scholarly journals An analysis of note-taking strategies: The effect of translanguaging on content comprehension and knowledge retention

2021 ◽  
Vol 1 (3) ◽  
pp. 1-20
Author(s):  
Xinyi Wang
Keyword(s):  
Retention Test ◽  
English Language ◽  
Knowledge Retention ◽  
Note Taking ◽  
Language Programs ◽  
Comprehension Test ◽  
Language Groups ◽  
Significant Difference ◽  
L2 Learners ◽  
Quasi Experimental

Purpose This study investigates the effectiveness of using translanguaging for note-taking on students’ lecture comprehension and retention by measuring their scores on two tests administered two weeks apart. Methods The participants were English L2 Chinese graduate students (n = 101) studying in English-language programs in various English-speaking countries at the time of the study. The study used a quasi-experimental three-arm parallel groups design to compare the relative effects of three alternative approaches to note-taking (Chinese, English, and translanguaging). All participants watched a five-minute English-language video without subtitles and took notes using their assigned strategies. Then participants immediately took a comprehension test. After two weeks, participants took a retention test. Results The results showed that those taking notes in English only outperformed those taking notes using Chinese only on low-level, fact-based questions in the comprehension test. There was no significant difference found among the three language groups (Chinese, English, and translanguaging) in other types of questions (main topic questions and numerical questions) and the overall score. In the retention test, those taking notes in English outperformed those taking notes in Chinese in the overall score and all question types except for number-based questions, with the translanguaging groups also outperforming the Chinese group in fact-based questions. In addition, students’ previous study abroad experience was not found to impact students’ comprehension and retention of the video lecture content. Conclusion It seems that translanguaging does not aid advanced L2 learners in immersion contexts; instead, translanguaging may be more helpful for lower proficiency L2 learners.

scholarly journals The Effect of Self-Questioning Strategy in the Reading Skill Development in the English language for students of the tenth grade in Jordan

2019 ◽  
Vol 3 (20) ◽  
Author(s):  
Hanan Salam Hassan Alhayawat
Keyword(s):  
English Language ◽  
Skill Development ◽  
Reading Skill ◽  
The Self ◽  
Analysis Of Covariance ◽  
Significant Difference ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
Reading Skill Development ◽  
Experimental Group

The purpose of this study was inquiring the effect of Self-Questioning Strategy in the Reading Skill Development in the English language for students of the tenth grade in Jordan.                                                                         To achieve goals of this study, a test has been developed to observe the Development of reading skill. The researcher adopted a quasi-experimental approach in which the experimental group consisting of (30) students was taught in accordance with Self-Questioning Strategy. At the same time, the controlled group consisting of (30 students) was taught in the traditional way. The tests and the motive measuring was applied prior and post- teaching on both groups. The Analysis of Covariance results (ANCOVA) indicated a significant difference at (α≤0.05) between the two groups, which is attributed to the Self-Questioning Strategy, in developing the reading skill, of Learning English language Course for the experimental group. The results also indicated variation in the performance of (the experimental group) students in the Self-Questioning Strategy in the Reading Skill Development (in developing the Academic achievement. The study recommended introducing the Self-Questioning Strategy in the teaching of English language Course, and conducting other similar studies in different educational stages.    

scholarly journals THE APPLICATION OF THINK-PAIR-SHARE STRATEGY IN IMPROVING STUDENTS’ SPEAKING ABILITY

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Supraba Ardhy
Keyword(s):  
English Language ◽  
Language Education ◽  
Sampling Technique ◽  
Nonparametric Test ◽  
English Language Education ◽  
Study Program ◽  
Training And Education ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

The aims of this research were to find out (1) the extent to which Think-Pair-Share strategy improves speaking ability of the fourth semester students of Cokroaminoto Palopo University; (2) the students’ perceptions on the application of Think-Pair-Share strategy in speaking activities. This research was carried out in the fourth semester students of English Language Education Study Program, Faculty of Teacher Training and Education, Cokroaminoto Palopo University. The method used was quasi-experimental research with pre-test, ten meetings of treatment, and post-test. The sample was selected through purposive sampling technique. The data were collected through speaking test, questionnaire, and recorder instruments, and were analyzed with nonparametric test and frequency test. The result of Mann-Whitney U test and the students’ score on post-test was p < 0.05. It means that, there is a significant difference between the students taught with Think-Pair-Share strategy and without Think-Pair-Share strategy. The mean score of experimental group on pretest was 2.16, and increased to be 4.02 on posttest. The analysis of questionnaire indicated that the students’ perceptions on the application of Think-Pair-Share strategy were very positive. Thus, it can be concluded that the application of Think-Pair-Share strategy could significantly improve the students’ speaking ability.

