scholarly journals Vocabulary Teaching in Foreign Language via Audiovisual Method Technique of Listening and Following Writing Scripts

2017 ◽  
Vol 10 (5) ◽  
pp. 129 ◽  
Author(s):  
Ebubekir Bozavli
Keyword(s):  
Foreign Language ◽  
Teaching Method ◽  
Simultaneous Action ◽  
Control Group ◽  
Success Rates ◽  
Analysis Methodology ◽  
Language Research ◽  
High Motivation ◽  
Faculty Of Education ◽  
Teaching In Foreign Language

The objective is hereby study is to compare the effects of conventional and audiovisual methods on learning efficiency and success of retention with regard to vocabulary teaching in foreign language. Research sample consists of 21 undergraduate and 7 graduate students studying at Department of French Language Teaching, Kazim Karabekir Faculty of Education, Ataturk University. The methodology applied herein is experimental research. Two groups of 14 were randomly established, one as experimental and one as control group. Experimental group underwent audiovisual method, while conventional vocabulary teaching method, still applied in schools, was applied on the control group. The data was gathered from instructive videos equipped with pedagogical references on the website of TV5 monde, under the title “Enseigner le francais avec Tv 5 Monde” [Learn French with TV5 Monde]. Two practices, namely, “2001-2011: faut-il encore avoir peur du terrorisme” [2001-2011: Should we still fear terrorism?], “guerres et conflits: vers une privatisation générale?” [Wars & conflicts: Towards an overall privatisation?], both at C1 education level, have been selected. Success rates in research data were found out by means of percentage calculations. The resulting values are analysed and interpreted through descriptive and content analysis methodology. According to research outputs, the learners are more successful in efficiency of learning and retention via audiovisual method than through conventional method. Simultaneous action of multiple sense organs and high motivation during learning process are considered as the principal reasons for such success.

scholarly journals The Effect of Using Flipped Classroom Model on Libyan University Students' English Learning

2018 ◽  
pp. 64-84
Author(s):  
Mustafa Braiek ◽  
Abdulhamid Onaiba ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Language Test ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Experimental Group ◽  
Learning English

This study aimed at investigating the effectiveness of using flipped classroom model on learning English as a foreign language and students’ attitudes towards flipped classroom. The sample of study consisted of 31 students at Faculty of Arts, Misurata University. The participants were divided into two groups: 16 students for the experimental group and 15 students for the control group. The data collection tools used in this study were an EFL (English as a Foreign Language) test and a questionnaire to explore students’ attitudes towards flipped classroom. Participants in both groups were pre-tested using the EFL test before the experiment. Then, the experimental group was taught using flipped classroom strategy while the control group was taught using the traditional teaching method. After the experiment, students in both groups were post-tested using the EFL test while the questionnaire was administered to the students of the experimental group only. The results of the study showed that applying the strategy of the flipped classroom had a significant effect in increasing the students’ performances in learning English. The questionnaire responses showed positive attitudes regarding the use of flipped teaching.

scholarly journals Form-Focused Instruction on Non-English-Majored Undergraduates’ Foreign Language Writing

2018 ◽  
Vol 4 (1) ◽  
pp. 44
Author(s):  
Yougen Lou
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Teaching Method ◽  
Plant Protection ◽  
Control Group ◽  
First Year ◽  
Writing Ability ◽  
English Writing ◽  
Term Experiment ◽  
Language Writing

This paper reviewed a one-term experiment on form-focused instruction (FFI) in teaching foreign (English) writing to 162 first-year non-English-majored undergraduate students majored history, economics, computer, agriculture, plant protection, floriculture and veterinary from Yangtze University as participants. Participants in this study consisted of 81 non-English-majored undergraduate students in the control group (CG) and 81 non-English-majored undergraduate students in the treatment group (TG). The participants in CG were taught by the traditional method: grammar-translation teaching method and the participants in TG were taught by the new teaching method of FFI. The results showed that 1) compared with a teacher-dominated approach for CG, FFI in teaching English writing for TG did a better job in enhancing students’ English writing ability; 2) participates in TG hold positive opinions towards FFI in English writing..

