effect on students' writing skills. Therefore, the researcher strongly recommend to the teachers to apply Online Collaborative Writing through Edmodo in the teaching and learning process and also for further researchers can conduct similar research in other ways, skill or levels.

scholarly journals Teachers’ and Students’ Attitudes Toward the Implementation of the Politeness Principle in Classroom Interactions

2020 ◽  
Vol 4 (2) ◽  
pp. 42-60
Author(s):  
Kavi S. Mohammed
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Effective Interaction ◽  
Critical Role ◽  
Classroom Interaction ◽  
Classroom Interactions ◽  
College Of Basic Education ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Students Attitudes

Politeness is considered to promote effective interaction between people. In the process of language teaching and learning, it is believed to enhance learning by providing a lively and friendly atmosphere in the classroom (Jiang, 2010). During classroom periods, including class policy, activities, and techniques, a teacher’s language plays a critical role; it also plays an important role while giving academic instructions, motivating the class, and during the evaluation of a student’s performance and participation. This paper approaches classroom interaction from a pragmatic perspective by adopting Leech’s politeness principle and maxims. It aims to answer the following 2 questions: first, “what are the teachers’ attitudes toward the implementation of the politeness principle during classroom interactions?” and second, “what are the students’ attitudes toward the implementation of the politeness principle during classroom interactions?” To achieve the aims of this study by finding answers to the questions, the researcher prepared 2 sets of questionnaires: 1 for the teachers in the English Department and 1 for the fourth year students in the same department at the College of Basic Education, Salahaddin University-Erbil, Erbil, Iran, for the academic year of 2018 to 2019. By analyzing the data collected, it was found that both the teachers and students have positive attitudes toward the politeness maxims and the implementation thereof during classroom interactions; furthermore, there was agreement between the teachers’ and students’ responses to the questionnaires for most of the politeness maxims except in 3 cases, which were for the maxims of sympathy, obligation (S to O), and feeling reticence.

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 Teachers' Practices and Students' Preferences for Feedback on Second Language Writing: A Case Study of Adult ESL Learners

1994 ◽  
Vol 11 (2) ◽  
pp. 46 ◽  
Author(s):  
Hiroko Saito
Keyword(s):  
Second Language Writing ◽  
Teacher Feedback ◽  
Esl Writing ◽  
Writing Classes ◽  
Intensive Courses ◽  
Adult Esl ◽  
Language Writing ◽  
Teacher Students ◽  
Engineering Writing ◽  
Esl Learners

The first part of this study investigated the fit between teachers' practices and students' preferences for feedback and the students' strategies for handling feedback on their written work. The second part of this study focused on students' perception of "thinking prompts" for their writing, an innovative approach used in their ESL writing classes, following Bereiter and Scardamalia's idea of "procedural facilitation" (1987). Thirty-nine students in ESL intensive courses and an ESL Engineering writing class were asked to fill out a questionnaire concerning feedback and thinking prompts. In addition, three classes were observed to see how each teacher used feedback and thinking prompts in their classes and for responding to students' writings. The results show that students preferred teacher feedback (teacher correction, teacher correction with comments, error identification, commentary, teacher-students conferencing) to non-teacher feedback (peer correction and self correction), though the three teachers used non-teacher feedback frequently in their classes. These students' strategies for handling feedback varied depending on the type of feedback each teacher gave on the student's paper. Among the thinking prompts, students found the rule prompt most useful and the LUL2 comparison prompt least useful. The results suggest that the extent to which the thinking prompts are integrated in the class and students conceptualize them is reflected in their attitudes toward thinking prompts.

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

Productive Vocabulary Knowledge of ESL Learners

2018 ◽  
Vol 1 (1) ◽  
pp. 32-41 ◽  
Author(s):  
Abdulmalik Usman ◽  
Dahiru Musa Abdullahi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Writing Quality ◽  
Lexical Frequency ◽  
Frequency Profile ◽  
Esl Learners ◽  
The Relationship

The paper seeks to investigate the level of productive knowledge of ESL learners, the writing quality and the relationship between the vocabulary knowledge and the writing quality. 150 final year students of English language in a university in Nigeria were randomly selected as respondents. The respondents were asked to write an essay of 300 words within one hour. The essays were typed into Vocab Profiler of Cobb (2002) and analyzed the Lexical Frequency Profile of the respondents. The essays were also assessed by independent examiners using a standard rubric. The findings reveal that the level of productive vocabulary knowledge of the respondents is limited. The writing quality of the majority of the respondent is fair and there is a significant correlation between vocabulary and the witting quality of the subjects. The researchers posit that productive vocabulary is the predictor of writing quality and recommend various techniques through which teaching and learning of vocabulary can be improved.

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