scholarly journals Enhancing Writing Ability and Self-regulation through Teacher-led Collaborative Modeling

2017 ◽  
Vol 6 (2) ◽  
pp. 239
Author(s):  
Reza Tahmasebi ◽  
Hossein Khodabakhshzadeh
Keyword(s):  
Self Regulation ◽  
Placement Test ◽  
Control Group ◽  
Writing Performance ◽  
Writing Ability ◽  
Modeling Instruction ◽  
Writing Test ◽  
Collaborative Modeling ◽  
Significant Difference ◽  
Experimental Group

Teacher-led collaborative modeling can provide a condition through which the teachers and learners cooperate, negotiate, discuss, and provide different degrees of support to compose and edit written texts. The presupposition in this study was that this type of modeling can improve the writing ability of the EFL learners as well as their self-regulation in writing. To test the main hypotheses of the study, eighty five female upper-intermediate EFL students studying English as a foreign language at the Ayandehsazan Language Institute (A.L.C) in Torbat-e- Heydarieh , Iran, ranging in age from 14 to 20 sat for the Quick Placement Test (QPT) and 50 students were selected based on their scores on the QPT test. They were divided into two groups. The learners in the experimental group received instruction according to the stages of instruction using collaborative modeling. The participants in the control group, on the other hand, didn’t receive any collaborative modeling instruction. The participants in both groups sat for the writing test as well as a self-regulation test for writing. The results revealed that the experimental group outperformed the control group concerning their writing performance. However, there was no significant difference between the self-regulation ability of the participants in these two groups. The findings of the study have implications for pedagogy as well as research.Keywords: Teacher-led collaborative modeling, self-regulation, writing performance

scholarly journals The Effectiveness of Using Photograph in Teaching Writing

2017 ◽  
Vol 2 (2) ◽  
pp. 138
Author(s):  
Megawati Megawati ◽  
Syarif Agussaid Alkadrie
Keyword(s):  
Teaching Writing ◽  
Control Group ◽  
Writing Ability ◽  
Writing Test ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Essay Test ◽  
Academic Year ◽  
Experimental Group

<p>This research entitled: “The Effectiveness of Using Photograph in Teaching Writing” is intended to find out whether there is significantly different in writing ability between the experimental group and the control group.</p><p>This research employed experimental design. The participants of the study were the tenth-grade students at SMAN 1 Karau Kuala in the academic year 2013/2014. Two classes were used in this research. There were X-C as the Experimental group and X-D as the control group. The research instrument used was a writing test in the form of essay test. The data in this research were mainly gathered through the use of pre-test and post-test. The data were analyzed by measuring t-test and SPSS program to calculate the t-value from the score. The finding of the research shows that there is a significant difference between teaching writing by using photograph and teaching writing without using photograph. After the treatments, the mean is 75.43 the standard deviation is 9.370 the df is 44, and the significance is 0.00. If the significance is smaller than 0.05, it means there is a significant difference between teaching writing by using photograph and teaching writing without using photograph. </p>

scholarly journals THE EFFECTIVENESS OF DIRECT PEER FEEDBACK TO INCREASE STUDENTS’ WRITING PERFORMANCE SUJITO (CORRESPONDING AUTHOR)

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Emilia Yunita ◽  
Sujito Sujito
Keyword(s):  
Conventional Method ◽  
Peer Feedback ◽  
Control Group ◽  
Writing Performance ◽  
Writing Test ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
Academic Year ◽  
Experimental Group

ABSTRACT This study intended to investigate if there was any significant difference between students’ writing performance who were treated using direct peer feedback and students writing performance who were treated using conventional method. The samples were X TKJ1 and X TKJ2 at SMK Mahardika Karangploso in the 2015/2016 academic year. In this study, the researcher used quasi-experimental research design to gain the data. The researcher implemented direct peer feedback in experimental group and conventional method in control group. Writing test as an instrument was used to collect the data. The research was conducted by the researcher for six meetings. Independent sample t-test was used to examine the data, the result showed that the mean score of experimental group was bigger than control group (82.17 > 71.38). Moreover, the sig.2-tailed value was less than 0.05 (0.000 < 0.05). It meant that there was significant differences between students’ writing performance who were treated using direct peer feedback and students’ writing performance who were treated using conventional method. Keyword: performance, peer feedback,

