scholarly journals Exploring EFL Learners’ Comments on Web-Based Peer Feedback: Local and Global Revisions

2021 ◽  
Vol 14 (6) ◽  
pp. 114
Author(s):  
Abdullah Al Abri
Keyword(s):  
Experimental Design ◽  
Peer Feedback ◽  
Cognitive Apprenticeship ◽  
Public University ◽  
Writing Achievement ◽  
Web Based ◽  
Efl Learners ◽  
Paired Samples ◽  
Use Of Technology ◽  
Quasi Experimental

The purpose of this empirical study was to explore the interactional commenting patterns that EFL learners produced in web-based peer feedback and correlate them with the learners’ writing achievement. The study employed a quasi-experimental design built on the Theory of Cognitive Apprenticeship (Collins, 1991), which gives emphasis on coaching (local revision) and scaffolding (global revision) processes. The context of the study was in a public university in Oman and 50 participants were involved in a selected range of online peer-feedback processes, synchronously and asynchronously. A paired samples t-test showed that students were able to improve their grammar range and accuracy in writing essays more than other scaling categories (e.g. content and organization). The results of the qualitative analysis indicated that students produced far more comments synchronously than asynchronously, and most of the students’ exchanges were on forms. The findings of this study could be a practical reference for those who plan to cultivate the use of technology in peer feedback practice. 

scholarly journals TEFL and COVID-19: use of digital materials and their impact on efl learners' speaking accuracy and fluency

2021 ◽  
Vol 7 (3B) ◽  
pp. 729-741
Author(s):  
Mohammad Hossein Besharati ◽  
Golnar Mazdayasna ◽  
Ali Akbar Jabbari
Keyword(s):  
Experimental Design ◽  
Foreign Language ◽  
Digital Storytelling ◽  
Comparison Group ◽  
Language Skills ◽  
Placement Test ◽  
Promising Technique ◽  
Efl Learners ◽  
Before And After ◽  
Quasi Experimental

Digital storytelling has been around in foreign language contexts for at least two decades and showed to be a promising technique for teaching different language skills. This study aimed at investigating the effect of using two types of digital storytelling, i.e. asynchronous and synchronous digital storytelling, on the EFL learners' speaking performance in terms of accuracy and fluency. To this end, a quasi-experimental design with an experimental and a comparison group was devised. Sixty-five intermediate EFL learners were conveniently selected based on their scores on Oxford Placement Test. The speaking module of Preliminary English Test (PET) was used to measure the participants' speaking accuracy and fluency before and after the intervention. The results of the study indicated that both groups made a significant improvement after the course. Nevertheless, the asynchronous digital storytelling group outperformed the synchronous one after the intervention.

scholarly journals The Effect of A Process Approach Using Report Writing Frame on Students’ Writing Achievement

2017 ◽  
Vol 6 (1) ◽  
pp. 49-64
Author(s):  
Khoiriyatul Hariro
Keyword(s):  
Experimental Design ◽  
Academic Writing ◽  
English Education ◽  
Process Approach ◽  
Writing Achievement ◽  
Education Department ◽  
Report Writing ◽  
The Third ◽  
Writing Class ◽  
Quasi Experimental

This study is aimed at investigating the effect of process approach using Report Writing Frame on students’ writing achievement. The design of this study was quasi-experimental design. The subjects of this study were the third-semester students of Academic Writing class of English Education Department of Brawijaya University of Malang. The result of t-test showed that the students who were taught using Report Writing Frame have better writing achievement than those who were taught without using Report Writing Frame. Besides, from the five categories or aspects which were scored; organization, content, grammar, vocabulary, and mechanic, it indicated that the students who were taught using Report Writing Frame had more significant improvement in term organization, content, and vocabulary.

scholarly journals PUPILS’ PERCEPTIONS ON COLLABORATIVE WRITING INTERVENTION

2019 ◽  
Vol 7 (6) ◽  
pp. 921-928
Author(s):  
Fatin Khairani Khairul’Azam ◽  
Hamidah Yamat
Keyword(s):  
Experimental Design ◽  
Secondary School ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Writing Intervention ◽  
Writing Practices ◽  
Use Of Technology ◽  
Collaborative Intervention ◽  
Quasi Experimental

Purpose of the study: The purpose of this study is to identify students’ perceptions of the effect of collaborative writing intervention on Form 1 pupils’ writing skills. Methodology: A quasi-experimental design was employed involving30 Form 1 pupil from a secondary school in Pasir Gudang, Johor, Malaysia. All participants responded to a survey prior to the collaborative writing intervention and after the intervention. Main Findings: The findings showed an increase in the scores for perception on the effectiveness of collaborative writing intervention; indicating that through collaborative writing practices, students’ writing could be improved. Implications of this study: The study implies that teachers should incorporate collaborative writing in teaching students to write as students perceived it positively. It implies that it may be an effective way to improve students’ writing. Novelty/Originality of this study: Most studies have focused on the use of technology in collaborative writing. This study, however, focuses on the collaborative intervention cycle in the classroom that supports the process of learning to write.

