scholarly journals Introducing Project-based Instruction in the Saudi ESP Classroom: A Study in Qassim University

2015 ◽  
Vol 9 (1) ◽  
pp. 51 ◽  
Author(s):  
Abdul-Aziz Saleh Alsamani ◽  
Ayman Sabry Daif-Allah
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Course Design ◽  
Project Work ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
Information Technology Students ◽  
Based Instruction ◽  
The Impact

<p>The aim of this paper is to study the impact of introducing an integrative pedagogical approach in the ESP classes on developing the English language vocabulary of Computer Science and Information Technology students in the College of Science, Qassim University. The study suggests a framework for an ESP course-design employing students’ project work based on the analysis of learners’ needs. The researchers made use of the experimental pre-test post-test control group design where the English vocabulary test was used as a pre and post test. The results reported from this study revealed the effectiveness of the suggested project-based ESP course on developing the English vocabulary for the target subjects. Also, the results show that project based instruction enhanced the teaching and learning of ESP and developed new study habits for learners by promoting self-directed, independent, cooperative learning as well as out-of-classroom learning. The study concluded with recommendations related to how projects can be incorporated into ESP classrooms to develop different language skills i.e. speaking, listening, reading, and writing.</p>

scholarly journals Investigating the Effect of Blending MOOCs with Flipped Classroom on Engagement in Learning and Course Grades

2019 ◽  
Vol 2 (2) ◽  
pp. p8
Author(s):  
Nahed F. Abdel-Maksoud
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Control Group ◽  
Teaching Methodology ◽  
Control Group Design ◽  
Course Grades ◽  
The Impact ◽  
Experimental Group

Though MOOCs are usually used as stand-alone online courses, more and more instructors are using them to complement their traditional lectures, others are using them to flip their classrooms. This study investigates the impact of MOOCs-based flipped classroom on engagement in learning and course grades. This quasi-experimental study employed post-test only control group design. Participants of the study consisted of 155 pre-service teachers studying the undergraduate "EFL Teaching Methodology course at one of the universities in Egypt in the year 2018-2019. Participants were randomly assigned to either an experimental (flipped classroom) (N=78) or a control group (traditional) (N=77). Both groups were taught by the same instructor, the control group was taught in the traditional method, while the experimental group were required to enroll in two English Language Teaching MOOCs, assigned by the course instructor, and complete specific parts of each course, students had to watch videos, read articles, complete quizzes, and come to class prepared to discuss what they have read and watched, and complete in-class activities. Ten weeks later, the instrument of the study, Engagement Scale, was administered to both groups to assess their engagement in learning. Course grades were obtained from the instructor. Results showed that there were statistically significant differences in both engagement and course grades in favor of the ‎experimental group (flipped classroom group). Using MOOCs to flip traditional courses is found to improve students' engagement and learning, this is because students were able to use limited class time to engage in higher‐level interactive learning activities. There is no fear that technology or video lectures will replace faculty, rather it can make their teaching more effective. Integrating MOOCs and flipped classroom can harness technology to radically redesign teaching and learning experiences.

scholarly journals Developing the English Language Teaching Skills of Saudi Teachers of Young Learners

2020 ◽  
Vol 13 (3) ◽  
pp. 20
Author(s):  
Ayman Sabry Daif-Allah ◽  
Fahad Hamad Aljumah
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Control Group ◽  
Teaching Skills ◽  
Control Group Design ◽  
Young Learners ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

This study aimed at investigating the impact of a program on developing the English language teaching skills of pre-service English for Young Learners (EYL) Teachers. The sample of the study consisted of 70 English language major students in Qassim University. The researchers made use of the quasi-experimental pre-test post-test control group design and data were collected quantitatively by means of questionnaires and observation checklists used for pre- post testing. Results revealed the effectiveness of the program on developing the necessary English language teaching skills for pre-service EYL teachers. The study recommended introducing appropriate teaching practices in the EFL context in general and in elementary school settings in particular.

scholarly journals The Impact of Cooperative Learning on University Students’ Academic Goals

2022 ◽  
Vol 12 ◽  
Author(s):  
Santiago Mendo-Lázaro ◽  
Benito León-del-Barco ◽  
María-Isabel Polo-del-Río ◽  
Víctor M. López-Ramos
Keyword(s):  
Cooperative Learning ◽  
University Students ◽  
Achievement Goals ◽  
Teaching And Learning ◽  
Learning Goals ◽  
Control Group ◽  
Social Reinforcement ◽  
Academic Goals ◽  
Control Group Design ◽  
The Impact