The Writing Performance of Iranian EFL Learners in the Light of Metadiscourse Awareness

2016 ◽  
Vol 7 (5) ◽  
pp. 923 ◽  
Author(s):  
Sima Farhadi ◽  
Nader Asadi Aidinloo ◽  
Zahra Talebi
Keyword(s):  
Language Learners ◽  
Control Group ◽  
Writing Performance ◽  
Intermediate Students ◽  
Writing Ability ◽  
Efl Learners ◽  
Writing Test ◽  
Writing Skill ◽  
Post Test ◽  
Experimental Group

In the framework of language teaching, the writing skill requires to be encouraged during the language learners’ course of study. Since metadiscourse markers help transform a tortuous piece of text into a coherent and reader-friendly one, knowledge about the metadiscourse, amongst other things, is used to improve writing skill. The current study aimed to investigate the influence of instruction of metadiscourse markers on intermediate EFL learners’ writing performance by using metadiscoursal taxonomies proposed by Hyland (2005). For this purpose, a pet test was administrated to 60 intermediate students in Iran Language Institute in Urmia. Having being homogenized by Preliminary English Test (PET), they were assigned randomly into two groups. Both the control and the experimental group sat for a pretest of writing test in the form of a cloze test which aimed to measure the learners’ initial knowledge of writing performance. The experimental group was exposed to explicit instruction of metadiscourse markers for seven successive sessions. On the other hand, the control group didn’t receive any instruction.  Eventually,  a post  test  designed to evaluate  their  writing  ability  with the focus of  metadiscourse markers  was  administered to both groups. The findings implied generally that the implementation of metadiscourse markers (via instruction) significantly improves EFL learners’ writing ability.

scholarly journals Using Silent Demonstration Acmethod to Improve Students’ Ability on Writing Procedure Text at the Seventh Grade of MTS DDI Pacongang Pinrang

2018 ◽  
Vol 2 (1) ◽  
pp. 1-12
Author(s):  
Fusvita Sari
Keyword(s):  
Sampling Technique ◽  
Control Group ◽  
Seventh Grade ◽  
Writing Ability ◽  
Writing Test ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Procedure Text ◽  
The Mean ◽  
Experimental Group

: This research discussed are the use of silent demonstration method to improve the students ability in writing. This research is conducted using a quasi-experimental method  was carried out. The population of the research was the Seventh grade of Mts DDI PacongangPinrang in academy years 2014- 2015 which consisted of two classes VII a and  VII b  were taken as the sample which consist of (30 students). The sample was drawn using cluster random sampling technique. While class VII B  was chosen as the experimental group, while VII a  was chosen as control group. The instrument for collecting data were writing test. The data obtained through the test were analyzed  using t-test.The result of this research was use of silent demonstration significant difference with the use of conventional away / direct instruction   (English book / script) of the students writing ability.This Indicate the mean the  experimental group is higher than control group (75.8 > 68.83).There was also the result of t-test  value is higher than t-table value (8.648 > 1.671) In other word hypothesis ) is that null hypothesis  ( Ho) is rejected and Hypothesis Alternative (H1) is accepted. It is concluded ; the writing ability the seventh grade students of MTs DDI PacongangPinrang be improved through silent demonstration method by  procedure text .

scholarly journals Using Podcasts to Improve Second Language Comprehension in Iranian Language Classrooms

2016 ◽  
Vol 6 (2) ◽  
pp. 24
Author(s):  
Mohammad Davoudi ◽  
Mojtaba Rezaei
Keyword(s):  
Language Comprehension ◽  
Good Method ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Significant Difference ◽  
Language Classrooms ◽  
Post Test ◽  
Experimental Group ◽  
Transcript File

