scholarly journals Investigating the Effect of Team-teaching Approach on ESP Students’ English Proficiency; Evidence from Students’ Attitudes

2017 ◽  
Vol 6 (5) ◽  
pp. 41 ◽  
Author(s):  
Mohammadhossein Besharati ◽  
Golnar Mazdayasna
Keyword(s):  
Team Teaching ◽  
Engineering Students ◽  
English Proficiency ◽  
Traditional Approach ◽  
Electrical Engineering ◽  
Descriptive Analysis ◽  
Teaching Approach ◽  
Control Group ◽  
Efl Students ◽  
Students Attitudes

The current study was an attempt to investigate EFL students’ attitudes regarding team-teaching approach. In addition, it explored to what extent the team-teaching approach was effective in terms of enhancing Electrical Engineering Students' English proficiency in an English for Specific Academic Purpose (ESAP) program. To this end, 60 university students studying Electrical Engineering at the faculty of Engineering in Yazd University enrolled in the ESP course participated in this study. Prior to the instruction, the students were randomly divided into two groups as control and experimental. The experimental group was instructed based on the team-teaching approach while the control group was taught based on the traditional approach. The data was gathered through a pretest, posttest, and a questionnaire. The analysis of data via independent sample t-test and descriptive analysis revealed that most of the students had a positive attitude toward utilizing team-teaching approach. Furthermore, the findings indicated that Electrical Engineering students who were taught through team teaching approach performed better than those taught by a single instructor.   

Enhancing students’ English proficiency by co-teaching between native and non-native teachers in an EFL context

2019 ◽  
pp. 136216881987393 ◽  
Author(s):  
Zhenhui Rao ◽  
Huijun Yu
Keyword(s):  
Foreign Language ◽  
Team Teaching ◽  
English Proficiency ◽  
Teaching Model ◽  
Traditional Teaching ◽  
English Teacher ◽  
Teaching Behaviors ◽  
Efl Context ◽  
Efl Students ◽  
Native Teachers

This study examines the effects of co-teaching between native and non-native English teachers on English as a foreign language (EFL) students’ English proficiency in China, and then explores the students’ perceptions of the collaborative form of teaching. Based on the co-teaching schemes created by the previous researchers, this experiment adopted three co-teaching models: (1) one teaching/one assisting model, (2) team teaching model, and (3) station teaching model. By comparing the effects of co-teaching with those of traditional teaching, the study found that the students who were co-taught by a native and a non-native English teacher made more gains in English proficiency than those who were taught by one teacher alone. The findings from the attitudinal survey indicate that the students generally held a positive attitude towards co-teaching and that they attributed the success of this experiment to three benefits in co-teaching: ideal linguistic environment, complementary teaching behaviors, and favorable cultural atmosphere.

Experimental Study on Strategy-Oriented Web-Based English Instruction for EFL Students

2017 ◽  
Vol 56 (8) ◽  
pp. 1238-1257 ◽  
Author(s):  
Mei-Mei Chang ◽  
Mei-Chen Lin
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Reading Program ◽  
Instructional Materials ◽  
Control Group ◽  
Web Based ◽  
Quasi Experimental ◽  
Efl Students ◽  
Students Attitudes ◽  
Experimental Group

This quasi-experimental study investigated whether a strategy-oriented media-based reading program could improve English as a Foreign Language (EFL) students’ reading comprehension. Eighty-five students who were registered for English Reading at a university were recruited through convenience sampling to take part in the study. In this study, a web-based Strategy-oriented Multimedia-Assisted Reading Training (SMART) program was designed and implemented. On the basis of a literature review, four instructional strategies were selected and implemented in this program. The SMART program was used by students in the experimental group but not by students in the control group. Students in both groups were taught by the same instructor with the same instructional materials. The experiment lasted for 10 weeks, and the effects of the SMART program on students’ reading comprehension were investigated. A questionnaire on students’ attitudes toward the use of the strategies was given only to the experimental group. The results show that mean score of the reading test was significantly higher for the experimental group than for the control group. Students’ feedback about using the SMART program was positive and encouraging.

scholarly journals Improving students' attitude, conceptual understanding and procedural skills in differential calculus through Microsoft mathematics

2018 ◽  
Vol 8 (4) ◽  
pp. 385 ◽  
Author(s):  
Marie Jean Mendezabal ◽  
Darin Jan Tindowen
Keyword(s):  
Conceptual Understanding ◽  
Differential Calculus ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Traditional Approach ◽  
Control Group ◽  
Procedural Skills ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