Research on Small Group Writing Activities Compared to Individual Flipped Model Through WhatsApp

2022 ◽  
Vol 17 (3) ◽  
pp. 1-10
Author(s):  
Yudhi Arifani
Keyword(s):  
Small Group ◽  
Flipped Classroom ◽  
English Language ◽  
Design Method ◽  
English Language Teaching ◽  
Control Group ◽  
Flipped Instruction ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Instruction Model

Purpose: Investigate the ability of EFL learners’cohesion with small group writing activities compared to individual flipped instruction model through Whatsapp with individual writing activities Design/Method: A quasi-experimental study with a non-equivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The instrument of this study was a writing test. Findings: The findings revealed that the small group flipped classroom instruction model through Whatsapp with small group writing activities performed better than teaching cohesion with individual flipped instruction through Whatsapp with individual writing activities. Originality: Flipped classroom innovation has attracted English Language Teaching researchers’ attention to scrutinize its effectiveness.

scholarly journals IMPACT OF QUR’AN RECITATION THERAPY ON PHYSIOLOGIC RESPONSES IN NEONATES ADMITTED IN NICU: A SYSTEMATIC REVIEW

2019 ◽  
Vol 4 (2) ◽  
pp. 9
Author(s):  
Desriati Devi ◽  
Yeni Rustina
Keyword(s):  
Systematic Review ◽  
Oxygen Saturation ◽  
Respiratory Rate ◽  
Key Words ◽  
English Language ◽  
Physiological Responses ◽  
Inclusion Criteria ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Impact

Abstract  Neonates who are admitted in NICU are exposed to tumultuous care environment originating from medical devices and procedures which may affect their physiological responses.This study aimed to identify the impact of Quran recitation therapy on physiological responses in neonates who were admitted in NICU. A systematic review was conducted by searching literatures of three databases including Science Direct, Scopus (2010-2018), and Google Scholar (2015-2018). The key words included “infants”, “holy Qur’an recitation”, and “Qur’an recitation” with inclusion criteria of literatures published in English language, Quasi-experimental study design, randomized controlled trials, neonates admitted in NICU as study sample, and impact of Quran recitation on physiological responses (oxygen saturation, respiratory rate, and pulse). The searching process resulted in 5 articles which met the inclusion criteria. The intervention of Quran recitation in those studies was performed once per day with duration of 10-25 minutes. The recited chapters included Al-Isra, Yusuf, Ar-Rahman, and Yasin. The intervention was provided through headphone with sound volume ranging from 45 to 65 dB. Four out of five studies reported significant difference. Qur’an recitation therapy had a significant effect on physiological responses in neonates admitted in NICU, including lower pulse and respiratory rate as well as higher oxygen saturation. The therapy may be provided as complementary and supportive intervention in order to improve stability of physiological responses in neonates admitted in NICU. Key words: Qur’an therapy; Physiological Responses; Neonates; NICU

Bilingual and monolingual children’s articulation rates during nonword repetition tasks

2018 ◽  
Vol 23 (5) ◽  
pp. 1159-1179
Author(s):  
Todd A Gibson ◽  
Linda Jarmulowicz ◽  
D Kimbrough Oller
Keyword(s):  
Phonological Processing ◽  
English Language ◽  
Kindergarten Children ◽  
Nonword Repetition ◽  
Articulation Rate ◽  
Phonological Knowledge ◽  
Language Groups ◽  
English Bilingual ◽  
Significant Difference ◽  
English Speaking

