scholarly journals The Effect of Individualized Technology-Mediated Feedback on EFL Learners’ Argumentative Essays

2018 ◽  
Vol 7 (3) ◽  
pp. 125 ◽  
Author(s):  
Fatemeh Soltanpour ◽  
Mohammadreza Valizadeh
Keyword(s):  
Corrective Feedback ◽  
Experimental Treatment ◽  
Control Treatment ◽  
Efl Learners ◽  
Significant Difference ◽  
Paper Form ◽  
Quasi Experimental ◽  
The Difference ◽  
Argumentative Essays

This quantitative quasi-experimental study, which followed a pretest-posttest-delayed posttest design, was aimed at investigating the effect of individualized technology-mediated feedback (henceforth, ITMF) on the overall quality of Iranian EFL learners’ argumentative essays. The effect of ITMF, as the experimental treatment, was compared with the common written corrective feedback (henceforth, CWCF) strategies as the control treatment. 57 learners, studying at general EFL courses at upper-intermediate level, formed the participants. They were assigned to two groups: ITMF and CWCF, which, in this study, is meant as the pen-and-paper form of direct and indirect feedback. Each group received six sessions of treatment. The writing tasks and tests were all of argumentative type. First, whether there was any significant difference between the ITMF and CWCF in the overall quality of the essays was investigated. The ITMF group significantly outperformed the CWCF one. Then, whether the difference between the groups varied over time was explored, and it was revealed that the ITMF was still significantly superior over the CWCF. Next, whether there would be any significant change in the ITMF in the long term was examined, and no change was seen. The study supports the advocates of screencasting feedback, revision and teacher-learner negotiation following the feedback.

scholarly journals Efektivitas Pemberian Edukasi Berbasis Audiovisual dan Tutorial Tentang Antiretroviral (ARV) Terhadap Kepatuhan Pengobatan pada Pasien HIV/AIDS di Klinik Teratai Rumah Sakit Hasan Sadikin Bandung Tahun 2016

2017 ◽  
Vol 3 (2) ◽  
pp. 38
Author(s):  
Sinta Fresia
Keyword(s):  
Quality Of Life ◽  
Control Group ◽  
Research Use ◽  
Social And Emotional ◽  
Number Of Patients ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Difference ◽  
Hiv Aids

Abstrak Latar Belakang : Terjadinya peningkatan jumlah pasien HIV/AIDS dan rendahnya kualitas hidup pasien HIV/AIDS menimbulkan masalah yang cukup luas pada individu yang terinfeksi yakni masalah fisik, social dan emosional.Untuk meningkatkan kualitas dan harapan hidup pasien HIV/AIDS harus mendapatkan terapi Antiretrovirus (ARV) seumur hidup dan dibutuhkan pengawasan terhadap kepatuhan minum obat.Oleh karena itu pasien HIV/AIDS membutuhkan edukasi untuk meningkatkan kepatuhan minum obat dengan metode terbaru yaitu tutorial dan audiovisual.Tujuan penelitian ini untuk menganalisa perbedaan efektivitas pemberian edukasi berbasis audiovisual dan tutorial tentang ARV terhadap kepatuhan pengobatan pasien HIV/ AIDS. Metode : Penelitian ini menggunakan desain Quasi eksperimental dengan rancangan pretest-posttes design without control group.Jumlah sampel 27 responden dibagi 3 kelompok dengan 3 perlakuan berbeda.Masing-masing 9 responden diberikan edukasi dengan metode audiovisual, tutorial, audiovisual dan tutorial.Penelitian dilakukan di Klinik Teratai Rumah Sakit Hasan Sadikin Bandung pada bulan Mei-Juni 2016. Hasil : Ada perbedaan rata-rata mean kepatuhan edukasi dengan audiovisual 2,444, (Pvalue=0,003, 95% CI=1,107-3,782), edukasi dengan metode tutorial perbedaan mean 1,556 (Pvalue=0,023, 95% CI=1,274-2,837), edukasi dengan audiovisual dan tutorial didapatkan perbedaan mean 3,667 (Pvalue=0,003, 95% CI=1,670-5,664). Kesimpulan : Terdapat perbedaan yang significant rata-rata kepatuhan pada masing-masing kelompok intervensi edukasi.Kombinasi edukasi berbasis audiovisual dan tutorial memberikan hasil yang paling baik. Abstract Background : An increasing number of patients with HIV/AIDS and low quality of life of patients with HIV/AIDS cause considerable problems in individuals infected area.There are physical, social and emotional problems.To improve the quality of life of receive antiretroviral (ARV) therapy for life.This requires adherence and supervision taking medication. There fore urgently needed education to improve adherence with the latest audiovisual and tutorial methods. The purpose of this research is to analyze the difference effectiveness of education based audiovisual and tutorial method on ARV treatment adherence with HIV/AIDS patients.Methods : This research use quasi experimental design with pretest and posttest without control group. The numbers of sample in this research is 27 sample. Responden group divided into three different education methode. 9 responden in audiovisual methode,9 responden in tutorial methode and 9 responden in audiovisual and tutorial methode. The study was conducted at the Clinic Teratai Hasan Sadikin Hospital in May-June, 2016. Results : There is a diference in average adherence. In audiovisual methode mean 2,444 (Pvalue=0,003, 95% CI=1,107-3,782), tutorial methode 1,556(Pvalue=0,023, 95% CI=1,274-2,837), audiovisual and tutorial methode mean 3,667 (Pvalue =0,003, 95% CI=1,670-5,664).Conclusion : There is a significant difference in the average adherence in difference methode.Especially in audiovisual and tutorial methode. The combination of audiovisual and tutorial-based education gives the best results

