scholarly journals Measuring the Effect of Cognitive and Metacognitive Questioning Strategies on EFL Learners’ Reading Comprehension in Understanding, Critical Thinking and the Quality of Schema at the University of Hail-KSA

2019 ◽  
Vol 9 (5) ◽  
pp. 12
Author(s):  
Lina A. Salameh ◽  
Zakaria A. Salameh ◽  
Aida H. Al-Emami
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Prior Knowledge ◽  
Schema Theory ◽  
Metacognitive Strategies ◽  
Efl Learners ◽  
Questioning Strategies ◽  
Before And After ◽  
The University

It was found out that the cognitive and the metacognitive strategies which enable students to use their prior knowledge or schemata increase the level of students’ engagement in the learning process and thus stimulate their critical thinking and a greater awareness of other perspectives in reading. Therefore, this study which is based on the main principles of the schema theory aims at training EFL learners at the University of Hail on making connections between their prior knowledge and the reading text to improve students’ understanding, critical thinking, and the quality of schema. Five questioning strategies were incorporated to make training more effective: KWL, questioning the author, self-questioning, guided questions, and making connections strategy such as self-to text connections, text-to text connections and text to world connections. The sample of the study consists of two groups: experimental and control. A schema-based test was designed to measure the students’ achievement before and after the experiment. The results then were analyzed by t-test. It was found out that the type of instruction that students receive affects reading comprehension. And thus, teaching students to use cognitive and metacognitive strategies enables effective reading comprehension.

The Effect of Using Flipped Classroom Model to Improve Iraqi EFL Learners’ Pronunciation in English at University Level

2020 ◽  
Vol 1 (40) ◽  
pp. 631-654
Author(s):  
Khaldoon Waleed Husam Al-Mofti
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Efl Learners ◽  
English Pronunciation ◽  
Before And After ◽  
Quasi Experimental ◽  
University Level ◽  
The University ◽  
And Control ◽  
Experimental Group

For Iraqi EFL learners who are studying English pronunciation in a traditional instruction method often requires more effort and hard work. Thus, using new methods of teaching such as the flipped classroom model (FCM) is necessary to facilitate learning and improve performance. Hence, this study reports on explanatory research that investigates the effect of using the FCM in the teaching of English pronunciation for Iraqi EFL learners at the university level. The study implemented mixed research methods for data collection in a quasi-experimental analysis. Therefore, two tests were conducted on the assigned groups to measure the effect of the FCM before and after the intervention. Besides, a questionnaire and interviews were used on the experiment group students to collect data about their perceptions of the FCM. The study length (lasted)  was 15 weeks and is comprised of 60 students from the department of English, College of Arts at the University of Anbar. The students were divided into two groups, experimental, and control with 30 students in each group. The findings revealed that there was a significant statistical difference between the two groups in favour of the experimental group with better performance, indicating that the FCM has considerably assisted the Iraqi EFL learners to improve their English pronunciation. Moreover, the students expressed their positive feedback and satisfaction on the use of the FCM in their responses to the questionnaire and the interviews. As such, the current study recommends further research to study the effect of applying the FCM in areas and disciplines other than language learning.

Pain rehabilitation with language interpreter, a multicenter development project

2016 ◽  
Vol 12 (1) ◽  
pp. 123-123
Author(s):  
M. Löfgren ◽  
K. Uhlin ◽  
E. Persson ◽  
B.-M. Stålnacke ◽  
M. Rivano-Fischer
Keyword(s):  
Quality Of Life ◽  
Demographic Data ◽  
Development Project ◽  
Health Related Quality ◽  
Quality Registry ◽  
Before And After ◽  
Related Quality ◽  
Health Related ◽  
The University

