scholarly journals The Effects of Portfolio Assessment on Writing of EFL Students

2011 ◽  
Vol 4 (2) ◽  
pp. 231 ◽  
Author(s):  
Behzad Nezakatgoo
Keyword(s):  
Evaluation System ◽  
English Language ◽  
Portfolio Assessment ◽  
Control Group ◽  
Final Examination ◽  
Control Groups ◽  
Quasi Experimental ◽  
Efl Students ◽  
And Control ◽  
The Impact

The primary focus of this study was to determine the effect of portfolio assessment on final examination scores of EFL students’ writing skill. To determine the impact of portfolio-based writing assessment 40 university students who enrolled in composition course were initially selected and divided randomly into two experimental and control groups. A quasi-experimental research design was adopted in this study. In order to appraise the homogeneity of the experimental and control groups Comprehensive English Language Test (CELT) was employed at the beginning of the study. The pre-test was applied to both the experimental group and control group. Later in the study, a post-test of dependent variables was implemented for both groups. Data analysis was carried out by SPSS 16 statistical computer program .The statistical techniques being applied were the Levene statistic of One-Way ANOVA and the Paired-sample T-test. The results of the study revealed that that students whose work was evaluated by a portfolio system (portfolio-based assessment) had improved in their writing  and gained higher scores in final examination when compared to those students whose work was evaluated by the more traditional evaluation system (non-portfolio-based assessment).The findings of the present study highlighted the fact that portfolio assessment could be used as a complementary alternative along with traditional assessment to shed new light  on the process of writing.

scholarly journals The Impact of Portfolio Assessment on The Moroccan EFL Students’ Writing Engagement

2021 ◽  
Vol 04 (11) ◽  
Author(s):  
Elmostafa Omarakly ◽  
Keyword(s):  
High School Students ◽  
Peer Assessment ◽  
Portfolio Assessment ◽  
Control Group ◽  
School Students ◽  
Teacher Student ◽  
Efl Students ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Although the pedagogical value of portfolio assessment is widely investigated, its impact on students’ engagement is still under-explored. Accordingly, this study intended to examine the impact of portfolio assessment on the Moroccan EFL students’ writing engagement. To this end, two groups of high school students were involved in the study. The two groups were randomly assigned into experimental and control groups. The experimental group received the treatment; portfolio assessment accompanied with various reflection and assessment techniques (i.e. self-and peer-assessment and teacher-student conferences) whereas the control group followed the regular summative writing achievement tests. To enrich the data, the experimental group students’ views about portfolio assessment were elicited via students’ written reflections. The analysis of the quantitative data showed that the experimental group students achieved a higher and more significant level of writing engagement than the control group students. Furthermore, the analysis of the qualitative data revealed that the students positively perceived portfolio assessment to impact their writing engagement at various levels.

scholarly journals The Impact of Portfolio Assessment on The Moroccan EFL Students’Writing Skills

2021 ◽  
Vol 04 (10) ◽  
Author(s):  
Elmostafa Omarkaly ◽  
Keyword(s):  
Peer Assessment ◽  
Portfolio Assessment ◽  
Control Group ◽  
Writing Achievement ◽  
Teacher Student ◽  
Positive Attitudes ◽  
Quasi Experimental ◽  
And Control ◽  
The Impact ◽  
Experimental Group

The purpose of this study is to examine whether or not the integration of portfolio assessment as a part of the assessment practices in the Moroccan EFL context can have any significant impact on the Moroccan EFL students’ writing skills. Accordingly, the study adopted a quasi-experimental design with a sample of two separate groups with a total number of 48 common core students (24 students in each group). The two groups were randomly assigned into experimental and control groups. The experimental group benefited from ongoing portfolio-based writing assessment activities with various reflection and assessment techniques (i.e. self-and peer-assessment and teacher-student conferences) while the control group was tested using the regular summative writing achievement tests. The two groups were pre- and post-tested to determine the possible impact of the treatment. The experimental group students were also invited to share their views about portfolio assessment using written reflections. The results of the study showed that the students in the experimental group outperformed the students in the control group in their overall writing achievement as well as in their achievement at the level of various writing sub-skills. Additionally, the students’ reactions to the treatment show that the majority of the students had highly positive attitudes toward it in spite of the few reservations they raised.

scholarly journals The Effect of Music Therapy on Problem-Solving Skills

2016 ◽  
Vol 6 (2) ◽  
pp. 169
Author(s):  
Zeinab Sirous Jahedi ◽  
Nasser Amini Khoi
Keyword(s):  
Problem Solving ◽  
Music Therapy ◽  
Sampling Method ◽  
Average Score ◽  
Control Group ◽  
Problem Solving Skills ◽  
Statistical Population ◽  
Quasi Experimental ◽  
And Control ◽  
The Impact

