scholarly journals A Comparison of Form-Focused and Meaning-Focused Instruction Types: A Study on Ishik University Students in Erbil, Iraq

2018 ◽  
Vol 9 (1) ◽  
pp. 201
Author(s):  
Bünyamin Celik
Keyword(s):  
University Students ◽  
Intermediate Level ◽  
The Other ◽  
Proficiency Levels ◽  
Crucial Difference ◽  
Post Test

Form-focused and meaning-focused instruction types entered the literature after the 1970s as a reaction to each other. More interestingly, there is a cycle of reactions to each other, which claim to complete the other’s shortcomings. In the middle of long-lasting discussions, this study aims to contribute to the field by making a comparison of the two terms. This research on students was done throughout seven weeks and the results were noted down. At the beginning of the survey, we applied an FCE test as pre-test and another FCE test at the end of the seven-week period as post-test. The underlying idea of such long survey is that we expect that in upper-intermediate level, students are in need of instructions from the teachers because the topics are much more complex than previous levels. During the survey, one group was given meaning -focused instruction and the other group was given form-focused instruction. The achievement of the students was measured both on vocabulary and grammar. At the end of seven weeks, both the grammar/vocabulary quiz results and the FCE results indicated a crucial difference on the development of two groups’ proficiency levels thanks to form-focused instruction.

The metacognitive awareness listening questionnaire as a metacognitive-raising tool: Does it work?

2015 ◽  
Vol 5 (1) ◽  
pp. 101 ◽  
Author(s):  
Rahman Sahragrard ◽  
Ali Kushki ◽  
M. Miri ◽  
Farzad Mahmooudi
Keyword(s):  
University Students ◽  
Repeated Exposure ◽  
Metacognitive Awareness ◽  
The Other ◽  
Control Group ◽  
Efl Learners ◽  
Other Hand ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The present study aimed at exploring the influence of a repeated exposure to the Metacognitive Awareness Listening Questionnaire (MALQ) on EFL learners’ level of metacognitive awareness. Participants of the study were forty intermediate university students who were randomly assigned to experimental (n=20) and control (n=20) groups. The experimental group completed MALQ in odd sessions (seven sessions in total) across a semester. The control group, on the other hand, completed it in the first and last sessions of the course as pre-test and post-test, respectively. Results of the study showed that the questionnaire benefited the experimental group in a statistically significant way. Also, findings of the study revealed that less-skilled participants of the experimental groups benefited from the treatment more in comparison to their more-skilled counterparts in the experimental group. Keywords: MALQ, metacognitive instruction, metacognitive awareness

scholarly journals PROGRAM PELATIHAN PENIGKATAN KEMAMPUAN BAHASA INGGRIS ANAK-ANAK PANTI ASUHAN MELALUI PEMBERDAYAAN MAHASISWA

2020 ◽  
Vol 3 (2) ◽  
pp. 280-285
Author(s):  
Jaka Satria Warman ◽  
Vivi Mardian ◽  
Laila Suryani ◽  
Fina Rahayu Fista ◽  
Irwan Irwan
Keyword(s):  
University Students ◽  
Training Program ◽  
Teaching Methods ◽  
Positive Impact ◽  
The Other ◽  
Academic Field ◽  
Disadvantaged Group ◽  
Post Test ◽  
The Mean ◽  
Modern Era

The ability to master English is highly essential in this modern era because English is not only used in academic field, but also in the workplace. However, many Indonesian people still have low English skills especially those who come from disadvantaged group like orphans. On the other side, many university students nowadays contribute less to society. One of the causes might be because of the lack of platforms by which they can contribute to. Therefore, the team initiated training program to improve English skills for orphans through the empowerment of university students. The training program was conducted at Al-Falah Orphanage Padang and there were 24 orphans and 10 students involved. The training consisted of 16 meetings and each meeting lasted for about 90 – 120 minutes. The team employed five teaching methods that were combined and modified. The data were obtained from pre- and post test and class observation. The result showed that the orphans’ English ability increased from the mean of 42.8 to 69.5. In addition, there was an increase in their reading and speaking skills as well as their motivation in learning English. Moreover, this program also benefitted both parties inveolved (orphans and students) socially, economically and educationally. This means that there was a significant positive impact after the implementation of this program. Therefore, it is highly recommended to conduct the same program.

scholarly journals Attention-direction versus retrieval practice: which fosters the productive recall of German formulaic sequences best?

