scholarly journals Productive and Receptive Collocational Knowledge of Iranian EFL Learners at Different Proficiency Levels

2017 ◽  
Vol 6 (7) ◽  
pp. 11
Author(s):  
Fahimeh Talakoob ◽  
Mansour Koosha
Keyword(s):  
Test Scores ◽  
T Test ◽  
Placement Test ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Paired Samples ◽  
Significant Difference ◽  
Intermediate Learners ◽  
The Mean

In the present study, an attempt was made to probe into the probable difference between Iranian intermediate and advanced EFL learners' receptive and productive collocational knowledge. To this end, 60 EFL learners studying at Islamic Azad University, Isfahan Branch, including 30 advanced and 30 intermediate learners, were chosen through the Oxford Placement Test (OPT). The participants at each level of proficiency received two tests of collocations, namely receptive collocation test and productive test of collocations. Paired-samples t test showed no statistically significant difference between productive and receptive knowledge of collocations of the advanced EFL learners. However, the mean comparison between the receptive and productive collocation test scores of intermediate EFL learners revealed a significant difference. Pedagogical implications emanating from the obtained results are elaborated in the study.

scholarly journals The Effect of WeChat-Based Online Instruction on EFL Learners’ Vocabulary Knowledge

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Ehsan Namaziandost ◽  
Arash Hashemifardnia ◽  
Albina Anvarovna Bilyalova ◽  
Doris Fuster-Guillén ◽  
Jessica Paola Palacios Garay ◽  
...  
Keyword(s):  
Online Instruction ◽  
Vocabulary Instruction ◽  
T Test ◽  
Vocabulary Knowledge ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Paired Samples ◽  
Significant Difference ◽  
Experimental Group

During the COVID-19 pandemic, the use of online instruction through different mobile applications has become more common in education all over the world. Therefore, this research investigated the potential effects of using WeChat-based online instruction on Iranian EFL learners’ vocabulary knowledge. To achieve this objective, 44 Iranian intermediate subjects were picked out among 67 students based on the findings of the Oxford Quick Placement Test (OQPT). The subjects were then randomly divided into two equal groups: experimental and control. After assigning the subjects to two groups, they were pretested by a vocabulary test. Then, the experimental group received vocabulary instruction using WeChat application, while the control group received a conventional vocabulary instruction. After the instruction, a vocabulary posttest was given to both groups to assess the effectiveness of the treatment. The gathered data were analyzed through independent samples t-test, one-way ANCOVA, and paired samples t-test. The outcomes attained in this research demonstrated that there was a significant difference between the posttests of both groups in favor of the experimental group. Eventually, the conclusions and the pedagogical implications of this study were explicated.

scholarly journals Impact of Concrete-Pictorial-Abstract Approach with Collaborative Lesson Research on Year Four Pupils’ Proficiency in Perimeter

2021 ◽  
Vol 29 (4) ◽  
pp. 2301-2313
Author(s):  
Mohd Shafian Shafiee ◽  
Cheng Meng Chew
Keyword(s):  
Test Scores ◽  
Random Sampling ◽  
T Test ◽  
Paired Samples ◽  
Abstract Approach ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
One Way Anova ◽  
Cluster Random Sampling

The purpose of this study was to determine whether the concrete-pictorial-abstract (CPA) approach developed based on the Collaborative Lesson Research (CLR) cycles can positively impact Year Four pupils’ proficiency in perimeter. Counterbalanced design was used with pre- and post-test in every CLR cycle. The participants involved were three groups of pupils totaling 115 pupils and a group of three teachers. The sampling used was cluster random sampling. A paired-samples t test was used to determine whether there is a significant difference between the pre- and post-test for each CLR cycle while a one-way ANOVA test was used to analyze if there is an increase in proficiency from the first, second and third CLR cycles. The results indicated that there was an increase in the mean post-test scores compared to the mean of pre-test scores and the mean difference between the first, second and third CLR cycles. In conclusion, the CLR cycle carried out helped teachers in developing better teaching plans based on the CPA approach as well as enhancing pupils’ proficiency in the perimeter.

scholarly journals Effect of Acupressure on Stress and Anxiety of Patients with Multiple Sclerosis: A Sham-controlled Randomized Clinical Trial

2020 ◽  
Vol 10 (3) ◽  
pp. 270-283
Author(s):  
Mohammad Ali Nahayati ◽  
◽  
Seyed Abolfazl Vaghar Seyyedin ◽  
Hamid Reza Bahrami-Taghanki ◽  
Zahra Rezaee ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Clinical Trial ◽  
Randomized Clinical Trial ◽  
Test Scores ◽  
Sham Group ◽  
Applied Pressure ◽  
Intervention Group ◽  
T Test ◽  
Significant Difference ◽  
The Mean