<p>The present study aims at investigating the influence of podcasts (POD) on language comprehension of Iranian pre-intermediate EFL learners. An Oxford Placement Test (OPT) was administered to 60 male and female university students. The participants were considered as pre-intermediate learners and were divided into two groups (one experimental group and one control group). During the fifteen sessions of the treatment, thirty podcasts were presented to the two groups. The experimental group received just the audio file of the POD, and the control group received a different treatment which was the transcript file of the same audio podcast file of the experimental group. The results of the t-tests revealed that there was no significant difference in language comprehension scores across the posttest between two groups. Based on the interview results after the post-test, all of the participants (100%) agreed that both audio and the transcripts (written texts) were useful for them and claimed that it is a good method of improving language comprehension.</p>

scholarly journals Scrambled Cloze Procedure: Does It Influence EFL Learners’ Reading Comprehension and Writing Performance?

2020 ◽  
Vol 11 (5) ◽  
pp. 815
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mino Bargnil
Keyword(s):  
Reading Comprehension ◽  
Pearson Correlation ◽  
Control Group ◽  
Writing Performance ◽  
Efl Learners ◽  
Reading And Writing ◽  
Significant Difference ◽  
Cloze Procedure ◽  
And Control ◽  
Experimental Group

The present study investigated the effect of using scrambled cloze procedure on reading and writing among intermediate EFL learners. To fulfill the purpose of the study, 60 participants were tested on a PET test, from whom 48 homogeneous participants were selected and assigned randomly to two groups of 25 and 23, as experimental and control group. Then, both groups were given a pre-test of writing and reading comprehension. During 14 sessions, the experimental group were provided with scrambled cloze samples and tasks while practicing paragraph writing and reading, whereas the control group did not, while they were practicing paragraph writing and reading. At the end, the two groups were tested in reading comprehension and writing, based on a posttest. Two raters scored the writing samples collected from two groups in the pre and posttest. Pearson correlation was used to compute the inter-rater reliability. The results showed the experimental group outperformed the control group in paragraph writing and reading comprehension. However, it was found that gender did not make a significant difference in reading comprehension and writing performance.

scholarly journals Using Google Docs in Omani EFL College Classes: Students’ Writing Performance and Perceptions towards Use

2019 ◽  
Vol 8 (1) ◽  
pp. 53
Author(s):  
Noura Al Burtamani ◽  
Fawzia Al Seyabi ◽  
Abdo Al Mekhlafi
Keyword(s):  
Performance Test ◽  
Control Group ◽  
Writing Performance ◽  
Google Docs ◽  
Significant Difference ◽  
Foundation Program ◽  
Post Test ◽  
Quasi Experimental ◽  
College Classes ◽  
Experimental Group

This quasi experimental study aimed at investigating the effect of using Google Docs on EFL Omani college students’ writing performance and students’ perceptions of its use. The sample of the study included 81 Level 3 Foundation Program students in Nizwa College of Technology, Oman. The experimental group consisted of 39 students while the control group consisted of 42 students. The research instruments included a writing performance test that was administered as pre and post- test and a students’ perceptions questionnaire. Data analysis revealed that there was a statistically significant difference between the writing performance of the experimental and control groups in favour of the experimental group. The experimental group outperformed the control group in task achievement, task organization, grammar and vocabulary. Also, the students perceived using Google Docs in EFL writing as a very beneficial tool in improving their writing and collaboration skills. In light of these findings, a number of recommendations for practice are presented.

scholarly journals The Effect of Weblog on the Filipino Learners’ Writing Performance

2017 ◽  
Vol 27 (1) ◽  
Author(s):  
Rothelia Maria G. Ugsad
Keyword(s):  
College Students ◽  
Control Group ◽  
Control Group Design ◽  
Writing Performance ◽  
Writing Ability ◽  
Writing Test ◽  
Daunting Task ◽  
Bachelor Of Arts ◽  
Group A ◽  
Institute Of Technology