2020 ◽  
pp. 9-34
Author(s):  
Griet Boone ◽  
June Eyckmans
Keyword(s):  
University Students ◽  
Retrieval Practice ◽  
The Other ◽  
Test Design ◽  
Formulaic Sequences ◽  
Retrieval Condition ◽  
Post Test ◽  
Quasi Experiment

This article reports on a classroom-based (quasi)-experiment with a pre-test post-test design that explored the effect of two types of activities on the productive recall of German formulaic sequences (FS): 1) attention-directing activities and 2) retrieval practice. Two intact classes of Dutch-speaking university students of German participated in the study. One class was randomly assigned to the attention-directing condition (n=18), the other one to the retrieval condition (n=11). Twenty-two target FS were selected as learning items. Each group processed the FS in a different condition. In the attention-directing condition, students had to 1) re-read a video transcript with the FS in bold typeface and 2) translate the targets into Dutch. In the retrieval condition, students had to 1) complete a transcript in which the FS were deleted and 2) translate the targets into German. Results indicate that the retrieval condition led to better productive phrase learning than the attention-directing condition.

scholarly journals Pragmatic development in the instructed context

Pragmatics ◽  
2018 ◽  
Vol 28 (2) ◽  
pp. 217-252 ◽  
Author(s):  
Thi Thuy Minh Nguyen
Keyword(s):  
Treatment Group ◽  
University Students ◽  
Explicit Instruction ◽  
The Other ◽  
Control Group ◽  
Pragmatic Development ◽  
Post Test ◽  
Long Term Impact ◽  
And Control

Abstract This article reports an eight-month investigation into the long-term impact of explicit instruction on the learnability of different aspects of email requests by a group of Vietnamese university students. Two intact classes were randomly assigned to the treatment (N = 13) and control conditions (N = 19). Over a four-week period, the treatment group received six hours of instruction which comprised consciousness-raising, meta-pragmatic explanation, repeated output practice and teacher feedback. The control group, on the other hand, only followed the usual syllabus. Results of the study indicate that the treatment group obtained significantly greater pre-to-posttest gains than the control group, and that their improvement was retained by the time of the eight-month delayed post-test. Despite the learners’ overall progress, however, it was also found that different aspects of their performance appeared to respond differently to instruction. The article supports the need for instruction of email politeness and discusses implications for future pedagogy and research.

Assessing Personality With Multi-Descriptor Items

2019 ◽  
Vol 35 (1) ◽  
pp. 117-125
Author(s):  
Johannes Schult ◽  
Rebecca Schneider ◽  
Jörn R. Sparfeldt
Keyword(s):  
University Students ◽  
Construct Validity ◽  
Big Five ◽  
Reliability And Validity ◽  
Personality Inventory ◽  
The Other ◽  
Short Version ◽  
Big Five Inventory ◽  
Personality Inventories

Abstract. The need for efficient personality inventories has led to the wide use of short instruments. The corresponding items often contain multiple, potentially conflicting descriptors within one item. In Study 1 ( N = 198 university students), the reliability and validity of the TIPI (Ten-Item Personality Inventory) was compared with the reliability and validity of a modified TIPI based on items that rephrased each two-descriptor item into two single-descriptor items. In Study 2 ( N = 268 university students), we administered the BFI-10 (Big Five Inventory short version) and a similarly modified version of the BFI-10 without two-descriptor items. In both studies, reliability and construct validity values occasionally improved for separated multi-descriptor items. The inventories with multi-descriptor items showed shortcomings in some factors of the TIPI and the BFI-10. However, the other scales worked comparably well in the original and modified inventories. The limitations of short personality inventories with multi-descriptor items are discussed.