Objective: Stress and anxiety are common in patients with Multiple Sclerosis (MS). These complications exacerbate the symptoms of MS. This study aims to evaluate the effect of acupressure on stress and anxiety of MS patients. Methods: In this randomized clinical trial, participants were 106 MS Patients referred to Multiple Sclerosis Society in Mashhad, Iran. After signing an informed consent form, they completed a demographic form and stress, and the Depression Anxiety Stress Scale - 42 items (DASS-42). Then, they were randomly assigned into intervention and sham groups by tossing a coin. Participants in the intervention group were asked apply a pressure on the Shenmen and Yin Tang acupoints for one month (once per day for 15 minutes), while the sham group applied pressure 2.5 cm below the Shenmen acupoint and 3 cm above the Yin Tang acupoint. Participants in each group were then completed the DASS-42 again one hour after the final session. Data were analyzed using chi-square test, Kolmogorov-Smirnov test, independent t-test, and Paired t-test. Results: In the intervention and sham groups, there was no statistically significant difference between the mean pre-test scores of stress (34.73±5.80 vs. 33.06±6.42) and anxiety (27.09±6.99 vs. 25.31±6.88), and neither between the mean post-test scores of stress (29.20±6.21 vs. 33.73±9.44) and anxiety (22.79±5.68 vs. 25.21±6.72) (P>0.05). However, comparison of DASS-42 scores between groups showed that the mean scores of stress and anxiety in the intervention group were significantly lower than in the sham group (P< 0.05). Conclusion: It seems that acupressure can be used along with other therapeutic and pharmacological interventions to reduce stress and anxiety in patients with MS.

A Different DNA Methylation Profile is Obtained from a Recently Published MZ Study of Psychiatry

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1
Author(s):  
M. Liang ◽  
Y. Hu ◽  
D. Chen
Keyword(s):  
Dna Methylation ◽  
Birth Weight ◽  
Monozygotic Twins ◽  
Methylation Profile ◽  
T Test ◽  
Paired Samples ◽  
Significant Difference ◽  
Dna Methylation Profile ◽  
Analysis Strategy ◽  
The Mean

Aim:To get a more robust DNA methylation profile from the data given by a published article of a MZ study of psychiatry.Method:Considering the relevance of birth weight with DNA methylation profiles, we reanalyzed the data from the paper of Mill etc. (DOI: 10.1002/ajmg.b.30316) with rearrangement of the group order within twin pair, prior if lighter in birth weight. Statistical methods used are including mean, correlation and paired-samples t-test (considering twins’ particularity).Results:We calculated twin difference by lighter twin's methylation percentage minus that of heavier twin. The mean of CpG1 methylation differences is -7.08% while -7.17% for CpG2. The two means have no statistical significant difference in a paired-samples t-test (t=0.027, p=0.979, 2-tailed). These results are different from the original paper: 10.3% for CpG1 and 16.1% for CpG2, which are statistical significantly different (t=-2.792, p=0.018, 2-tailed). Besides, we found that in the lighter twin group, the methylation percentage are statistical significantly different between CpG1 and CpG2 (t=2.627, p=0.024, 2-tailed). As to correlation analysis, we got a slightly different result: correlation between MZ differences in two sites is weaker after rearrangement (r=0.875, while r=0.913 before arrangement, both p< 0.001).Conclusion:According to our study, the results imply that twin differences may not be the only thing worthy of investigation. Different patterns among CpGs in certain kinds of subgroups should also need attention. We need conduct a robust data analysis strategy in our researches on the epigenetic aspects of psychiatry, where monozygotic twins have a favorable utility.

scholarly journals Demonstration Technique to Improve Vocabulary and Grammar Element in Teaching Speaking at EFL Learners

2017 ◽  
Vol 11 (2) ◽  
pp. 26
Author(s):  
Muhammad Husnu
Keyword(s):  
T Test ◽  
Control Group ◽  
Efl Learners ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
Class Iib ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