scholarly journals A Flipped Writing Classroom: Effects on EFL Learners’ Argumentative Essays

2018 ◽  
Vol 9 (1) ◽  
pp. 5 ◽  
Author(s):  
Fatemeh Soltanpour ◽  
Mohammadreza Valizadeh
Keyword(s):  
Flipped Classroom ◽  
Teaching Practice ◽  
Collaborative Writing ◽  
Instructional Materials ◽  
Flipped Instruction ◽  
Efl Learners ◽  
Significant Difference ◽  
Significant Change ◽  
Argumentative Essays

According to the literature, flipped teaching is a relatively new pedagogical approach in which the typical activities of classroom lectures followed by homework in common teaching practice are reversed in order, and most often integrated or supplemented with some types of instructional materials, such as instructional videos or PowerPoint files. This experimental study, using a pre-test-treatment-posttest-delayed posttest design, was aimed at investigating the effect of flipped instruction on Iranian EFL learners’ quality of argumentative essays. The participants were 55 students, who were assigned to two groups: the flipped classroom (FC) and the traditional classroom (TC). Each group received 3 sessions of treatment. First, whether there was any significant difference between the FC and TC in the overall quality of the essays was investigated. The FC group significantly outperformed the TC one. Then, whether the difference between the groups varied over time was explored, and it was revealed that the FC was still significantly superior over the TC. Next, whether there would be any significant change in the FC in the long run was examined, and no significant change was seen. The promising results found in FC group can be attributed to not only the flipped instruction but also the process of actively engaging the learners in their learning in addition to incorporating different techniques, such as the video screencasting, collaborative writing, as well as in-class teacher-learner interaction and negotiation because it is argued that the crucial point in flipped instruction is how teachers best use in-class-time with students.

scholarly journals The Effect of Comprehensive Written Corrective Feedback on EFL Learners’ Written Syntactic Accuracy

2020 ◽  
Vol 11 (1) ◽  
pp. 17
Author(s):  
Mohammadreza Valizadeh
Keyword(s):  
Control Period ◽  
Corrective Feedback ◽  
Placement Test ◽  
Treatment Control ◽  
Efl Learners ◽  
Written Corrective Feedback ◽  
Significant Difference ◽  
Grammatical Errors ◽  
Quasi Experimental ◽  
Feedback Strategies