scholarly journals The Effects of Integrating Board Games into Ice-breaking Activities in a Fifth-Grade English Class to Reduce Students’ Anxieties

2020 ◽  
Vol 13 (9) ◽  
pp. 40
Author(s):  
Chung-yi Chao ◽  
Sa-hui Fan
Keyword(s):  
Foreign Language ◽  
Qualitative Data ◽  
Teaching Method ◽  
Bimodal Distribution ◽  
Descriptive Statistics ◽  
Fifth Grade ◽  
Control Group ◽  
Board Games ◽  
English Class ◽  
Quasi Experimental

Elementary-level English teachers in Taiwan were facing problems caused by students’ bimodal distribution of English achievements. Many of the teachers tried new teaching tools to eliminate the obstacles of teaching. This study was based on a quasi-experimental research design and supplemented by qualitative feedback to explore how the new teaching method, ice-breaking board games, could reduce students’ anxieties of learning English. The researchers combined popular board games, Halli Galli and Alles Tomate, with English words and sentences in ice-breaking activities for 10 weeks in two fifth-grade English classes in Taiwan. Forty-eight fifth-grade students were invited to participate in the study and randomly divided into two equal-sized classes. One class was selected as the experimental group, and the other as the control group. The study lasted for 10 weeks. The Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) was employed as the instrument to measure students’ English learning anxieties. Quantitative data were analyzed by using independent-sample and paired-sample t-tests as well as descriptive statistics, whereas qualitative data (which included the participating students’ feedback and teacher’s reflection notes) were analyzed through content analysis. The research findings suggested that integrating board games in English teaching as ice-breaking activities did not effectively reduce students’ overall foreign language anxiety. However, the descriptive statistics and qualitative data revealed that the constructs of anxiety for both groups had changed in opposite directions, and ice-breaking board games appeared to be more impactful in reducing certain aspects of anxiety construct, namely, communication apprehension.

scholarly journals Effect of Phonetic Association on Learning Vocabulary in Foreign Language

2016 ◽  
Vol 5 (1) ◽  
pp. 35
Author(s):  
Ebubekir Bozavlı
Keyword(s):  
Foreign Language ◽  
Junior High School ◽  
Teaching Method ◽  
Mother Tongue ◽  
Educational Institutions ◽  
Control Group ◽  
Knowing That ◽  
Learning Speed ◽  
Conventional Teaching ◽  
Experimental Group

Word is one of the most important components of a natural language. Speech is meaningful because of the meanings of words. Vocabulary acquired in one’s mother tongue is learned consciously in a foreign language in non-native settings. Learning vocabulary in a system based on grammar is generally neglected or learned in conventional ways. This study is to determine the efficiency of teaching vocabulary from learning speed and retention perspective through means of phonetic association, whose examples are seldom seen in educational institutions. The study’s sample consists of Turkish 5th graders at three junior high school who have just begun to learn English. Sixty-six students, 37 girls and 29 boys from three socio-economically normal state schools. Thirty three students formed the experimental group while the other 33 students constituted the control group in the empirical study. “A phonetic association vocabulary test” consisting of 25 English words, mostly verbs and nouns, was designed. This test containing English words, their pronunciation and homophonous Turkish words was administered to the experimental group, knowing that vocabulary is taught by means of phonetic association. The control group was unaware of the method, and received the conventional teaching method. The control group was given a test containing only English words. The data obtained were decrypted by descriptive and content analysis. The study’s results revealed that words were learned faster and learning was retentive by the phonetic association method. In particular, recall of the words learned differentiates this method from conventional vocabulary learning methods.