This study aimed at examining the effectiveness of demonstration technique to improve vocabulary and grammar element in teaching speaking at EFL learners. This research applied true-experimental design. The respondents of the study were 32 students (class IIA) as experimental group and 32 students (class IIB) as control group from the second semester of Economic Departments of Hamzanwadi University in the academic year 2016-2017. To collect the data, a pre-test and a post-test were given to the EFL learners. To analyze the data, the researcher applied SPSS 17 for windows. To analyze whether there was a significant difference in the mean score between pre-test and post-test, the researcher used a paired-samples t-test to get answer of the hypothesis. After performing a paired-samples t-test, the researcher found that there was a significant difference in mean scores between experimental and control group and t-test score is higher than t-table, it meant that demonstration technique was significantly effective in teaching speaking, especially to improve the element of vocabulary and grammar in teaching speaking at EFL learners.

scholarly journals Using content-based and task-based teaching in a critical thinking setting to improve EFL learners’ writing

2019 ◽  
Vol 6 (1) ◽  
pp. 26-43
Author(s):  
Hamid Marashi ◽  
Samira Mirghafari
Keyword(s):  
Critical Thinking ◽  
T Test ◽  
Teaching Approaches ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Based Instruction ◽  
Task Based Instruction ◽  
And Task

The purpose of this study was to compare the effect of content-based and task-based instruction in a critical thinking setting on EFL learners’ writing. Accordingly, 60 female learners out of a total number of 90 intermediate learners studying at a language school in Tehran were selected after taking a piloted sample of the Preliminary English Test (PET) for homogenization prior to the study. Subsequently, they were put into two experimental groups: 30 learners in the content-based teaching group and 30 learners undergoing the task-based teaching treatment. Both experimental groups experienced the two teaching approaches in a critical thinking setting. A sample PET writing was administered as the post-test of the study after 16 sessions of treatment spanning nine weeks. A comparison of the mean scores of the two groups on this post-test through an independent samples t-test revealed that there was no significant difference between the two groups at the post-test. The probable reason for this result together with the pedagogical implications of this study and the suggestions for further research are elaborated extensively in the paper.

scholarly journals Promoting Thai EFL Learners’ Ability to Self-correct Errors in Written English Sentences through Games

2020 ◽  
Vol 13 (6) ◽  
pp. 118
Author(s):  
Kanyakorn Sermsook ◽  
Jiraporn Liamnimitr ◽  
Vikrom Chantarangkul
Keyword(s):  
Language Learning ◽  
Learning Outcome ◽  
T Test ◽  
Average Score ◽  
Writing Classes ◽  
Efl Learners ◽  
English Writing ◽  
Paired Samples ◽  
Significant Difference ◽  
Language Classes

Games have been widely accepted as an effective tool for language learning. They help learners achieve better learning outcome and create a learning atmosphere which contribute to learners&rsquo; learning. The present study, hence, employed games to help EFL learners write better in English. In the present study, games were used to encourage Thai EFL learners to self-correct errors found in their English sentences. After five weeks of learning with games, the learners&rsquo; ability to self-correct errors was observed. Their posttest average score (x =18.65, S.D.=6.05) was higher than the pretest one (x =13.58, S.D.=6.45). The results from the paired samples t-test indicated a statistically significant difference at the 0.01 level which meant that games helped promote this group of learners to self-correct errors in written English sentences. Furthermore, the learners reported that they enjoyed English writing classes with games because they motivated them to learn English in a relaxing class. The learners&rsquo; good interaction and collaboration were also observed during the games. The findings from this study imply that games should be incorporated in language classes for learners&rsquo; positive learning outcome.

The Interactive Relationship between Inductive- deductive Grammar Teaching, Gender and the Cognitive Style of Iranian EFL Learners

2016 ◽  
Vol 6 (11) ◽  
pp. 2151 ◽  
Author(s):  
Vahid Pourmoradi ◽  
Sedigheh Vahdat
Keyword(s):  
Cognitive Style ◽  
Cognitive Styles ◽  
T Test ◽  
Efl Learners ◽  
Grammar Teaching ◽  
Paired Samples ◽  
Grammar Learning ◽  
Significant Difference ◽  
Interactive Relationship ◽  
Esl Learners

There has usually been hot friction on the issue of whether inductive or deductive teaching mode would be more beneficial to EFL/ESL learners; thus, this research study tried to discover the effect of inductive-deductive grammar teaching on grammar learning of Iranian male-female EFL learners with FD-FI cognitive styles. The participants were 82 freshmen EFL learners. They were between 19 to 22 years old and selected quasi- randomly from Shahid Chamran University of Ahvaz, Iran. TOEFL and GEFT tests were administered respectively to homogenize and screen them. At last, after treatment, they took a posttest.  The analysis of data via independent t-test and paired samples t-test revealed no significant difference between males and females participants in grammar learning through inductive and deductive mode. Besides, results showed that deductive mode was effective in the grammar learning of all male and female participants whether the cognitive style was FD or FI. Furthermore, it was indicated that inductive approach was effective on female with FI cognitive styles, but ineffective on males with the same cognitive style.