The Effectiveness of Scientific Approach and Contextual Teaching and Learning Approach in Teaching Writing

2018 ◽  
Vol 12 (4) ◽  
pp. 405
Author(s):  
Nidya Indrilla
Keyword(s):  
Experimental Design ◽  
Teaching And Learning ◽  
Conventional Approach ◽  
Teaching Writing ◽  
Control Group ◽  
Learning Approach ◽  
Hypotheses Testing ◽  
Writing Achievement ◽  
Scientific Approach ◽  
Quasi Experimental

This research used a quasi-experimental design. The population was grade VIII students of SMP XX Yogyakarta that consisted of four classes. The sample consisted of three classes, namely class 8A using CTL approach and class 8B using the scientific approach as the experimental groups, while class 8D used the conventional approach as the control group. The instruments used were tests in the form of writing composition. The hypotheses testing were analyzed using ANCOVA test. The results are (1) there are significant differences in writing achievement among the students taught by using the scientific approach, CTL approach, and conventional approach. (2) The use of the scientific approach and the CTL approach are more effective than that of the conventional approach in teaching writing. (3) The use of the scientific approach is not more effective than that of the CTL approach in teaching writing. 

Effect of Planning on Iranian Intermediate EFL Learners' Mastery of Writing Skill

2017 ◽  
Vol 7 (3) ◽  
pp. 219
Author(s):  
Asgar Mahmoudi
Keyword(s):  
Language Use ◽  
Writing Quality ◽  
Efl Learners ◽  
The Third ◽  
Paired Samples ◽  
Content Organization ◽  
Writing Skill ◽  
Long Time ◽  
Quasi Experimental

Accomplishing mastery in writing is difficult for EFL learners and needs employing special teaching strategies. Planning is one of the strategies that has been of interest to EFL researchers since a long time ago because it is believed that it affects learners' quality of writing. Planning can be looked at from three perspectives: its timing (before or during writing), its scope (micro or macro), and the number of people involved in it (individual or collaborative). This study focused on the third perspective and sought to explore if both individual and collaborative planning can improve EFL learners’ writing quality. The study also investigated if these two types of planning impact on the components of writing (content, organization, vocabulary, language use) differentially. Utilizing a quasi-experimental design, two homogenized groups of 26 students all having the same L1 received an eight-session treatment. The Paired-samples T-tests run on the pretest and posttest scores of the participants indicated significant improvement in their writing performance. The Multivariate Analysis of Variance, comparing the four components of the writings, revealed that all four components were affected significantly with the content being affected more positively. Findings of the study highlight the importance of planning before writing tasks.

scholarly journals Flipped classroom as a didactic strategy to develop self-regulated learning in university students

2021 ◽  
Vol 7 (3C) ◽  
pp. 187-199
Author(s):  
Jessica Paola Palacios Garay ◽  
Pablo Celestino Olivares Rodríguez ◽  
Jenny Marianella Zavaleta Oliver ◽  
Olga Natividad Arellanos Tafur
Keyword(s):  
Experimental Design ◽  
University Students ◽  
Flipped Classroom ◽  
Public University ◽  
Pilot Test ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Before And After ◽  
Quasi Experimental ◽  
Independent Variable

The research entitled Flipped classroom as a didactic strategy to develop self-regulated learning in university students, was carried out in order to verify the effectiveness of the use of the flipped classroom strategy in the development of self-regulated learning. The type of research was applied, taking into account a quantitative approach, with an experimental, quasi-experimental design; where a program was applied with the use of the didactic strategy and, for self-regulated learning, a questionnaire before and after the application of the independent variable. The population consisted of 200 students from the III cycle of the education career of a public university. The technique will be the survey and, the instrument, a questionnaire for the validated dependent variable; through expert judgments and reliability with a pilot test. For the results, the Mann Whitney U test was applied, where it is concluded that the flipped classroom program influences self-regulated learning in students; since highly significant differences were found (z = –12.004; p <0.000).

