scholarly journals The Effect of Classroom Environment on Achievement in English as a Foreign Language (EFL): A Case Study of Secondary School Students in Gezira State: Sudan

2017 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Abdul-Majeed Attayib Umar
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
English Language ◽  
First Grade ◽  
Control Group ◽  
Social Emotional ◽  
School Students ◽  
Environment Effect ◽  
Study Zone

Classroom environment plays a significant role in determining students’ level of academic achievement and enhancingtheir holistic growth. For students, the classroom is not just an intellectual space, but also a social, emotional andphysical environment. The purpose of this study is to examine the effects of classroom environment on learningEnglish as a foreign language by a group of first grade students at Secondary Schools in Gezira State in the Sudan. Thisstudy indorses the experimental approach to realize its objective. Two groups of students are classified as theExperimental and the Control group and assigned to study under two different classroom environments. TheExperimental group consists of (122) students. These are accommodated in three well renovated classrooms; while theControl group which includes (135) students are assigned to study in non-renovated schools under relatively poorclassroom environments. The two groups are taught the same English language material by teachers with similarqualifications and experiences during the first term of the academic 2016. Scores in the English Final Examination forthe two groups are compared to check the classroom environment effect on the students’ achievement. These scores aretabulated and analysed using descriptive statistics. The results reveal that there are significant differences between theachievements of the Experimental and the Control group in English in favour of the Experimental group who havestudied under favourable classroom conditions. The researcher has also explored the administrators’ and teachers’viewpoints regarding the learning environment in the study zone and its possible impact on students’ achievement inEnglish. The study ends up with some recommendations including conducting further studies on the environmentaleffect on other school subjects and on female students’ achievement.

scholarly journals NEEDS ANALYSIS IN DEVELOPING ENGLISH CURRICULUM FOR EARLY CHILDHOOD AND ELEMENTARY SCHOOL STUDENTS: A CASE STUDY

2020 ◽  
Vol 10 (2) ◽  
pp. 89
Author(s):  
Isnaniah Isnaniah ◽  
Nor Millah Hayati
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Foreign Language ◽  
English Language ◽  
Case Study Research ◽  
Needs Analysis ◽  
School Students ◽  
English Curriculum ◽  
Young Learners

The awareness of English language mastery leads to the effort of learning the language as early as possible. Since English is used as a foreign language in Indonesia, therefore English have to be introduced to the early childhood and elementary children institutions. When a foreign language is introduced to young learners, it requires special knowledge about how children acquire and learn language, so a proper learning method can be formulated as well. This research aims to conduct the needs analysis in developing English curriculum for early childhood and elementary school children. This research employed a case study research. It was carried out through surveys with relevant subject and related stakeholder at LKP SQUARE Education Center English Program Balai Pengembangan Pendidikan Anak Usia Dini dan pendidikan Masyarakat (BP-PAUD dan Dikmas) Kalimantan Selatan. The object of the research is the subject's response including the tendency of the teachers for applying the curriculum in their teaching activities, the students’ performance, and the students’ character. The data were collected through interview, questionnaire, and observation. The data were analysed descriptively. The finding showed that the young learners need to master English skill actively and confidently.Keywords- Needs Analysis, Curriculum Development, English for Young Learners

scholarly journals TECHNIQUE IN TEACHING GRAMMAR FOR THE FIRST GRADE OF JUNIOR HIGH SCHOOL STUDENT THROUGH GAMES

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Muhammad Wahyu Widiyanto ◽  
Maria Yustina Rensi Dartani ◽  
Indri Kustantina
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
First Grade ◽  
Control Group ◽  
School Students ◽  
Teaching Grammar ◽  
Experimental Group

The purpose of this study is to find out the contribution of games in improving grammar acquisition of the Yoannes Junior High School students. In teaching Grammar, teachers should apply the appropriate technique and method. In this study, games are chosen to be used.  Participants are divided into treatment group, the experimental group and the control group. The experimental group is taught by using games and the control group is taught by using the memorizing method. Each group is assigned to do the same test, containing sections which involved grammar items. They attended the course, once a week for eight weeks. Each meeting lasted forty five minutes. The material is taken from textbook that applied at school. Pre- test is given before the experiment and post- test is held immediately after the experiment is over. The Null hypothesis of no significant differences are constructed and tested, and then one- tailed T- test is used to compare the score of the games and memorizing groups and to analyze the hypothesis. The alpha level is set. Teaching the arbitrary rules of grammar to students who cannot speak, understand of use the English language is an absolute waste of time, effort and money and is downright foolish. The practice is about as rational as teaching advanced race car skid control to someone who does not know how to drive. In English conversation, get them talking, get them comfortable using the language, then teach them by using rules of grammar once they understand the language.

scholarly journals Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

2021 ◽  
Author(s):  
Tun Zaw Oo ◽  
Andrea Magyar ◽  
Anita Habók
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Classroom Environment ◽  
Teaching Method ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Experimental Group