This study examined the effects of using Microsoft Mathematics on students’ attitude, conceptual understanding, and procedural skills in Differential Calculus. A quasi-experimental research design was used in which two different learning environments were compared. The participants of the study were two classes of Electrical Engineering students enrolled in Differential Calculus course, assigned randomly as control and experimental groups with 30 students in each group. The control group was taught using the traditional approach of teaching Differential Calculus while the experimental group was taught the same lessons using the Microsoft Mathematics embedded activity sheets. The experimental group learned through exploration and discovery of various concepts. The findings indicated that the participants had little understanding of the concepts and processes of Calculus prior to the conduct of the study. A significant improvement in their performances was noted after the experimentation. This suggests that the use of Microsoft Mathematics in teaching and learning Differential Calculus improves students’ conceptual understanding and procedural skills. It is also found that the use of Microsoft Mathematics in teaching and learning calculus is equally effective as the traditional approach. In terms of attitude, the experimental group demonstrated a “favorable” to “very highly favorable” attitude along the five (5) domains of the MTAS. A significant difference exists between the pretest and posttest attitude of the subjects on the domain “learning Mathematics with technology”. 

scholarly journals The Effects of Different Types of Feedback in the EFL Writing Class: A Study of Efficiency, Affective and Cognitive Aspects, and Thai Cultural Dimensions

1970 ◽  
Vol 2 (2) ◽  
pp. 24-34
Author(s):  
Raveewan Wanchid
Keyword(s):  
Interaction Effect ◽  
Engineering Students ◽  
English Proficiency ◽  
Peer Feedback ◽  
Cultural Dimensions ◽  
Writing Achievement ◽  
Depth Data ◽  
Writing Class ◽  
Different Types ◽  
Students Attitudes

The purposes of this research were to 1) compare the effects of self-correction, paper-pencil peer feedback, and online peer feedback on the students’ writing achievement; 2) compare the effects of the students’ levels of general English proficiency (high, moderate and low) on writing achievement; 3) investigate the interaction effect between the types of feedback and levels of general English proficiency on the students’ writing achievement; and 4) survey the students’ attitudes toward the use of feedback activity they experienced in terms of its efficiency, affective and cognitive aspects, and Thai cultural dimensions. The study was conducted with 72 engineering students having different levels of general English proficiency. They were randomly selected and assigned into three groups. Two-way Analysis of Variance (ANOVA), descriptive statistics, and content analysis were used to analyze the data. The questionnaire and interview were used to gain more in-depth data. The results revealed that the different types of feedback and levels of English proficiency had a significantly different effect on the students’ writing achievement, and the interaction effect was also found.

scholarly journals An Empirical Study of Ecuadorian University EFL Learners’ Comprehension of English Idioms Using a Multimodal Teaching Approach

2017 ◽  
Vol 7 (11) ◽  
pp. 984
Author(s):  
Amy L. Freyn ◽  
Sandra Gross
Keyword(s):  
Teaching Method ◽  
Teaching Approach ◽  
Control Group ◽  
Traditional Teaching ◽  
Multimodal Approach ◽  
Teaching English ◽  
Efl Learners ◽  
Efl Students ◽  
Approach To Teaching ◽  
Experimental Group

The present study investigated the effect of using a multimodal teaching approach toward teaching English idioms to Ecuadorian EFL students. The control group was taught 20 English idioms using a traditional teaching method and the experimental group was taught the same 20 English idioms using a multimodal teaching approach. An idiom comprehension quiz was administered to both groups with the experimental group scoring significantly higher than the control group. The study provides pedagogical suggestions on using a multimodal approach to teaching English idioms.

scholarly journals The Effect of Flipped Model of Instruction on EFL Learners’ Reading Comprehension: Learners’ Attitudes in Focus

2017 ◽  
Vol 8 (1) ◽  
pp. 95 ◽  
Author(s):  
Mehrnoosh Karimi ◽  
Raouf Hamzavi
Keyword(s):  
Reading Comprehension ◽  
Control Group ◽  
Efl Learners ◽  
Comprehension Test ◽  
Comprehension Ability ◽  
Efl Students ◽  
Students Attitudes ◽  
Age Range ◽  
Experimental Group ◽  
Reading Comprehension Ability

The present study aimed at investigating the effect of flipped model of instruction on EFL learners’ reading comprehension ability. Moreover, this study aimed at identifying EFL students’ attitudes toward flipped model of instruction. To this end, 60 EFL learners studying at an accredited private language institute in Isfahan were first conveniently sampled and were homogenized through a sample of PET. 50 EFL learners within age range of 19 to 25 were selected for the study and equally assigned into two groups-experimental and group. A researcher-made reading comprehension test was given to the participants as the pretest of the study. The experimental group received flipped model of instruction, whereas the control group received traditional model of instruction. At the end of the study, the researcher-made reading comprehension test was administered to the two groups of the study as their posttest. Moreover, in order to identify the EFL students’ attitude towards the flipped model of instruction, the participants were asked to complete a questionnaire on flipped model of instruction developed primarily by Elfatah and Ahmed (2016). The results of ANCOVA revealed that flipped model of instruction had a significant positive effect on the reading comprehension ability of EFL students. Moreover, the results of frequency analyses indicated that EFL students in the experimental group had positive attitude towards attitude flipped model of instruction and agreed that it was helpful to them in many ways. The results and implications of the study are discussed in more detail in the paper. 