Aims and objectives: We know little about how the rate of speaking develops in bilingual children. The purpose of the current investigation was to explore the second language (L2) articulation rate in Spanish-English bilingual kindergarten children, and to compare the rates with those of monolingual English-speaking peers. Method/design: We performed a group-level, longitudinal study comparing articulation rates in two language groups (monolingual and bilingual). Data and analysis: Sixty-two monolingual English-speaking children and 62 Spanish-English bilingual peers repeated English-based nonwords of two-, three-, and four-syllable length; half contained complex syllable constructions (i.e., consonant clusters). Accuracy was treated as a measure of phonological knowledge. Articulatory duration for each nonword production was calculated, and duration measures were converted to syllables per second. English standardized vocabulary and phonological processing tests also were administered. Follow-up analyses compared a subsample of 19 Spanish-dominant children to 19 monolingual peers with relatively high language performance. Results: Bilingual children’s scores were significantly lower than those of their monolingual peers for English vocabulary, nonword repetition accuracy, and phonological processing. Despite this discrepancy, there was no statistically significant difference in the articulation rates of the two language groups either at the beginning or end of kindergarten. Nonwords with more frequent English phonological patterns were produced faster than nonwords with less frequent phonological patterns. Despite their increase in English language skills across the school year, neither language group experienced accompanying differences in articulation rate. Conclusions: These results demonstrate that Spanish-English bilingual children’s articulation rate while repeating nonwords of various length and complexity is similar to that of monolingual children’s, despite the bilingual children’s limited English phonological knowledge as measured by nonword repetition accuracy and sound matching. This runs contrary to expectations based on mainstream models that rely on frequency effects. We speculate that bilingual performance might be related to peer influences secondary to L2 immersion.

scholarly journals Comparing the effect of ICT and longhand note-taking instructions towards learners’ comprehension test results

2018 ◽  
Vol 13 (1) ◽  
pp. 17-30
Author(s):  
Clara Herlina Karjo
Keyword(s):  
Private University ◽  
Control Group ◽  
English Department ◽  
Test Results ◽  
Note Taking ◽  
Comprehension Test ◽  
Lecture Video ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Ted Talks

With the advancement of technology nowadays, taking notes by hand seems old-fashioned to most students nowadays. They prefer typing using their various gadgets since it will be done faster, especially when there is a lot of information to be recorded. However, the use of ICT devices (such as laptops, smartphones, and tablets) in the classroom has a tendency to be distracting for the students – it is very easy for the students to take out their gadgets and click on Facebook or other applications during a dull lecture. The purpose of the present study is to find out whether note-taking using ICT devices affect the students’ understanding of the lecture. This study will use a quasi-experimental design, with 52 English department students of a private university as the participants. They will be divided into two groups as the control and experimental group. Participants of both groups were instructed to watch a video from TED talks twice. While watching the video, the control group was instructed to take notes by hand, while the other group was instructed to take notes using their various devices. After that, participants had to do a comprehension test of the lecture video. The results revealed that participants who took notes by handwriting performed better in comprehension test compared to those who took notes using ICT devices.

scholarly journals Teaching Writing with Authentic Video in EFL Classroom

2018 ◽  
Vol 1 (4) ◽  
pp. 448-458
Author(s):  
Sianna Sianna
Keyword(s):  
English Language ◽  
English Education ◽  
Control Group ◽  
Significance Level ◽  
Significant Difference ◽  
Writing Skill ◽  
Sample Test ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Authentic Video

This study focuses its investigation on the effectiveness of authentic video in improving the students’ writing skill. The participants were 42 (22 for the experimental group and 20 for the control group) second semester students majoring in English Education Department at Universitas Muhammadiyah Parepare. A quasi-experimental method with two pretest-posttest group design was applied to gain the data. In the process of using the video, there were some types of video used such as documentary, educational video, tutorial video, news, and entertainment video. Those were assumed as videos that show the authentic English language culture in the EFL classroom. The results of the study show that the descriptive statistics of the groups reveals that the mean score in the posttest of the experimental group (81.45) is greater than the control group (74.67), the standard deviation in the experimental group (7.715) were more identic than in control group (10.721). In addition, the result of the independent sample test where the significance level (p=.026) is smaller than the standard alpha level (p=.05). The result shows a statistically significant difference between the students’ writing score of the control and experimental groups. In other words, the students in the experimental group were better than those in the control group. Therefore, it can be concluded that the use of authentic video was effective in improving the students’ writing skill. 

scholarly journals The Roles of Positive and Negative Evidence in the Development of the English Present Progressive Structure

2019 ◽  
Vol 7 (2) ◽  
pp. 34
Author(s):  
Sarah Al-Maghrabi ◽  
Mona Sabir
Keyword(s):  
English Language ◽  
Control Group ◽  
Negative Evidence ◽  
Positive Evidence ◽  
Significant Difference ◽  
Language Classrooms ◽  
Post Test ◽  
Quasi Experimental ◽  
Present Progressive