The comparison of pre-test and post-test examination anxiety of university students

2005 ◽  
Author(s):  
D. Sozen ◽  
B. Sayiner ◽  
M. Turanly ◽  
D. Taspinar
Keyword(s):  
University Students ◽  
Post Test

Effect of a-Week Summer Camp on the Hopelessness and Self-Esteem of the University Students Attending Sport Sciences Faculty

2018 ◽  
Vol 7 (4) ◽  
pp. 42-49 ◽  
Author(s):  
Korkmaz YİĞİTER ◽  
Hakan TOSUN
Keyword(s):  
University Students ◽  
Summer Camp ◽  
Pearson Correlation ◽  
Self Esteem ◽  
Female Students ◽  
T Test ◽  
Significance Level ◽  
Significant Difference ◽  
Post Test ◽  
The University

The aim of this study is to investigate the effects of participation in a 1-week summer camp on thehopelessness and self-esteem of the university students attending Sport Sciences Faculty. Participants were 36university students assigned to experiment group using a random procedure. Coopersmith Self-esteem and Beck Hopelessness Scales were completed at the beginning and end of the summer camp by designed the university. The obtained data were analysed in the SPSS 18.0 program and the significance level was taken as 0.05. The descriptive statistics, independent simple t test, paired simple t test and Pearson correlation were used for analyse the data in the study. According to the results of the research, no significant difference was observed in the comparison of the hopelessness and self-esteem levels between pre and post-test. In addition, there was a significant difference in the hopelessness level of male and female students but any significant difference was not observed in terms of self-esteem. There was a significant relationship between hopelessness and self-esteem pre and post-test. These result shows that a 1-week summer camp cannot change the hopelessness or self-esteem level. However, as the self-esteem rises, the rate of despair decreases whereas as the despair rises, the selfesteem decreases.

scholarly journals Emotional Cognitive Regulation in University Students during Lockdown: A Comparative Analysis of Students from Spanish Universities

2021 ◽  
Vol 13 (12) ◽  
pp. 6946
Author(s):  
Mercedes Cuevas López ◽  
Inmaculada Ávalos Ruiz ◽  
Emilio Jesús Lizarte Simón
Keyword(s):  
Online Learning ◽  
University Students ◽  
Emotional Regulation ◽  
Adaptive Strategies ◽  
The Other ◽  
Housing Conditions ◽  
Gran Canaria ◽  
Self Blame ◽  
Cognitive Regulation ◽  
Spanish Universities

Studies focusing on strategies for the cognitive regulation of emotions are gaining importance due to the development and perpetuation of psychopathologies. The obligatory home confinement imposed in response to the COVID-19 pandemic has led to new virtual learning methodologies. Objective: Our objective aimed to analyze and compare the cognitive emotional regulation of students from universities on the Spanish mainland with that of students attending the Universidad de Las Palmas de Gran Canaria. Methods: An online Emotional Regulation Questionnaire was applied, together with a survey covering the students’ beliefs about the pandemic, including information about their housing conditions and beliefs about online learning. The study included a sample of 1030 university students. Results: On the mainland and at Las Palmas de Gran Canaria, the students most frequently used adaptive strategies. Three of the strategies were used in both groups but to different extents (Acceptance, Positive reappraisal, Putting into perspective), while the other strategies were used in both groups to the same extent (Refocusing on planning, Positive refocusing, Rumination, Blaming others, Catastrophizing, Self-blame). Meanwhile, the results were quite similar regarding the students’ housing conditions and beliefs about the pandemic and online learning.

Perception of factuality in selected online news media

2020 ◽  
Vol 8 (1) ◽  
pp. 134-148
Author(s):  
Eva Eddy
Keyword(s):  
University Students ◽  
News Media ◽  
Media Use ◽  
Online News ◽  
The Other ◽  
News Report ◽  
Specific Event ◽  
The Way

Abstract The paper focuses on one’s perception of factuality in selected online news media. A group of university students of English were approached and presented with ten statements about Sweden and asked to evaluate their truthfulness. Half of the group (informed respondents) were then advised on the ways media use to infer a narrative onto the reader, potentially influencing the way they view events, while the other half (uninformed respondents) were not made aware of this fact. The respondents were then presented with a news report describing a specific event that took place in Sweden; however, half of each group were asked to read its tabloid description while the other halves were shown the event as reported by a broadsheet (both online). They were then asked to reevaluate the statements they were presented with before and decide whether their opinions changed based on the article they had just read. The results suggest that one is inclined to believe what they read, regardless whether the source seems reliable and whether they are aware of the fact media might manipulate their audiences.

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