scholarly journals Comparison of the Infertility-Related Stress Among Couples and its Relationship With Infertility Factors

2018 ◽  
Vol 7 (3) ◽  
pp. 313-318 ◽  
Author(s):  
Razhan Chehreh ◽  
Giti Ozgoli ◽  
Khadijeh Abolmaali ◽  
Malihe Nasiri ◽  
Elahe Mazaheri
Keyword(s):  
Treatment Failure ◽  
Cross Sectional Study ◽  
T Test ◽  
Social Concern ◽  
Cross Sectional ◽  
Paired Samples ◽  
Significant Difference ◽  
The Mean ◽  
Inducing Factors ◽  
Related Stress

Objectives: Inability to have a child is stressful and affects all aspects of couples’ lives. Infertility diagnosis, duration and reason of infertility, treatment failure, and frequent pregnancy tests are among the stress-inducing factors in couples. The current study aimed to compare infertility-related stress among couples and evaluate its relationships with infertility factors. Materials and Methods: This cross-sectional study was performed on 150 infertile couples (300 individuals) visiting infertility centers of Tehran. The data were collected using the Fertility Problem Inventory (FPI) and fertility and demographic characteristics form. The subjects were selected through convenience sampling method. The data were analyzed through inferential statistics, including paired samples t-test, independent samples t test, ANOVA, and linear regression. Results: According to the results, the mean stress score of women was significantly higher than that of the men (P=0.007). There was a significant difference between males and females regarding the mean scores of social concern and need for parenthood (P=0.005). The mean score of infertility-related stress was also significantly higher in women with treatment failure than in men (P=0.01). Conclusions: Based on the findings of the present study, infertile women experienced greater stress than males. Furthermore, infertility-related stress increased in women due to treatment failure. Therefore, it is recommended that women who have experienced treatment failure be subjected to precise psychological evaluations before undergoing the treatment process.

Assessment of the convergence angle of teeth prepared for full crown by preclinical dental students

2021 ◽  
pp. 6399-6404
Author(s):  
Amaweya Abdulrahman Al-Sammarraie ◽  
Ayyam Khalid Abdulkareem ◽  
Hadeel Rateb AlAridi ◽  
Rahel Fayez Hammad ◽  
Duaa Yousef Shehadeh
Keyword(s):  
Dental Students ◽  
T Test ◽  
Ideal Convergence ◽  
Convergence Angle ◽  
Paired Samples ◽  
Mean Convergence ◽  
Significant Difference ◽  
Normal Convergence ◽  
The Mean ◽  
One Way Anova

The objective of this study was to measure the buccolingual and mesiodistal convergence angles of six typodont teeth (# 26, 36, 45, 15, 21, and 13), prepared by preclinical dental students at Ajman University, for porcelain fused to a metal full crown and to compare them with the recommended convergence angle (6.5°). Additionally, we sought to compare the angles recorded for the six sets of teeth and relate the results according to the tooth position and surface and to know which one shows the greater tendency of straying from the normal convergence angle. Materials and methods: The angle of convergence of one hundred ninety-eight typodont teeth preparations was measured both buccolingually and mesiodistally by using a Dino-lite pro digital microscope (AM-413ZT Taiwan) with a Dinocapture (2.0 version 1.5.27.A, AnMo Electronics Corporation). All the results were recorded, and the data were analyzed by means of a one-sample t-test and one-way ANOVA. Results: The mean total convergence angle for this study was 11.29°± 6.66° from both surfaces, which is greater than the recommended value of 6.5° and statistically significant (p<0.000). Only 7.07% of teeth met the ideal convergence angle from both surfaces, and the one-sample test showed a statistically significant difference (p<0.057) from the recommended convergence angle, except for the mesiodistal convergence angle of the lower-right second premolar, which revealed no significant difference. The mean convergence angle for the buccolingual surface was 12.42°± 6.16°, which was higher than that of the mesiodistal surface (10.16°± 7°). One-way ANOVA showed a significant difference between all selected teeth (p<0.000), and a paired samples t-test showed a significant difference within two teeth only, the lower-right second premolar and upper-right canine (p<0.000), in which the mesiodistal measurement showed a lower convergence angle than the buccolingual angle. Conclusions: Preclinical students prepared teeth with a convergence angle higher than the recommended convergence angle. However, all the recorded angles were within the range of previous studies. It was concluded that the recommended convergence angle was difficult to achieve in preclinical practice.

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