<p>The aim of the present research was study of the impact of music therapy on problem-solving skills of 4 to 6 years old children in Tehran. This research was a quasi-experimental study with pretest-posttest control group. The statistical population was all 4 to 6 years old children in region 2 of Tehran. Using the random sampling method, the study sample was chosen in two experiment (15 individuals) and control (15 individuals) groups.   The experiment group received 12 sessions of music therapy and the control group was waiting for treatment meanwhile. To evaluate the problem-solving skill in children, the three subscales of Wechsler’s Preschool and Primary Scale of Intelligence (WPPSI) were used, including: mazes, cubes and arithmetic.  Analysis of data obtained from the questionnaires was conducted in two parts of descriptive and inferential. The data analysis indicated the significant increase of problem-solving average score of the experiment group compared to the control group.</p>

scholarly journals The effect of digital eco-learning in student worksheet flipbook to environmental project literacy and pedagogic competency

2021 ◽  
Vol 11 (2) ◽  
pp. 357
Author(s):  
Sumarmi Sumarmi ◽  
Muhammad Aliman ◽  
Tuti Mutia
Keyword(s):  
Environmental Literacy ◽  
Geography Education ◽  
Control Group ◽  
State University ◽  
Research Subjects ◽  
Control Groups ◽  
Study Program ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
And Control

The study aimed to determine 1) the effect of digital eco learning in student worksheet flipbooks on environmental literacy projects, and 2) the effect of digital eco learning in student worksheet flipbooks on student ecological competence. The research is a quasi-experimental study using a Pretest-Posttest Non-equivalent Control Group. The research subjects were students in the Environmental Geography course semester 6 of 2020, divided into the experimental and control groups. The research was conducted at the Geography Education study program, Social Science Faculty, State University of Malang, Indonesia. Data were analyzed using the independent sample t-test in SPSS version 23 for windows. The results found: 1) there is a significant effect of digital eco learning with student worksheet flipbook on environmental project literacy competence, and 2) there is a significant effect of digital eco learning with student worksheet flipbooks on ecological competence.

scholarly journals The Impact of Text Messaging on Iranian University Students as an English as a Foreign Language Instructional Tool to Enhance Learner Autonomy and Perception

2020 ◽  
Vol 19 (11) ◽  
pp. 184-202
Author(s):  
Behnam Behforouz ◽  
Anca Daniela Frumuselu
Keyword(s):  
Foreign Language ◽  
Text Messaging ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Control Group ◽  
Instructional Tool ◽  
Control Groups ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This paper investigates the efficiency of text messaging as an English as a Foreign Language (EFL) instructional tool to enhance learner autonomy and perception at the Islamic Azad University-South Tehran Branch, Iran. The study considers seventy-four learners to participate in the study after the administration of an Oxford Placement Test to measure their proficiency level. Participants are randomly assigned in experimental and control groups, including 37 participants each. A questionnaire is used as a pretest and posttest to measure learners` autonomy. Participants from the experimental group use text messaging (the treatment) to receive instructions, whereas those from the control group receive traditional classroom instructions in a face-to-face channel. A semi-structured interview is also used to collect date on experimental group participants` perception in using MALL in classrooms. The results reveal remarkable differences between the experimental and control groups’ means on their learner autonomy scores. However, the impact of the independent samples t-test has shown that there is no statistically meaningful gender difference among the learners regarding their autonomy scores. The findings based on the semi-structured interview showed complimentary views on MALL. The current study is beneficial since its outcomes could be relevant for EFL curriculum developers and English language teachers in the use of mobile learning and text messaging in the English classroom.

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 The Impact of Divergent and Convergent Tasks on Iraqi EFL Students Reading Comprehension Success

2021 ◽  
Vol 1 (1) ◽  
pp. 35-39
Author(s):  
Sabeeha Hamza Dehham ◽  
Nadia Majeed Hussein
Keyword(s):  
Reading Skills ◽  
Experimental Approach ◽  
Statistical Significance ◽  
Control Group ◽  
Efl Students ◽  
Preparatory Stage ◽  
The Mean ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This research attempted to explore the effects of divergent and convergent tasks on the successful reading of EFL students at the preparatory stage. To verify the analysis, the null hypothesis was established that states "There are no differences of statistical significance at the level of (0,05) among the mean of scores of the experimental group who study according to divergent and convergent task technique and the mean of the scores of the control group who study according to the regular method".  The experimental approach is used by designing two equivalent experimental groups of 32 students studying the technique proposed, and an 8-week (2019-2020) control group of 32 students, three classes each week using the Google Classroom Platform and Telegram. The present study utilized the platform Google Classroom (GC) and Telegram as an educational platform to assist students during their course learning process. The writing skills test was administered after checking with the experts. The results show that there are statistical differences at level (0,05) between the average of the experimental and control groups' reading skills and those of the experimental group. This difference is because the experimental group uses divergent and convergent tasks.