The type of linguistic evidence necessary for ultimate L2 attainment has been a major topic of debate. This research investigates the role of negative vs. positive evidence in the acquisition of the affirmative and negative present progressive structures. Following a quasi-experimental design, 49 Saudi EFL learners were divided into three groups: Control Group (n=13), Negative Evidence group (n=15), and Positive Evidence group (n=21). It was hypothesized that negative evidence would be more effective for the acquisition of the present progressive structure than positive evidence, to the point that a significant difference would result between the performance of the two experimental groups. The participants took a pre-test, after which they were given classroom intervention sessions on the use of the English present progressive structure. They then took a post-test. The results show significant differences in the performance of the experimental groups compared to the control group. However, there was no statistical difference between the two experimental groups. Thus, the research supports the importance of the role of negative evidence in teaching L2 when paired with positive evidence. We outline pedagogical implications for further research to determine the extent to which the two types of evidence can be blended in English language classrooms.

scholarly journals Effects Of Demonstrative And Discovery Teaching Strategies On Senior Secondary School Two (S.S.2) Students’ Achievement In Oral English In Bayelsa State.

2020 ◽  
Vol 7 (7) ◽  
pp. 75-85
Author(s):  
Faith Bokolo ◽  
Idongesit Victor Uwah ◽  
Norman Simeon
Keyword(s):  
Secondary School ◽  
Skill Acquisition ◽  
Teaching Strategies ◽  
English Language ◽  
Analysis Of Covariance ◽  
Sound System ◽  
Senior Secondary School ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Senior Secondary

The researchers investigated the effects of Demonstrative and Guided Discovery teaching strategies on Senior Secondary School Two (2) students’ achievement in Oral English in Bayelsa State. A quasi-experimental design approach was adopted, using a sample of Sixty (60) students comprising of both male and female from Yenagoa Local Government Area of Bayelsa State. Data collated were analyzed using mean standard deviation and the Analysis of Covariance (ANCOVA). This research was guided by Four (4) research questions and hypothesis. The instrument used for data collection was the Oral English achievement test (OEAT), The instrument contained 25 multiple choice items marked over 100 which were standardized. KR20 was used to determine a reliability coefficient of 0.95. The test was based on human sound system. The result analyzed showed among others that there was a significant difference (P=0.000<0.05) between demonstrative and discovery, and demonstrative and conventional methods of teaching. On the other hand, no significant difference existed (p=0.314>0.05) between discovery and conventional method of teaching. The significance difference observed between the various teaching methods is indicative that the demonstrative method is the most effective in the teaching of Oral English. Some recommendations were made on enhancing Oral English language skill acquisition such as provision of e-learning facilities in schools, continuous education for Oral English teachers among others.

scholarly journals The Outcomes of Multiple-Draft Method on the Performance of Secondary School Students in Continuous Writing

2013 ◽  
Vol 1 (1) ◽  
pp. 54
Author(s):  
Akinwamide Timothy Kolade
Keyword(s):  
Test Scores ◽  
English Language ◽  
West African ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Senior Secondary ◽  
Experimental Group

This study employed the Multiple-draft Method in the teaching of Continuous Writing in English<br />Language. The intent was to determine if there could be significant difference in the performance of a<br />group of students taught with the conventional method of Reading-Writing (a type of controlled writing)<br />and another group taught with Multi-drafts method of writing. The study employed the pre-test and<br />post-test controls and quasi-experimental research design. The sample consisted of 80 senior secondary<br />school students. The instrument which was used to gather data which was the West African<br />Examinations Council’s (WAEC) English Language Essay Questions. The data generated were<br />subjected to statistical analysis and the results of the analysis showed that at take-off the two groups<br />were homogenous. There was significant difference in the post-test scores of the experimental<br />outweighing the control group which came about as a result of treatment of the experimental group.<br />There was no significant difference between the pre-test and post-test scores of the students in the<br />control group. As evident from the out-come of the research, the Multiple- draft method (which allows<br />students to practice with many drafts before the final writing) had significant effect on students’<br />performance in Continuous Writing. Hence, the Multiple- draft Method was recommended for<br />Continuous Writing.

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