This quasi-experimental study, using a pretest-treatment-posttest-delayed posttest design, investigated the effects of two comprehensive corrective feedback strategies: direct corrective feedback (DCF), and metalinguistic explanation (ME) on L2 learners’ written syntactic accuracy. The participants were 90 Turkish EFL learners. After ensuring their homogeneity in terms of L2 proficiency using Oxford Quick Placement Test, they were assigned to three groups: DCF, ME, and No Feedback (NF). The treatment/control period lasted for five weeks, during which the experimental groups wrote an argumentative essay in class, received the unfocused feedback, and revised their corrected text. The participants in the NF group were provided with feedback only on content, orthography, and organization, but not on grammatical errors. Results of the posttests and delayed-posttests (after a two-week interval) revealed that both experimental groups significantly outperformed the NF group; however, no statistically significant difference was found between the DCF and ME groups. Pedagogical implications are discussed in the paper.

scholarly journals POTENSI PEMBERIAN EKSTRAK BUAH DELIMA (Punica granatum L) TERHADAP KUALITAS SPERMATOZOA TIKUS PUTIH (Rattus norvegicus) YANG TERPAPAR PANAS

2020 ◽  
Vol 8 (1) ◽  
pp. 5
Author(s):  
Nucifera Fadhillah Santoso ◽  
Budi Utomo ◽  
Mirni Lamid
Keyword(s):  
Treatment Group ◽  
Rattus Norvegicus ◽  
Membrane Integrity ◽  
Punica Granatum ◽  
Control Treatment ◽  
Control Group ◽  
White Rats ◽  
Significant Difference ◽  
The Difference

The purpose of this research was to determine the effect of pomegranate (Punica granatul l) fruit extract for spermatozoa quality including the motility, viability and membrane integrity of spermatozoa. The researchused 20 male white rats  (Rattus norvegicus) with 200-300 gram average body weight. P0 as control was given with CMC Na 0.5%.  P1 used 75 mg/kg BW dose of extract,  P2used 150 mg/kg BW dose of extract,  P3 used 300 mg/kg BW dose of extract. The treatment was given perorally for 14 days. The experiment was used completely random design (CRD). The result of this study was analyzed with ANOVA followed by Tukey Test (p<0.05). The result showed that there was significant effect from therapy on the quality of rats spermatozoa. The difference of spermatozoa’s concentration between first treatment group P1 and control treatment group is not significant, while the treatment other result showed between the second treatment group and the control group P0. A significant difference occurs in the percentage of motility, viability and  membrane integrity. The treatment from P2 group showed the best result in maintaining the quality of rats spermatozoa.

The Effect of Using Short Stories on Vocabulary Learning of Iranian EFL Learners

2016 ◽  
Vol 6 (7) ◽  
pp. 1476
Author(s):  
Fatemeh Parvareshbar ◽  
Behrooz Ghoorchaei
Keyword(s):  
Short Stories ◽  
Language Learning ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Difference ◽  
Experimental Group

This study aimed at investigating the effect of using short stories on enhancing vocabulary learning of Iranian intermediate EFL learners. The purpose of the study was to come up with new methods of enhancing learners’ vocabulary which enable both teachers and students to better cope with language learning and teaching. The design of the study is of quasi-experimental pretest-posttest. The participants were in two classes each of which had 25 students. One of the classes was considered as the control group and the other one was considered as the experimental group. The analysis of data using independent samples t-test showed that there was no significant difference between two groups at the outset of the study. After the treatment period, a posttest was given to both groups to see if there was a significant difference between the two groups. The magnitude of sig (2-tailed) on posttest was 0.01 that is lower than 0.05. Therefore, the difference is significant and the experimental group outperformed the control group. This can be attributed to the effect of using short stories on improving vocabulary performance of learners. The results have some implications for language teachers and materials developers.