AbstractThis study investigates the effectiveness of the reflection-based reciprocal teaching (RBRT) approach for Myanmar upper secondary school students’ reading comprehension in English. In the RBRT approach, the main frame is based on the reflective teaching model for reading comprehension (Oo and Habók in Int Electron J Elementary Educ 13(1):127–138, 2020), in which the reciprocal teaching method (involving questioning, clarifying, summarizing, and predicting) was applied. This study used cluster randomized trials. Two groups participated in the research: the experimental group, who were taught with the RBRT approach, and the control group, who were taught with traditional methods. Results showed that the RBRT approach has a strong effect on students’ English reading comprehension achievement. The experimental group increased its achievement on the posttest significantly, and the students’ results showed high effect size. It was also found that teachers’ reflection on the instructional context had a considerable impact on raising students’ reading comprehension achievement. The RBRT approach can be successfully applied in the classroom environment to develop students’ reading comprehension in English in Myanmar.

scholarly journals The Effect of the Flipped Classroom Strategy on Motivation towards Learning English by the First Intermediate School Girls in Riyadh: فاعلية استراتيجية الفصول المقلوبة في تنمية الدافعية نحو تعلم اللغة الإنجليزية لدى طالبات أول متوسط في الرياض

2020 ◽  
Vol 4 (7) ◽  
Author(s):  
Ohud Suliman Al- Henaki
Keyword(s):  
Classroom Environment ◽  
Flipped Classroom ◽  
First Grade ◽  
Female Students ◽  
Experimental Methodology ◽  
Control Group ◽  
Intermediate School ◽  
Significant Difference ◽  
School Girls ◽  
Learning English

The research aimed to investigate the Effect of the Flipped Classroom Strategy on Motivation towards Learning English by the First Intermediate School Girls in Riyadh. The research used a semi- experimental methodology to measure the independent variable (teaching technique) on the dependent variable (motivation toward learning). The population included all the students of the first grade in the public schools attending the second term, school year (1439- 1440 AH.). The sample consisted of (82) students, divided into two groups, one experimental consisted of (41) female students, while the other one is a control group consisted of (41) female students. The research tool was the motivated strategies for learning questionnaire (MSLQ). After analyzing the collected data with suitable statistical techniques, the following result was reached: -  There is a statistically significant difference at (α ≥ 0.05) between the means of the students of the two groups (control and experimental) in favor of the experimental group. Therefore, the research proved that the positive effect of teaching using flipped classes in improving the motivation towards learning by middle level female students in English language. Accordingly, various recommendations were presented. Most importantly, develop units for designing school curricula by using flipped classes in the educational administrations. In order to be ready to supply the schools with various subjects (English, Mathematics, Science… etc.) for various levels. Besides, offering incentives for applying, cultivating the specialists, teachers and others who are interested in education by using the flipped classroom strategy, basics and applications. Expand the applications of the flipped classroom strategy in various school levels to improve the motivations of students towards classroom environment and improve the skills of students' using computers and internet, as well as train them on the various technological skills.

scholarly journals The Effect of Teaching Science on the Model of Development in Developing Creative Thinking Skills among Middle School Students in Al-Mahawabah School - Jeddah Educational Zone: أثر تدريس العلوم بالنموذج الإثرائي في تنمية مهارات التفكير الإبداعي لدى طالبات المرحلة المتوسطة بمدرسة الموهوبات- منطقة جدة التعليمية

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Hind Hadban Al Jahani
Keyword(s):  
Creative Thinking ◽  
Intermediate Stage ◽  
First Grade ◽  
Thinking Skills ◽  
T Test ◽  
Control Group ◽  
Research Experience ◽  
School Students ◽  
Control Group Design ◽  
Mean Values

The aim of the research was to investigate the effect of teaching based on the model of enrichment in the development of creative thinking skills in the science of gifted students in the intermediate stage. In Jeddah, the research used the pre-test, post-test, control group design. (32) students; of the new students in the first grade average, and after the completion of the research experience, which lasted throughout the first semester of the academic year 1435/1436 e and the rate of (4) weekly quotas, the same scale was applied on the same sample and then collected data for the tribal scale, , And conducted statistical analyzes using To detect the significance of the differences between the mean values ​​of the scores of the research sample in the Torrance scale of creative thinking skills, the research found the following results: - There are significant differences at the level of α (T- test) for the independent samples (T- test Independent-Sample) = 0.05); between the average scores of students in the tribal application and their mean scores in the post-application at the macro level of the scale, and in each skill in favor of the post-scale.

scholarly journals A Model for the Formation of Secondary Linguistic Personality through Work with Precedent Cultural Phenomena during Сlasses in the Russian Language as a Foreign Language

2020 ◽  
Vol 24 (2) ◽  
pp. 296-315
Author(s):  
Olga B. Kanevska ◽  
Kateryna V. Hostra
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Research Work ◽  
Russian Language ◽  
Control Group ◽  
Teaching Staff ◽  
School Students ◽  
School Teaching ◽  
Student’S T ◽  
Didactic Material