Effects of a format-based second language teaching method in kindergarten

2001 ◽  
Vol 22 (1) ◽  
pp. 1-33 ◽  
Author(s):  
NOËLLE UILENBURG ◽  
FRANS X. PLOOIJ ◽  
KEES DE GLOPPER ◽  
RESI DAMHUIS
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Repeated Measures ◽  
Teaching Method ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Control Group ◽  
Control Group Design ◽  
Second Language Teaching ◽  
Quasi Experimental

This article concerns second language teaching with a format-based method. The following article in this issue concerns foreign language teaching using the same approach. In the present study, the differences between a format-based teaching approach and a standard approach used as treatments in a quasi-experimental, nonequivalent control group design are described in detail. The hypothesis tested is whether the effects of a format-based teaching method and a standard second language teaching method differ after two years for children at the age of 6. Results of MANOVA analysis for repeated measures show that the groups are quite comparable on the dependent variables, with some small differences in development between the two groups. Univariate results reveal that these differences favor children in the experimental group for sound articulation and favor children in the control group for sound discrimination. The results of the present article and those of the following article are discussed in light of broader issues concerning the differences between second language and foreign language teaching.

scholarly journals Impact of English and environmental content integrated learning on students' environmental attitudes

2018 ◽  
Vol 15 ◽  
pp. 104-115
Author(s):  
Anna Arnaudova-Otouzbirova
Keyword(s):  
Foreign Language ◽  
English Language ◽  
English Language Teaching ◽  
Control Group ◽  
Environmental Attitude ◽  
New Ecological Paradigm ◽  
Before And After ◽  
New Ecological Paradigm Scale ◽  
Faculty Of Education ◽  
The Impact

The aim of this article is to present the results from an empirical research which was conducted at the Faculty of Education, Trakia University, Bulgaria. The participants were bachelor degree students of primary school education with a foreign language. Their environmental attitude was tested with the help of The New Ecological Paradigm Scale (NEPS) which was given to students before and after their training in the course “English Language and Environmental Education”. Their answers to the items in the NEPS were collected and analyzed to study the impact of integrating environmental educational content and English language teaching on the formation of their environmental views. The article outlines some of the most interesting findings and offers a discussion of the results in comparison with a control group and provides probable explanations.

scholarly journals The Use of Creative Movement Method in Teaching Foreign Languages to Very Young Language Learners

2020 ◽  
Vol 7 (1) ◽  
pp. 15
Author(s):  
Anita Sila ◽  
Vid Lenard
Keyword(s):  
Preschool Children ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching Method ◽  
Language Skills ◽  
Foreign Languages ◽  
Success Rates ◽  
Creative Movement ◽  
First Sound ◽  
Holistic Teaching

The creative movement method is a holistic teaching method that enables children to develop language skills through art not just by looking and seeing, hearing and listening, speaking and talking, but also by conducting various motions and movements – experiencing while playing. Children can learn holistically only when their minds and bodies are an indivisible whole. When all their senses are engaged, children remember and recall information more effectively. The present paper describes the use of the creative movement method in teaching phonological awareness skills in a foreign language (English) to 13 Slovenian preschool children with a mean age of 5.8 years. The aim of the study was to determine children’s success rates in producing words and alliteration after being given the first sound of word (vowels /æ/, /e/, /ɪ/, /ɒ/, /ʌ/) in English, both with and without movement support. Children participated in two 45-minute long teaching sessions (the second took place after two weeks). There was no additional training between each session and the test. The results of the test after two weeks from the last session show that creative movement support proved essential for children in recalling words and producing alliteration in English. The study also includes some guidelines for the method’s use in teaching foreign languages to very young language learners.

scholarly journals Enhancing English-Learning Performance through a Simulation Classroom for EFL Students Using Augmented Reality—A Junior High School Case Study

2020 ◽  
Vol 10 (21) ◽  
pp. 7854
Author(s):  
Yuh-Shihng Chang ◽  
Chao-Nan Chen ◽  
Chia-Ling Liao
Keyword(s):  
Augmented Reality ◽  
Foreign Language ◽  
Junior High School ◽  
Teaching Method ◽  
Real Life ◽  
Learning Performance ◽  
Control Group ◽  
English Learning ◽  
Situational Context ◽  
Efl Students