Abstract Aims To describe patients with persistent pain participating in multimodal rehabilitation with language interpreter (MMRI) with regard to demographic data, pain, anxiety, depression, fear of movement, health related quality of life before and after rehabilitation. Methods The university rehabilitation departments in Lund and Stockholm developed multimodal rehabilitation programmes for patients who cannot participate in ordinary programmes due to insufficient knowledge in Swedish. From 2014 to 2015, 50 patients participated in the MMRI. Data was collected at admission and discharge with instruments from the Swedish quality registry for pain rehabilitation. The assessments included health related quality of life (EQ5D), anxiety and depression (HADS), fear of movements (TSK), disability (PDI). Preliminary results Fifty patients participated in MMRI. Seventy-eight percent were women, and 88% were born outside Europe. Compared to patients participating in Swedish regular rehabilitation programmes (MMR), the level of education was low, 44% had finished high school (55% in MMR in Sweden) and 8% university (27% in MMR in Sweden). Also the distribution of pain differed; in MMRI 40% reported pain with varying localization compared to 33% in MMR. Both groups were frequent health care seekers, even though MMRl’s patients reported a higher frequency of visits than MMR regular patients; 94% of MMRl’s patients compared to 70% MMR patients were seeking physicians more than 4 times due to pain during the previous year. Both groups report very low health related quality of life. In the MMRI group, at admission, the EQ5Dindex was 0.088 (md) (MMR 0.157). This can be compared with 0.83, the value for the Swedish norm population. Conclusions Patients participating in MMRI, compared to patients participating in MMR, reported poorer health, higher rate of visit to physicians due to pain and less higher education than other, Swedish speaking pain patients attending to the country pain programmes.

The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (9) ◽  
pp. 1869 ◽  
Author(s):  
Lotfollah Karimi ◽  
Farshad Veisi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Post Test ◽  
And Control ◽  
The Impact

the purpose of the present study was to investigate the impact of teaching critical thinking skills on reading comprehension of Iranian intermediate EFL learners. A sample of 50 students from Arshia Language Institute in Ilam, Iran participated in this study. They were both male and female students who were selected among 80 students based on their performances on PET. The participants were randomly divided into experimental and control groups. First, the two groups were exposed to the pre-test of reading comprehension in order to evaluate their knowledge on reading before the treatment. Based on scores obtained from the Pre-test, no significance differences were observed between two groups. After that the treatment was started and the experimental group was exposed to teaching critical thinking skills. Meanwhile, traditional methods of teaching reading comprehension were used for teaching reading comprehension to the control group. Finally, post-test of reading comprehension was delivered to both groups at the end of treatment to check possible differences.  To analyze the collected data, ANCOVA was run using SPSS Software Version 16. The results showed that teaching critical thinking skills positively affect reading comprehension of intermediate EFL learners, but the interaction of gender and teaching critical thinking was not significant.

scholarly journals The Flip Classroom Learning on Design Student's Performance: An Analysis

2016 ◽  
Vol 4 (4) ◽  
pp. 87-94
Author(s):  
Mahesh Chandra Babu Jampala
Keyword(s):  
Critical Thinking ◽  
New Media ◽  
Communication Skills ◽  
Flipped Classroom ◽  
Learning Performance ◽  
Flipped Learning ◽  
Classroom Learning ◽  
Media Technology ◽  
Before And After ◽  
The University

Objective- The objective of this research paper is to examine whether flipped learning would improve the performance of the 3rd year undergraduate design students compared to the traditional classroom learning. Methodology/Technique- The performance of the students was assessed based on the parameters: communication skills, understanding of the concepts, teamwork, critical thinking, sharing the data, exploration of concepts, creative outcomes and engaging the problems. Students were provided different tools, case studies, video presentations and foundational concepts. The experimentation was conducted before and after implementation of flipped classroom. Findings - The study revealed that final marks were gradually increased and nearly 80% students were satisfied with this way of learning. It was also observed that 82% students improved the communication skills, improved the critical thinking and helps to solve problems by themselves and started exploring new concepts. The study also focuses on the challenges on the adaptation of flipped learning among students and teachers. Novelty - The use of the flipped classroom is one of the most emerging new media technology in the university. Type of Paper - Empirical Keywords - New Media Technology, Flipped learning, Performance, Self-learning, Classroom teaching.

scholarly journals The effect of instructing critical thinking through debate on the EFL learners’ reading comprehension

2015 ◽  
pp. 21-40 ◽  
Author(s):  
Maryam Danaye Tous ◽  
Abdorreza Tahriri ◽  
Sara Haghighi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Quantitative Research ◽  
Control Group ◽  
Male And Female ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
The Difference ◽  
Experimental Group

The purpose of this study was to examine the effect of instruction through debate on the male and female EFL learners’ reading comprehension, and to examine the difference between male and female EFL learners’ perception towards instructing critical thinking (CT) through debate. 88 learners, out of 120, were selected through convenience sampling method. Using a quantitative research method with experimental pre-and post-tests design, this study consisted of 44 participants in the experimental group and 44 participants in the control group. The experimental group received some treatment in the form of “the Meeting-House Debate” strategy, while the control group received no such treatment. After one month and a half treatment of experimental group, both groups participated in the post-test. Data analysis was done using descriptive and inferential statistics procedures. Findings showed that the debate strategy had statistically significant effect on the students’ reading comprehension. Also, results revealed that there was no significant difference between male and female EFL learners’ perception towards instructing CT through debate. It was concluded that instructing CT skills through debate strategy resulted in better understanding of reading texts.