Writing is a daunting task for Filipino college students. However, in the midst of cyberspace and social networks, this study sought to determine the effect of the weblog as a motivational tool on the writing performance of Bachelor of Arts in Communication 1st year college students of Palompon Institute of Technology, Philippines. Using the pretest-posttest control group design, the students enrolled in Communication Skills II were randomly assigned to either the weblog group or the paper-and-pen group. A writing test was used both as a pretest and posttest, which was scored using Jacobs (1981) ESL Composition Profile. The data were treated using the mean and t-tests for both dependent and independent samples. Results revealed that the students’ initial writing performance was more or less on the same level while the post writing performance of the weblog group was better than the paper-and-pen group. Students in both groups benefited considerably from the use of their respective writing tools, but weblog is a more motivating tool than the paper and pen in the development of the students’ writing ability. Students then need a writing tool in whatever form to improve their writing ability, but they perform better if they use a weblog instead of paper and pen.

scholarly journals THE USE OF GENRE-BASED APPROACH TO IMPROVE WRITING SKILL IN NARRATIVE TEXT AT THE ELEVENTH GRADE STUDENTS OF SMA ETHIKA PALEMBANG

2019 ◽  
Vol 3 (1) ◽  
pp. 280
Author(s):  
Haryanti Haryanti ◽  
Farnia Sari
Keyword(s):  
T Test ◽  
Narrative Text ◽  
Control Group ◽  
Writing Style ◽  
Narrative Texts ◽  
Paired Sample ◽  
Writing Test ◽  
Significant Difference ◽  
Writing Skill ◽  
Experimental Group

Objective of this research was to find out significant difference of reading achievement between students The objective of this study was to find out whether or not there was a significant improvement in students' skill in writing narrative texts after they were taught by using Genre-Based Approach. The method of this study was experimental design. The experimental group received a genre-based approach while the control group received the conventional method. The population was the eleventh-grade students of SMA Ethika Palembang. The sample was 60 students which was selected by cluster random technique . The data collection was a writing test. The data were analyzed by using paired sample t-test and independent sample t-test. It indicated that there was a significant difference in writing skill between the students who were taught using GBA and those who were not.  Based on the result of data, it was interpreted that all aspects of writing are increased after taught by using GBA Approach. The best-achieved writing aspect was style and quality expression. It assumed the use of words: phrases, sentences, and paragraphs in expressing the ideas were clear and effective in writing style. Further, the study provided evidence for the effectiveness of using the genre-based approach in improving the students' writing skill in narrative text. 

scholarly journals Effect of Elaborative Text Modification on Pre-intermediate Male and Female EFL Learners’ Reading Comprehension

2017 ◽  
Vol 8 (2) ◽  
pp. 337
Author(s):  
Shahram Esfandiari Asl ◽  
Asgar Mahmoudi
Keyword(s):  
Reading Comprehension ◽  
Placement Test ◽  
Control Group ◽  
Control Groups ◽  
Male And Female ◽  
Efl Learners ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Experimental Group ◽  
Reading Comprehension Ability

The current study was carried out to investigate whether elaborative text modification improves reading comprehension ability of pre-intermediate male and female EFL learners. To do this, 60 pre-intermediate learners were chosen based on their performance on a standard version of Longman's New Opportunities Placement Test. The participants also received a piloted version of a researcher-made reading comprehension test as the pretest to ascertain their homogeneity. The participants were then divided into two equal groups to represent the experimental and the control groups. Each group was further subdivided into male and female groups. Five reading passages in two formats (unmodified and elaborated) were administered to the participants in five weeks which was followed by a posttest. The experimental group received the elaborated texts, while the control group received the unmodified baseline texts. The results of a Two-way ANOVA indicated no significant effect for gender but there was a significant difference between the experimental and the control groups' reading comprehension. Findings of the study suggest that elaborative text modification can be a worthy option in EFL reading classes.

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