Introduction. This article considers the problem of the formation of a secondary linguistic personality through work with precedent phenomena of culture, but it does not cover all its aspects. Our purpose is to describe a model of formation of a secondary linguistic personality by dealing with the precedent phenomena of culture during Russian language lessons as a foreign language. Materials and Methods. Pedagogical forecasting and modeling were used to optimize and detail the process of the formation of a secondary linguistic personality through work with precedent cultural phenomena. To determine the quantitative and qualitative indicators of the study, statistical methods of quantitative and qualitative data processing were used (Student’s t-test). The pedagogical experiment involved schoolchildren of two secondary schools of Kryvyi Rih city (Ukraine). The sample consisted of 82 fifth-grade high school students. At the ascertaining stage, the questionnaire was conducted; at the formative stage, training was conducted typically in the control group; in the experimental group, based on the developed model; at the control stage, repeated questioning and interviews were conducted to verify the effectiveness of the model. Results. The use of the model in the learning process forms not only theoretical knowledge of the precedent phenomena of culture but also the practical skill of their use, facilitates intercultural communication, which contributes to the formation of a secondary language personality. The developed model of working with precedent cultural phenomena proved to be an effective auxiliary tool in the formation of the secondary linguistic personality. Precedent cultural phenomena can become the foundation for creating end-to-end curricula, a tool for creating didactic material taking into account innovative technologies, and the basis of training courses. Discussion and Conclusion. The results of this research work may be useful for secondary and higher school teaching staff of Russian as a foreign language.

scholarly journals Difficulties in the Development of English-Language Competence in Reading in High School Students of General Secondary Education

2021 ◽  
Vol 7 (1) ◽  
pp. 71-78
Author(s):  
Iryna V. Vlasiuk
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Education ◽  
Foreign Language ◽  
English Language ◽  
Industrial Society ◽  
School Students ◽  
Language Competence ◽  
Personal Skills ◽  
English Competence

The relevance of the study is conditioned by the growth of intercultural communication in modern post-industrial society, resulting in the need to change opinions on the development of foreign language competence in school-age students for its effective improvement and further use in professional activities. The purpose of the study is to determine the features of the development of English language competence in reading in high school students of general secondary education and to find methods of overcoming difficulties in the process of mastering a foreign language. In the process of the study, the author used general scientific theoretical methods, including methods of analysis, synthesis, generalisation, and classification. Based on research results of Ukrainian and foreign scholars, the study characterised the basic opinions on the development of foreign language competence in reading, in particular, in high school students. The study defines the term “reading” and considers its main categories, such as types of reading, levels of comprehension of the text, general personal skills for perfect command of reading in a foreign language, etc. It was found that the main difficulties in the development of English competence in reading in high school students are general language, including spelling, and psychological, based on the lack of motivation to learn the language. Tips for English teachers are presented, focused on improving the development of English competence in reading in students, including the use of authentic materials, information technology, as well as the use of practical exercises that help improve reading aloud. The authors see the prospects for further research in the empirical substantiation of methods for overcoming the difficulties of developing English-language competence among high school students

Jen's Story

2019 ◽  
pp. 123-133
Author(s):  
Chiu-Yin Wong ◽  
Wendy A. Harriott
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Gifted And Talented ◽  
English Language ◽  
First Grade ◽  
Case Study Method ◽  
Grade Teacher ◽  
Depth Interview ◽  
Talented Students

This chapter describes the experiences of a first grade teacher who was classified as gifted and talented during her school years. Currently, she teaches classes with a diverse group of students (e.g., English language learners, gifted and talented students). Adopting a qualitative case study method, the authors conducted an in-depth interview with the teacher and share her story related to how her giftedness affects and enhances her professional work as an educator. Further, this chapter illustrates the teacher's story related to her personal interactions and relationships. Finally, based on the literature, implications for other educators who are gifted and talented are discussed.

scholarly journals The Impact of WhatsApp on Learners’ Achievement: A Case Study of English Language Majors at King Khalid University

2018 ◽  
Vol 6 (2) ◽  
pp. 69 ◽  
Author(s):  
Abdulkhaleq Q. A. Hassan ◽  
Sayed Salahuddin Ahmed
Keyword(s):  
Content Knowledge ◽  
Mobile Application ◽  
English Language ◽  
Traditional Classroom ◽  
Control Group ◽  
E Learning ◽  
Additional Support ◽  
The Impact ◽  
Experimental Group

To investigate the effectiveness of e-learning by using a particular mobile application, namely WhatsApp, an empirical study was conducted on sixty undergraduate English language majors at King Khalid University in Saudi Arabia. The objective of the study was to determine whether the levels of motivation, content knowledge and grades of the students (who took the course “Syntax”)-, developed after receiving additional support through WhatsApp apart from traditional classroom lectures. The results showed that the experimental group that got extra support from fellow students and the course teachers through WhatsApp outperformed the students of the control group who studied the course only through traditional method. Moreover, the gap of success rate between the experimental group and the control group is about eighty nine percent with zero failure in the experimental group. The study proved that WhatsApp can be effectively used for providing supplementary support to motivate students to study properly and to get higher grades.

The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning

2016 ◽  
Vol 6 (4) ◽  
pp. 210-217 ◽  
Author(s):  
Assoc. Prof. Dr. Ali Rahimi ◽  
Samira Mouri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.  

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