Cooperative learning encourages the development of interpersonal skills and motivates students to participate more actively in the teaching and learning process. This study explores the impact of cooperative learning on the academic goals influencing university students’ behavior and leading to the attainment of a series of academic objectives. To this end, a quasi-experimental pretest-posttest control group design was used, with a sample of 509 university students from Preschool, Primary and Social Education undergraduate degree courses. Using the Academic Goals Questionnaire (AGQ), pretest and posttest measures were taken via self-reports to evaluate three types of academic goals: learning goals, social reinforcement goals and achievement goals. The results show that cooperative learning is an effective tool for encouraging university students to develop academic goals that motivate them to fully engage with the tasks they are set in order to acquire knowledge and skills (learning goals). In addition, when students are asked to work as part of a team on an autonomous basis without the structure and supervision necessary to ensure a minimum standard of cooperation, they display a greater tendency toward social reinforcement goals than toward learning and achievement goals. These findings contribute new knowledge to the conceptual framework on cooperative learning. Goals may be considered one of the most important variables influencing students’ learning and the use of cooperative learning techniques in university classrooms creates the necessary conditions for encouraging students to develop goals oriented toward learning.

The Difference of Impact Strength in Acrylic Resin Self-Cured with the Addition of Zirconium Dioxide (ZrO2) Nanoparticles

DENTA ◽  
2018 ◽  
Vol 12 (1) ◽  
pp. 51
Author(s):  
Widaningsih Widaningsih ◽  
Annete Juwita ◽  
Puguh Bayu Prabowo
Keyword(s):  
Impact Strength ◽  
Zirconium Dioxide ◽  
Acrylic Resin ◽  
Zro2 Nanoparticles ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
The Difference ◽  
The One ◽  
The Impact

<p><strong><em>Background:</em></strong><em> Self-cured acrylic resin is a material used for repairing broken and fractured dentures. Zirconium dioxide (ZrO2) is a reinforcing material that is being developed as an additive to the acrylic resin. <strong>Objective:</strong> to determine the effect of zirconium dioxide (ZrO<sub>2</sub>) addition on self-cured acrylic resin on impact strength. <strong>Material and Methods:</strong> This study was a true experimental laboratory study with the design of a post-test only control group design, using 24 pieces of self-cured acrylic resin measuring 65 x 10 x 2.5 mm divided into 4 groups with and without zirconium addition dioxide (ZrO<sub>2</sub>) nanoparticles. Zirconium dioxide (ZrO<sub>2</sub>) nanoparticles were silanized first by mixing the silane coupling agent. Furthermore, the impact strength was tested on the plate. The data obtained were analyzed using the One Way ANOVA test. <strong>Results:</strong> there were significant differences in the impact strength between the groups with a significance value of 0,000 (p &lt;0.05). <strong>Conclusion:</strong> there was a difference in the increase of impact strength in acrylic resin self-cured with the addition of ZrO<sub>2</sub> nanoparticles concentrations of 3%, 5%, and 7%.</em></p><p><em><br /></em></p><p><strong><em>Key words:</em></strong><em> Self cured acrylic resin, zirconium dioxide, impact strength</em><em></em></p><p><strong><em> </em></strong></p><strong><em>Correspondence </em></strong><em>: Widaningsih, Department of Prosthodonti, Faculty of Dentistry, Hang Tuah University, Arif Rahman Hakim 150, Sukolilo, Surabaya, Phone 0818312757, Email: </em><a href="mailto:[email protected]"><em>[email protected]</em></a>

Teaching Speaking and Listening Skills through Audio-Lingual Versus Conventional Methods of Instruction: Which Method Is More Effective?