scholarly journals The Effect of Process Based Approach on Seventh Grade Students’ Writing Achievement

2019 ◽  
Vol 3 (2) ◽  
pp. 122
Author(s):  
Aditya Blangsinga ◽  
Ni Nyoman Padmadewi ◽  
Putu Adi Krisna Juniarta
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Teaching Writing ◽  
Writing Achievement ◽  
Seventh Grade ◽  
School Students ◽  
Paired Samples ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean

This study aimed at investigating the implementation of the process based approach in teaching writing in order to know its effect to the improvement of students’ writing achievement Furthermore, the quantitative method was used in this research with quasi experimental design. The subjects involved in this study were 35 Junior High School students from VII A7 class in SMP Negeri 1 Singaraja, Bali, Indonesia. The proficiency test such as pretest and post test were conducted in this study in oder to collect the data. The students were given a treatment for about eight weeks. The data obtained were analysed by using descriptive and inferential statistics. It was analyzed using SPSS. As the result of statistical analysis, it was found that sig 2-tailed result in the paired samples t-test wast 0.00, which was below 0.05. In terms of the mean score, it was found the mean score in the post test (80.46) was higher than the mean score in the pretest (68.59). So, it can be concluded that process based approach had a significant effect on the seventh’ grade students writing achievement.

Web-Based Tutorials for Teaching Introductory Statistics

2005 ◽  
Vol 33 (3) ◽  
pp. 309-325 ◽  
Author(s):  
Nancy Gourash Bliwise
Keyword(s):  
Experimental Design ◽  
Student Learning ◽  
Learning Outcomes ◽  
Exam Performance ◽  
Introductory Statistics ◽  
Class Analysis ◽  
Web Based ◽  
Class A ◽  
Extra Credit ◽  
Quasi Experimental

Interactive Web-based tutorials were developed as a supplement to lectures in an introductory statistics class. A quasi-experimental design compared learning outcomes of students who attended one of two classes that offered the tutorials to students as an extra-credit course option to those who attended a lecture-only class. Analysis of critical items on five course exams revealed that students who attended the classes with tutorials scored higher on four out of five topics covered by the tutorials than students who attended the lecture-only class. Tutorial use leading to mastery of the concepts was associated with exam performance on the critical items. These findings suggest that Web-based tutorials can be an effective supplement to class lectures for enhancing student learning.

Inquisitivism

2011 ◽  
pp. 125-154
Author(s):  
Dwayne Harapnuik
Keyword(s):  
Experimental Design ◽  
Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Final Project ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Based Instruction ◽  
University Course ◽  
Constructivist Approaches

This chapter introduces inquisitivism as an approach for designing and delivering Web-based instruction that shares many of the same principles of minimalism and other constructivist approaches. Inquisitivism is unique in that its two primary or first principles are the removal of fear and the stimulation of an inquisitive nature. The approach evolved during the design and delivery of an online full-credit university course. The results of a quasi-experimental design-based study revealed that online students in the inquisitivism-based course scored significantly higher on their final project scores, showed no significant difference in their satisfaction with their learning experiences from their face-to-face (F2F) counterparts, and had a reduction in fear or anxiety toward technology. Finally, the results revealed that there was no significant difference in final project scores across the personality types tested. The author hopes that inquisitivism will provide a foundation for creating effective constructivist-based online learning environments.

scholarly journals PENGARUH PENGGUNAAN MEDIA PEMBELAJARAN BERBASIS WEB TERHADAP HASIL BELAJAR RANAH PSIKOMOTOR SISWA PADA MATA PELAJARAN PEMBUATAN POLA DI SMKN 6 SURABAYA

2019 ◽  
Vol 1 (1) ◽  
pp. 6-11
Author(s):  
Luh Wina Sadevi
Keyword(s):  
Experimental Design ◽  
Learning Outcome ◽  
T Test ◽  
Web Based ◽  
Quasi Experimental ◽  
Class Power ◽  
The Subject ◽  
Spss Software ◽  
Power Point ◽  
And Control

The purpose of this study was to determine the effects of using multimedia web-based on learning outcome, especially psychomotor domain of XI Fashion Boutique students in SMKN 6 Surabaya, on the subject study Pattern Making. Quasi-Experimental design has been used, which consists of experimental class (multimedia web-based) and control class (power point), wherein consists of 30 students for each class. Data was analyse using Independent sample t-test on SPSS software. The data showed that psycomotor domain of the experimental class were higher than control class.

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