scholarly journals It’s Critical

2016 ◽  
Vol 4 (12) ◽  
pp. 173-189
Author(s):  
Esther K Cho ◽  
Karly V. Jerman ◽  
Kameron J. LaCalli ◽  
Sabrina E. Lucero ◽  
Victoria S. Maraga ◽  
...  
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Mental Process ◽  
Engineering Student ◽  
Engineering Profession ◽  
Analysis And Evaluation ◽  
Before And After ◽  
Thinking Process ◽  
Evaluation Of Evidence ◽  
The University

Critical thinking is an essential skill for achievement as an engineering student and for success in the engineering profession. Critical thinking can be defined as a mental process to responsibly form an unbiased conclusion that includes identification, skillful analysis, and evaluation of evidence to guide decision-making. This article evaluates a research project undertaken by students at the University of San Diego. In the investigators’ work, they analyzed the definitions of critical thinking and bias, what tools could be used to help in the critical thinking process, and how concepts such as bias and critical thinking affect engineers in their occupations. The team then presented this information to several introductory engineering classes in the form of a lecture and asked the students to assess their knowledge and understanding of critical thinking concepts before and after the presentation. The investigators evaluated the surveys and discovered that most students improved their definitions of bias and critical thinking after the lecture. The students also generally improved their self-rating of understanding critical thinking concepts.

scholarly journals EFL Learners’ Higher Order Thinking and Technology Based Instruction in Literature Case Study of Biskra Univesity 2nd year Students

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Nadia Rezig Betka
Keyword(s):  
Critical Thinking ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Efl Learners ◽  
Digital Devices ◽  
Questioning Strategies ◽  
E Learning ◽  
Learning Test ◽  
Based Instruction

The presence of higher order thinking aspects in EFL learners’ productions constitutes one of the major achievements of the teaching process. It denotes learners’ ability to think, analyze and draw conclusions about the taught information. Different approaches were implemented to promote EFL learners’ critical thinking but they were limited into questioning strategies that raise speculation. The present paper is an investigation of the advantages of implementing technology devices to promote Algerian University EFL learners’ higher order thinking. Noticing that their written productions in literature carried almost no critical thinking aspects , this case study attempts to check the usability of E learning in developing EFL learners’ ability to think critically through a qualitative method of research. The study is based on data obtained from a questionnaire administered to second year students on their attitude towards replacing the traditional classroom by a technology classroom. An E-learning test was initiated through Emails to deliver and correct home works where analysis and speculation questions were designed. The results showed that 83% of the sample were in favour of change and admitted that they spend more than 2 hours a day using their digital devices for entertainment as well as for research. Learners’ answers to the test questions carried analysis, reliance on evidence and argumentation. E learning can motivate EFL learners to combine research with learning in foreign languages classrooms.

scholarly journals Integrating tri hita karana values in teaching reading: students’ and teachers’ opinions

2018 ◽  
Vol 42 ◽  
pp. 00089
Author(s):  
I Gede Sukarma ◽  
Putu Kerti Nitiasih ◽  
I Gede Budasi
Keyword(s):  
Reading Comprehension ◽  
Positive Opinion ◽  
Teaching Reading ◽  
High Quality ◽  
Reading Materials ◽  
Before And After ◽  
Negative Comments ◽  
Post Test ◽  
Scoring Rubric

This paper aims at explaining: students’ and teachers’ opinion on reading materials integrating Tri Hita Karana values and students’ reading comprehension before and after the implementation of that reading materials. The data of the study were collected through questionnaire, scoring rubric, pre-test, and post-test. The data were analyzed qualitatively and quantitatively. The result of the study shows that the students and teachers have positive opinion toward the reading materials that integrate Tri Hita Karana values. It can be seen from the result of the questionnaire that shows both the students and the teachers gave more positive comments than negative comments. The result of the scoring rubric that aims at measuring the quality of the reading materials shows that both the students and the English teachers gave a high score that indicates the reading materials have a high quality. Furthermore, the implementation of reading materials that integrate Tri Hita Karana values also improved students’ reading comprehension. It is proven by the result of pre-test and post-test that were delivered before and after the implementation of the reading materials that integrate Tri Hita Karana values.During the pre-test, the students’mean score was 65,18 and it improved into 74.29 on the post test.

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