scholarly journals COOPERATIVE LEARNING ON EFL PROFICIENCY; THE BEST PRACTICE AT ISLAMIC HIGH SCHOOL STUDENTS

2020 ◽  
Vol 8 (3) ◽  
pp. 276
Author(s):  
Andriyono Andriyono
Keyword(s):  
High School ◽  
High School Students ◽  
Cooperative Learning ◽  
English Proficiency ◽  
Control Group ◽  
Motivation To Learn ◽  
School Students ◽  
Control Group Design ◽  
Students Attitudes ◽  
New System

The study was aimed at finding out the effectiveness of cooperative language learning on students' English proficiency as measured by their abilities in grammar, reading comprehension, vocabulary, and listening comprehension. The study also sought to measure students’ attitudes towards cooperative learning and motivation to learn English. This study was a comparative research design in the form of a non-equivalent control group design. The experiment lasted for twelve weeks in which two intact groups from two Class of MAN 2 Lombok Tengah were chosen as the study groups. Subjects of this study consist of 44 students who attended classes. The control group includes 53 students. This study tested the effectiveness to examine the method; two quantitative tools for data collection were used to compile the findings of the study. For starters, a pre- and post-test were administered to measure English proficiency before and after the treatment. Afterward, a questionnaire was set to measure students’ attitudes towards cooperative learning and motivation to study English in a new high school system. After analyzing the data, the results indicated that cooperative learning in the new system positively affect some aspects of the participants’ English proficiency and they had a positive attitude towards cooperative learning in the new system and a higher motivation to learn English.

scholarly journals Effects of Using Corpus-Based Instructional Mediation on EFL Students’ Academic Writing Skills Improvement

2021 ◽  
Vol 7 (2) ◽  
pp. 133-153
Author(s):  
Amare Tesfie Birhan ◽  
Mulugeta Teka ◽  
Nibret Asrade
Keyword(s):  
Academic Writing ◽  
Engineering Students ◽  
Writing Skills ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Control Group ◽  
Writing Courses ◽  
Quasi Experimental ◽  
Efl Students ◽  
Experimental Group

This study aimed at examining the effects of corpus-based instructional mediation on EFL learners’ academic writing skills improvement. To conduct the research, a quasi-experimental research design was employed. A total of 72 EFL mechanical engineering students participated in the study, and they were selected through a simple random sampling technique.  Among them, 25 students were assigned to the experimental group and 47 students to the control group. The data were gathered by means of pre- and post-tests. Multivariate Analysis of Variance (MANOVA) was used to observe the statistical differences between the control and the experimental groups in their academic writing skills. The results showed that the students who were instructed through corpus-based instructional mediation outperformed than the students who were instructed in the conventional instructional approach. Particularly, the students who participated in the experimental group improved their content, communicative achievement, organization, grammar, and vocabulary usage than the students who participated in the control group. Therefore, this research calls for inclusion of corpus-based authentic linguistic elements in their teaching material when teaching academic writing courses in the EFL context.

scholarly journals Development of Android-Based Teaching Material in Software Engineering Subjects for Informatics Engineering Students

2021 ◽  
Vol 11 (2) ◽  
pp. 25
Author(s):  
Agung Panji Sasmito ◽  
Djoko Kustono ◽  
Purnomo Purnomo ◽  
Hakkun Elmunsyah ◽  
Didik Nurhadi ◽  
...  
Keyword(s):  
Software Engineering ◽  
Engineering Students ◽  
Descriptive Analysis ◽  
Teaching Material ◽  
Control Group ◽  
Design Development ◽  
Control Group Design ◽  
Post Test ◽  
Addie Model ◽  
Direct Feedback

The research aimed to develop Android-based teaching material to improve the understanding of Software Engineering of Informatics Engineering students whose validity and effectiveness are measured. The method used in this paper is Research and Development (R&D) with the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model which is used to develop An-droid-based teaching material. The validity of teaching material product has con-firmed by media experts and material experts in their fields. The effectiveness of the product was measured through the post-test only control group design with two groups of Informatics Engineering students in Higher Education involving 57 people. Data collection was carried out through questionnaires and tests, with descriptive analysis for the results of the validation of teaching material and pilot tests and t-tests for testing the effectiveness of teaching material. The results showed that Android-based teaching material is easy to use and has video tutorial features and quiz menus that provide direct feedback to users, so teaching materi-al can be applied as a valid and effective learning media in increasing student un-derstanding of Software Engineering material which has never been applied in the research location so far. Based on the results obtained, further research can be carried out on a broader subject and pay attention to other aspects such as increasing motivation and metacognitive students of Informatics Engineering.

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