In non-English-speaking countries, students learning EFL (English as a Foreign Language) without a “real” learning environment mostly shows poor English-learning performance. In order to improve the English-learning effectiveness of EFL students, we propose the use of augmented reality (AR) to support situational classroom learning and conduct teaching experiments for situational English learning. The purpose of this study is to examine whether the learning performance of EFL students can be enhanced using augmented reality within a situational context. The learning performance of the experimental student group is validated by means of the attention, relevance, confidence, and satisfaction (ARCS) model. According to statistical analysis, the experimental teaching method is much more effective than that of the control group (i.e., the traditional teaching method). The learning performance of the experimental group students is obviously enhanced and the feedback of using AR by EFL students is positive. The experimental results reveal that (1) students can concentrate more on the practice of speaking English as a foreign language; (2) the real-life AR scenarios enhanced student confidence in learning English; and (3) applying AR teaching materials in situational context classes can provide near real-life scenarios and improve the learning satisfaction of students.

scholarly journals Use of Educational Animation and Academic Performance of Business Studies Students in Akwa Ibom State

2016 ◽  
Vol 8 (4) ◽  
pp. 21 ◽  
Author(s):  
Paulinus J. Etim ◽  
Atim Edet Itighise ◽  
Iniobong Bassey Ema
Keyword(s):  
Academic Performance ◽  
Performance Test ◽  
Teaching Effectiveness ◽  
Teaching Method ◽  
Slow Motion ◽  
Control Group ◽  
Business Studies ◽  
Quasi Experimental ◽  
Faculty Of Education ◽  
Expository Teaching

<p>The Study examines the use of slow-motion educational animation and academic performance of Business studies students in Akwa Ibom State. Quasi experimental non-randomized pre-test post-test design was adopted for the study. Two research questions and two hypotheses were formulated to guide the study. 88 Business    education students from two schools were purposively sampled from 5146 in 13 public secondary schools in Eket Local Government Area of Akwa Ibom State-Nigeria. The subject were divided into experimental and control groups. Experimental group were treated with slow-motion educational animation while control group were taught using expository teaching method. Data were collected using Business Studies performance test (BSPT). The instrument was face and content validated by two experts, one in educational Technology and another in Measurement and Evaluation all from Faculty of Education, University of Uyo, Uyo. The instrument had reliability co-efficient of .81. The treatment was done within four weeks.  The result revealed that the use of slow-motion educational animation enhance academic performance of JS 3 Business Studies students when compared to expository teaching method. It was recommended among others that teachers should use slow-motion educational animation in presentation of their lesson content for students’ high academic performance and teaching effectiveness.</p>

Indonesian Language Learning and Teacher Innovation for Foreigners and Instructors for Foreign Language for Employees in Bali

2018 ◽  
Vol 9 (10) ◽  
pp. 21087-21095
Author(s):  
Ni Putu Nita Anggraini ◽  
Ni Luh Gede Yogi Arthani ◽  
I Putu Yuria Mendra
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Financial Management ◽  
Teaching Method ◽  
Positive Impact ◽  
Development Program ◽  
Language Teachers ◽  
Improvement Program ◽  
Counseling Training ◽  
Language Instructors

The group of foreign language instructors and Indonesian language instructors for foreigners initially had problems in the fields of HR, legality, marketing and management. The implementation of the community partnership program (PKM) funded by the Ministry of Research and Technology's Research and Development Program aims to solve partner problems through entrepreneurship building. The method applied is in the form of knowledge transfer in the form of counseling, training, simulation and diffusion of science and technology about teaching methods, mentoring financial management and marketing and managing agency permits. The teaching method quality improvement program is carried out through workshops and workshops with the theme of teaching Indonesian and multimedia-based foreign languages. The resulting output is in the form of certificates and the quality of teaching increases. The problem of business management and enlargement has been solved through mentoring by management experts so that partners know the tips of building a small business. To build a language teaching business, the team helped partners manage the Business Course and Training (LKP) business license in a notary and operational permits in the Badung District Education Office. From the marketing aspect, the team has helped partner market course service products through the creation of signboards, business cards and websites with the domain www.gepbali.com . The implementation of all these activities has been running 70% while the draft article and seminar papers are still in draft form. This activity has had a positive impact on providing employment for language teachers and improving language skills for the community.

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