The Effect of Immediate vs. Delayed Oral Corrective Feedback on the Writing Accuracy of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (9) ◽  
pp. 1780
Author(s):  
Hasti Yasaei
Keyword(s):  
English Language ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Significant Difference ◽  
Oral Corrective Feedback ◽  
Quasi Experimental ◽  
Writing Accuracy ◽  
Group 2 ◽  
Experimental Group

This research used the quasi-experimental design to investigate the effects of immediate vs. delayed oral corrective feedback (CF) on the writing accuracy of Iranian intermediate EFL learners. A Nelson English Language Test (section 200 A) was used to homogenize three classes, two of which then were randomly assigned to experimental group and one to control group. During the treatment, the experimental group 1 received immediate oral CF through a face-to-face negotiation between the teacher and each individual after an error was made by a learner. The experimental group 2 received delayed oral CF in which learners received oral CF some time after an error was made by a learner. The control group received direct correction. After a 16-session treatment, the results of the post-test indicated a significant difference between the three groups.

scholarly journals Revision-mediated and Attention-mediated Feedback: Effects on EFL Learners’ Written Syntactic Accuracy

2018 ◽  
Vol 9 (4) ◽  
pp. 83
Author(s):  
Fatemeh Soltanpour ◽  
Mohammadreza Valizadeh
Keyword(s):  
Corrective Feedback ◽  
Control Group ◽  
Intermediate Step ◽  
Careful Attention ◽  
Efl Learners ◽  
Quasi Experimental ◽  
Short And Long Term ◽  
Argumentative Essays ◽  
The One

Based on the literature, revision requirement (i.e., when students rewrite their whole text based on the teacher feedback) can perhaps be a necessary intermediate step towards the development of written accuracy because learners have more time to think about and process the corrections; however, some state drawing learner’s attention can be achieved by asking them to take time to look over the received feedback and carefully examine their errors. This quantitative quasi-experimental study, which followed a pretest-treatment-posttest-delayed posttest design, investigated the effects of revision mediation versus attention mediation on EFL learners’ syntactic accuracy of their argumentative essays. 83 Iranian EFL learners, studying at upper-intermediate level were assigned to three groups: comprehensive direct corrective feedback plus a revision requirement (DCF/+R), comprehensive DCF plus a time to pay careful attention to and study the errors and received feedback (DCF/+S) and the control group that received the comprehensive DCF without any extra assignment (DCF/-R,-S). Each group received three sessions of treatment. The existence of any statistically significant differences among the three groups with regard to each received treatment was investigated both in the short and long term. It was found that both revision requirement (DCF/+R) and careful attention requirement (DCF/+S) significantly outperformed the group that only received the feedback. Nevertheless, it was also proved that the group that was required to pay careful attention to and study the feedback (DCF/+S) significantly outperformed the one that experienced the revision requirement (DCF/+R). Discussion focuses on the importance of two levels of awareness: noticing and understanding.

Attention Deficit Hyperactivity Disorder, Creativity, and the Effects of Methylphenidate

PEDIATRICS ◽  
1993 ◽  
Vol 91 (4) ◽  
pp. 816-819
Author(s):  
Jeanne B. Funk ◽  
John B. Chessare ◽  
Michael T. Weaver ◽  
Anita R. Exley
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Repeated Measures ◽  
Creative Thinking ◽  
Adhd Group ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Difference ◽  
Clinically Significant

Given that children with attention deficit hyperactivity disorder (ADHD) are more impulsive than peers, this study explored whether they are correspondingly more creative, and whether creativity declines when impulsivity is decreased through methylphenidate (Ritalin) therapy. A repeated-measures quasi-experimental design was used to compare the performance of 19 boys with previously diagnosed ADHD and 21 comparison boys aged 8 through 11 on two administrations of alternate forms of the Torrance Tests of Creative Thinking-Figural (nonverbal). Boys with ADHD received prescribed methylphenidate only for the first session. Overall, mean Torrance summary scores for comparison boys (mean = 115.1, SD = 16.1) were higher than for boys with ADHD (mean = 107.6, SD = 12.7). However, the difference between means was small (7%) and did not meet the 25% criterion for a clinically significant difference. No changes in performance over time (comparison group) or medication state (ADHD group) were observed. These data suggest that, when measured nonverbally, the creative thinking performance of boys with ADHD is not superior to that of peers who do not have ADHD. Regarding the effects of methylphenidate, prescribed therapy did not influence performance on this measure of creative thinking.