The Impact of Mobile Assisted Language Learning (MALL) on Phrasal Verbs of Iranian Intermediate EFL Students

2016 ◽  
pp. 217-239
Author(s):  
Mohsen Shahrokhi ◽  
Mina Kamyabi
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
English Learners ◽  
Control Group ◽  
Phrasal Verbs ◽  
Mobile Assisted Language Learning ◽  
Learning Instruction ◽  
Efl Students ◽  
And Control ◽  
The Impact

This study investigated the impact of Mobile Assisted Language Learning (MALL) on phrasal verbs learning in EFL context. Participants were 40 intermediate Iranian English learners. They were randomly divided into experimental and control groups of 20 each. The instruction of the control group was limited to the class activities but the experimental group received the instruction through Short Messaging Service (SMS) on their smart cellphones and worked with a new phrasal verbs learning application by Cambridge University Press called Phrasal Verbs Machine (PVM). The analysis of the data revealed that MALL instruction was more effective than in class language learning instruction. Results of the study indicate that smart cellphones as a tool for language learning provide a platform for language learners to use the language actively.

scholarly journals The Effect of Comparative FonF Structure on Learning L2 Verb Components

2018 ◽  
Vol 8 (1) ◽  
pp. 8
Author(s):  
Gholam Reza Parvizi
Keyword(s):  
English Language ◽  
Explicit Knowledge ◽  
Judgment Task ◽  
Control Group ◽  
Perfect Form ◽  
Quasi Experimental ◽  
Grammatical Judgment ◽  
L1 And L2 ◽  
The Impact ◽  
Experimental Group

This study focuses on the impact of the type of form-focused instruction (FFI) on its efficiency in mastering L2forms. The hypothesis that FFI, which induces structural and metalinguistic salience on the basis of contrastiveanalysis of the learner’s L1 and L2, would be particularly effective at facilitating the acquisition of difficult L2 formswas tested in a quasi-experimental study comparing the effectiveness of two types of FFI, one with and one without acontrastive component. The contrastive FFI explicitly drew learners’ attention to the cross-linguistic differences inthe tense-aspect systems of their L2 and L1 while the non-contrastive treatment only focused on the tense-aspectsystem of the L2. The effects of these two types of FFI were assessed by analyzing the learners’ pre-test and post-testperformance on two tasks differing in the extent to which they involve the activation of explicit and implicitlinguistic knowledge: a grammatical judgment task and a controlled translation task. The subjects of the studycomprised of 43 students majoring in English language in the Iranian capital university, Tehran, 22 were selected asfor experimental group and 21 for control group randomly. The results of the study revealed that the quantitativeanalysis of the Grammatical Judgment Test (GJT) data indicated no significant effect of CFFI due to the novelty ofthe translatory technique, or the potential individual differences in the learning orientation of the learners. On thecontrary, the qualitative analysis indicated differential effects of this type of FFI according to the nature of targetform, i.e. CFFI was beneficial in raising the grammatical judgment of Persian Learners of English (PLE) regardingpresent perfect form but not effective in their judgment of ungrammatical progressive forms. In terms of translationtask, the CFFI appeared to be effective in the correct use of the target structures by PLE. This may be mainly due tothe fact that Translation Test (TT) needed explicit knowledge which was presented in CFFI and that translation is acontrastive activity in nature.

The Role of Input in Second Language Acquisition

2000 ◽  
Vol 129-130 ◽  
pp. 225-274
Author(s):  
Ali Işik
Keyword(s):  
Second Language Acquisition ◽  
Writing Skills ◽  
Placement Test ◽  
Control Group ◽  
Control Groups ◽  
Efl Learners ◽  
Reading And Writing ◽  
Efl Students ◽  
And Control ◽  
Grammatical Structures

The present study investigates the combined effects of different amounts of comprehension-based and form-focused instruction on skill-based proficiency and knowledge of grammatical structures of beginner-level efl students. Specifically, the study addresses the following research questions : 1) Does a basically comprehension-based program of instruction supported by form-focused instruction help beginner-level efl learners improve/develop their listening, reading and writing abilities more than a basically form- focused program of instruction? 2) Does a basically form-focused program of instruction help beginner-level efl learners improve their knowledge of grammatical structures more than a basically comprehension-based program of instruction? One experimental and one control group, each containing 20 lycee prep level Turkish efl students, participated in the study. The subjects in the experimental and control groups were randomly selected from among lycee prep classes in two different schools. The experimental group enrolled in a program of comprehension-based instruction supported by form- focused instruction; whereas, the control group enrolled in a basically form-focused program of instruction. Both the experimental and control groups had 29 hours of efl instruction per week for 36 weeks. Different instruments were used to see the effects of these two different types of instruction on their reading, listening, writing skills and knowledge of grammatical structures. At the end of the fourth month, both groups were given the listening, reading and writing components of the Key English Test (ket) and the grammar component of the Oxford Placement Test. At the end of the eighth month, they were given the Preliminary English Test (pet) and another version of the grammar component of the Oxford Placement Test. The results indicated that the program of comprehension-based efl instruction supported by form-focused instruction was more effective than a basically form-focused program of instruction in helping beginner-level students develop their listening, reading, and writing skills as well as their knowledge of grammatical structures.

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