2021 ◽  
Vol 4 (11) ◽  
pp. 186-195
Author(s):  
Fatemeh Ebrahimi ◽  
Maryam Elahifar
Keyword(s):  
Teaching And Learning ◽  
Placement Test ◽  
Control Group ◽  
Listening Skills ◽  
English Classes ◽  
Traditional Training ◽  
Post Test ◽  
The Impact ◽  
Listening And Speaking ◽  
Speaking Skills

The goal of this study was to check the impact of the Audio-Lingual Method (ALM) compared to traditional training on enhancing intermediate EFL learners' listening and speaking abilities. An Oxford Quick Placement Test was given to 105 participants to meet the study's goals, and 78 participants were chosen in the end. They were then randomly assigned to the control group (CG) and the experimental group (EG). Validated listening and speaking tests were given to them as a pre-test before they began treatment. The EG subsequently started treatment, which included teaching and learning listening and speaking skills through ALM. At the same time, the CG received traditional training, which included instruction based on the teacher's instances and exercises. The two groups were given the identical listening and speaking test as the post-test after 20 sessions of treatment. In addition, after the post-test was administered, a questionnaire comprising twelve items was distributed among 15 teachers teaching at different institutes to seek their views and perspectives regarding the application of ALM in teaching listening and speaking skills. Paired and Independent Samples t-tests were used to assess the data. The results revealed that the EG outperformed the CG by a substantial margin. The EG outperformed the CGs in both skills. The findings imply that ALM may be utilized in English classes to help EFL students improve their listening and speaking abilities.

COVID-19 AND NIGERIAN PUPILS’ READING DISTRESSES: EXPERIMENTING COLLABORATIVE TECHNIQUE FOR THE REVATALISATION OF LOWER-BASIC SCHOOL PUPILS’ READING CULTURE

2020 ◽  
Vol 10 (2) ◽  
pp. 19-27
Author(s):  
Lawal Safi ◽  
◽  
Umar Zakaric ◽  
Oluwole Grace ◽  
◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
English Language ◽  
General Level ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Reading Culture ◽  
Basic School ◽  
Level Of Significance

The development of lower-basic school was replicated prior to the attainment of independent in Nigeria. This is a move to look inward on how the country can lay a very good foundation for Nigeria education. The emergency of covid-19 pandemic that compulsorily short down schools across the globe in no doubt affects Nigerian pupils reading culture. The trust of this paper therefore, is to experiment how collaborative as an instructional technique can close the reading-culture vacuum created by the covid-19 pandemic with a view to suggesting ways of improving the quality of teaching and learning reading comprehension. A quasi-experimental design with pre and post-test, non-randomized, and non-equivalent was adopted for data collection. The population for this study consisted of all upper-basic school pupils in Ilorin metropolis. Two schools were purposively sampled. The sample was categorized into one experimental group and one control group of fifty respondents each. The data collected were analysed using the percentage, mean, standard deviation and analysis of Co-variance (ANCOVA) to test the two formulated hypotheses at 0.05 level of significance. Findings revealed that: the general level of pupils’ achievement in reading comprehension was low before the treatments (42.79) but high after the treatments (77.76) irrespective of gender. The paper recommends that teachers of the English language should wake up and move in line with the modern trends through the use of collaborative instructional techniques in order to improve the teaching and learning of reading comprehension. Teachers and other stakeholders should try and leave up expectations by encouraging collaborative techniques for teaching reading. Curriculum planners and developers should not be left out in this regard.

scholarly journals The Effect of Oral Metalinguistic Corrective Feedback on Learners’ Knowledge of Pronoun among Iranian EFL Learners

2020 ◽  
Vol 10 (6) ◽  
pp. 672
Author(s):  
Fatemeh Azimi Amoli
Keyword(s):  
Language Learners ◽  
English Language ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Metalinguistic Feedback ◽  
Grammatical Errors ◽  
Post Test ◽  
Grammatical Judgment ◽  
The Impact

A great number of language learners claims that they are unable to produce the foreign language accurately without any grammatical errors at the end of their language course. In this study, the impact of oral metalinguistic corrective feedback, among various types of corrective feedback, on learners’ pronoun accuracy was considered. The participants were 74 EFL learners (46 females, 28 males) studying English at Safir English language institutes in Tehran. In order to homogenize the learners, Key English Test (KET) test was given to them. 60 learners were selected for the study and 14 learners were removed. Participants were randomly divided into two groups. One group received metalinguistic feedback and the other group received explicit correction feedback. Grammatical judgment test was used as a pretest and posttest. Eight reading passages from “Select Readings” were another instrument that was used for training through jigsaw task in this study. Then t-test was run to check the significance of the mean difference between pretest and post-test of groups. The results show the priority of experimental group (which received oral metalinguistic feedback) on control group (which received explicit feedback).

scholarly journals Language Supportive Teaching and Textbooks (LSTT) for Bilingual Classrooms Mathematics Teaching and Learning in Tanzania