Students’ satisfaction with hostel accommodations in higher education institutions

2017 ◽  
Vol 15 (5) ◽  
pp. 652-666 ◽  
Author(s):  
Ayodeji Emmanuel Oke ◽  
Clinton Ohis Aigbavboa ◽  
Marcia M. Raphiri
Keyword(s):  
Higher Education ◽  
Ethnic Groups ◽  
Higher Education Institutions ◽  
Item Score ◽  
Content Type ◽  
Significant Difference ◽  
The Difference ◽  
Higher Institutions ◽  
Students Satisfaction

Purpose There are several types of accommodation available to students of higher education institutions, and it is the responsibility of the institutions to focus on factors that can attract and retain students to their residences. This study aims to investigate satisfaction of higher institutions students with on-campus accommodation with an emphasis on the ethnicity of the students. Design/methodology/approach Using convenience sampling method, questionnaires were administered to students of selected residences in the study area. Mean item score was used to rank identified factors, whereas mean gap and Kruskal–Wallis K-test were adopted to examine the difference in opinion of students from various ethnic groups. Findings Overall, major features that make students dissatisfied with university-owned accommodations are enforcement of rule that compels all students to move out with their belongings during each recess, the effectiveness of the lift system, the size of wardrobe and closet, laundry service in the residence, numbers of electrical sockets and window quality. Considering dwelling unit features, neighbourhood, environmental, building quality and services provided by residence management, this study reveals that there is a significant difference in the satisfaction of students of diverse ethnic groups with their accommodation. Research limitations/implications The study was limited to on-campus residences owned by higher education institutions in South Africa. However, the findings of the study can be adopted for off-campus residences, and such owned by private individuals, agencies and other bodies provided are approved by the institutions. Originality/value The findings of this study will help management of higher education institutions to improve quality of services in their residences for the satisfaction of their students. Developers, contractors and other stakeholders involved in construction of these residences will also find the findings useful in designing and construction of the facilities.

scholarly journals A Comparison of Efficiency in Teacher Correction Strategies in Iranian EFL Learners’ Speaking Improvement

2016 ◽  
Vol 6 (6) ◽  
pp. 183
Author(s):  
Roya Keshavarz ◽  
Amin Marzban
Keyword(s):  
Corrective Feedback ◽  
Placement Test ◽  
Control Group ◽  
Teaching Methodology ◽  
Moderator Variable ◽  
Efl Learners ◽  
Feedback Type ◽  
Significant Difference ◽  
And Control

<p>The present study was an attempt to investigate the effect two types of corrective feedback (i.e., recast and metalinguistic) in order to find out which one is more effective on EFL learners’ speaking improvement and also to see if gender could play a role in the relative impact of the two types of corrective feedback on learners’ speaking ability. To this end, 65 EFL learners of intermediate level in one of language institutes in Shiraz, Iran were selected and divided into three groups including two experimental groups and one control. The instruments used to collect the data included IELTS test as the pre and post tests and Oxford Placement Test (OPT) in order to obtain the homogeneity in participants’ English proficiency. The collected data were codified and entered into SPSS Software (Version 22) and were analysed using descriptive statistics, t-test, and Tukey test. The results indicated that although applying these two types of corrective feedback could have made improvement in EFL learners’ speaking ability, there was not observed any significant difference between impacts of recast and metalinguistic on EFL learners’ production. The test results also indicated that there was not any significant difference regarding gender within the three groups. This homogeneity further shows that in this study, the gender variable did not have any effect on the role of corrective feedback and it can be concluded that the observed difference between metalinguistic group, recast group, and control group is just the result of the provided corrective feedback type which has acted as the intervening variable and the moderator variable such as gender did not prove to have any effect in the outcome of this study. The findings can contribute to syllabus design and teaching methodology areas.</p>

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