2017 ◽  
Vol 6 ◽  
Author(s):  
Francis William ◽  
Jesse Ndabakurane
Keyword(s):  
Test Performance ◽  
Teaching And Learning ◽  
English Language ◽  
Mathematical Concepts ◽  
Mathematics Textbook ◽  
Qualitative Approaches ◽  
Data Collection And Analysis ◽  
Post Test ◽  
User Friendly ◽  
The Impact

The aim of this study was to assess the impact on teaching and learning using the LSTT (Language Supportive Teaching and Textbooks) project’s bilingual Mathematics textbook chapters among Form One students in selected rural community secondary schools in Tanzania. LSTT project was introduced in Tanzania in 2013 to enhance language supportive teaching among the disadvantaged rural groups identified as less competent in foreign languages. The study employed both quantitative and qualitative approaches in data collection and analysis.  It employed a bilingual approach whereby Kiswahili was used as a resource in learning mathematical concepts in English language. Its major findings indicated that the students’ post-test performance in Mathematics was higher in Dodoma and Lindi Regions compared to their pre-test performance.  The study concluded that having been oriented through LSTT textbook, the students were likely to start doing the exercises in the textbook without the facilitator’s or researcher’s support. Evidently, most of the students gained confidence and interest in Mathematics, having used the user friendly LSTT material.

scholarly journals Effects of Mobile Assisted Language Learning on Developing Listening Skill to the Department of English Students in College of Education for Women at Al Iraqia University

2019 ◽  
Vol 5 (1) ◽  
pp. 31
Author(s):  
Abeer Hadi Salih
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
College Of Education ◽  
Control Group ◽  
Listening Skills ◽  
Instructional Tools ◽  
Mobile Assisted Language Learning ◽  
Listening Skill ◽  
Post Test ◽  
The Impact

Many studies have described the use of mobile assisted language learning in language teaching and learning; yet, the number of studies in listening skill remains unsatisfactory. Few researchers appear to have considered how to use mobile learning devices to support pedagogical approach to develop academic listening skills. Several studies in the past, required learners to read from mobile phones rather than listening to audios. There were attempts to use computer technology integration into instruction; however, few were in mobile technology. The interest in research related to the impact of mobile assisted language learning on developing students’ listening skills remains relatively low and consequently listening has been neglected. Thus, the current paper aims at exploring the effectiveness of mobile assisted language learning devices both as instructional tools and learning resources within and beyond classroom learning environments to develop language skills in particular listening sub-skills. The experimental design is pretest-experiment-post-test. To conduct the study two groups of experimental (30) and control (30) out of 60 second year students at Al Iraqia University/ college of education for women/ department of English were made. Both groups were taught the same material, but using different methods. The results of the post-test indicated that the use of mobile assisted language learning devices had impacts on developing experimental group’s listening skills and outperformed the control group.

scholarly journals Blog or slide? Using Appropriate Media to Enhance the Students’ Ability in Writing an English Research Proposal based on Their Reasoning Level

JURNAL IQRA ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 12-25
Author(s):  
Yusti Arini
Keyword(s):  
Experimental Research ◽  
English Language ◽  
Language Education ◽  
Sampling Technique ◽  
Research Proposal ◽  
Control Group ◽  
Cluster Sampling ◽  
Control Group Design ◽  
Writing Ability ◽  
Post Test

This experimental research is aiming at finding out which media is more appropriate to enhance the students’ ability in writing an English-language qualitative research proposal, Blog or Slide? This is also to find out whether students’ reasoning level influences their writing ability and whether there is any interaction between teaching media and reasoning level. This experimental research was conducted on the students of English Language Education of IAIN Surakarta based on the pre-test post-test control group design. The experimental group consisted of 25 students and control group consisted of 29 students. Two-stage sampling technique, purposive sampling and then cluster sampling, was used to choose the subjects. To analyze the data, the researcher used Two-Way ANOVA technique. The research results show that using Blog media is more effective to enhance the students’ ability in writing an English research proposal compared to using Slide. The students’ reasoning level also influences their writing ability. Furthermore, there is an interaction between teaching media and reasoning level towards students’ ability in writing an English-language research proposal. The students’ with high reasoning level taught by using Blog have higher writing ability compared to those with high reasoning level taught by using Slide. Moreover, the students with low reasoning level taught by using Blog also have higher writing ability compared to those with low reasoning level taught by using Slide.

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