scholarly journals The Comparative Effect of Online Self-Correction, Peer- correction, and Teacher Correction in Descriptive Writing Tasks on Intermediate EFL Learners’ Grammar Knowledge The Prospect of Mobile Assisted Language Learning (MALL)

2018 ◽  
Vol 7 (3) ◽  
pp. 14 ◽  
Author(s):  
Mojtaba Aghajani ◽  
Mahsa Zoghipour
Keyword(s):  
Language Learning ◽  
Significance Level ◽  
Efl Learners ◽  
Mobile Assisted Language Learning ◽  
Significant Difference ◽  
Different Types ◽  
Exact Difference ◽  
Post Hoc ◽  
Grammar Knowledge ◽  
Descriptive Writing

60 participants of the study were selected based on their scores on the Nelson proficiency test and divided into three Telegram groups comprising a peer-correction, a self-correction and a teacher-correction group, each with 20 students. The pretest was administered to measure the subjects' grammar knowledge. Subsequently, three Telegram groups each with 21 members (20 students + 1 teacher) were formed. Then during a course of nearly one academic term the grammatical notions were taught by the teacher. The members were required to write on the prompt in about 50 to 70 words and post it on the group. Then, their writings were corrected through self-correction, peer-correction and teacher-correction under the feedback provided by the researcher. The study used a pretest-posttest design to compare the learners’ progress after the application of three different types of treatment. One-Way between-groups ANOVA was run to test whether there was any statistically significant difference in grammar knowledge in descriptive writing of intermediate EFL learners’ who receive mobile-assisted self-correction, peer-correction and teacher-correction. The researcher also used Post-Hoc Tests to determine the exact difference between correction methods. Online self-correction, peer-correction and teacher-correction were the independent variables and grammar knowledge was the dependent variable. Examining the result of the study prove that significance level between self-correction and teacher-correction was the strongest (sig. = 0.000) but the significance level was a little less strong between peer-correction and teacher-correction whereas no significance was observed between self-correction and peer-correction.

scholarly journals Learning Strategy towards Students’ Descriptive Writing Achievement Taught by Using Pick – List – Evaluate – Active – Supply – End Strategy

1970 ◽  
Vol 5 (1) ◽  
pp. 63-75
Author(s):  
LENNY MARZULINA
Keyword(s):  
Language Learning ◽  
Learning Strategy ◽  
Writing Achievement ◽  
Significance Level ◽  
Significant Difference ◽  
Language Learning Strategy ◽  
Sample Test ◽  
Result Analysis ◽  
Descriptive Writing ◽  
One Way Anova

This study is an experimental study with a factorial design. The aims of the study were to find (1) the significant improvement on students’ descriptive writing achievement taught using PLEASE strategy, (2) the significant improvement in poor category taught by teacher’s strategy, (3) the significant difference on students' descriptive writing achievement taught by PLEASE and teacher’s strategy, (4) the significant difference in very good and fair categories taught by PLEASE strategy, (5) the influence of language learning strategy towards students' descriptive writing achievement in very good and fair categories, (6) the influence of language learning strategy towards students' descriptive writing achievement taught by PLEASE strategy,  and (7) the interaction effects between language learning strategy toward students’ descriptive writing achievement taught by PLEASE and teacher’s strategies. In conducting my research activities, 72 out of 150 students were selected as the sample of the study using a two-stage cluster random sampling technique. The results of the study showed that first, the result analysis of measuring showed that significant improvement on students’ descriptive writing taught using PLEASE strategy using paired-sample test was found since the p-output (0.000) is lower than the significant level at 0.05. Second result analysis by using paired-sample test in measuring the significant improvement on students' descriptive writing achievement in poor category which was taught by using teacher strategy was found since the p-output (0.000) was less than the significance level at 0.05. Third analysis in measuring a significant difference on students' descriptive writing achievement which was taught by PLEASE and teacher’s strategy using independent-sample test was not found since the p-output (0.013) was greater than the significance level at 0,05. Fourth analysis in measuring the significant difference on students' descriptive writing achievement in very good and fair categories taught by PLEASE strategy using independent-sample test was not found since the p-output (0.286) was higher than the significance level at 0.05. Fifth result analysis on the influence of language learning strategy towards students' descriptive writing achievement in very good and fair categories using one-way ANOVA was found since the p-output (0.000) smaller than the significance level at 0,05. Sixth, the result analysis of measuring the influence of language learning strategy towards students' descriptive writing achievement taught by PLEASE strategy using one-way ANOVA was not found since the p-output (0.115) higher than the level of significance level at 0.05. The last analysis of measuring the interaction effects between language learning strategy toward students’ descriptive writing achievement taught by PLEASE and teacher strategy using two-ways ANOVA was not found since the p-output (0,430) was bigger than the significance level at 0,05

scholarly journals Effect of preheating on the cytotoxicity of bulk-fill composite resins

2020 ◽  
Vol 14 (1) ◽  
pp. 19-25 ◽  
Author(s):  
Mohammad Esmaeel Ebrahimi Chaharom ◽  
Mahmoud Bahari ◽  
Leila Safyari ◽  
Hossein Safarvand ◽  
Hajar Shafaei ◽  
...  
Keyword(s):  
Room Temperature ◽  
Composite Resin ◽  
Human Fibroblasts ◽  
Composite Resins ◽  
Significance Level ◽  
Significant Difference ◽  
Different Types ◽  
The Mean ◽  
Post Hoc ◽  
Cylindrical Samples

Background . Due to the effect of pre-heating on the degree of conversion of composite resins and the possible effect on cytotoxicity, the effect of pre-heating of bulk-fill composite resins was investigated on cytotoxicity in this study. Methods. In this study, three different types of composite resin were used, including Tetric N-Ceram Bulk-Fil, Xtrafil, and Xtrabase. From each composite resin, 10 cylindrical samples (5 mm in diameter and 4 mm in height) were prepared, with five samples preheated to 68°C, and the other five samples polymerized at room temperature (25°C). Twenty-four hours after polymerization, cytotoxicity was assessed by MTT assay on human fibroblasts. Statistical analysis of data was carried out with two-way ANOVA and Sidak Post-Hoc. The significance level of the test was determined at 0.05. Results. There was no statistically significant difference between the mean percentage of cytotoxicity in terms of pre-heating (P>0.05), but the cytotoxicity of the studied composite resins was significantly different (P<0.001). The cytotoxicity of Tetric N-Ceram Bulk-fil composite resin was higher than that of the two other composite resins. Conclusion. Pre-heating of bulk-fill composite resin did not affect their cytotoxicity. In addition, the cytotoxicity of different bulk-fill composite resins was not the same.

scholarly journals The Use of Keyword Video Captioning on Vocabulary Learning Through Mobile-Assisted Language Learning

2017 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Hassan Saleh Mahdi
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Vocabulary Learning ◽  
Test Results ◽  
Video Captioning ◽  
Mobile Assisted Language Learning ◽  
Significant Difference ◽  
Post Test ◽  
Key Aspects ◽  
Teaching Pronunciation

Video captioning is a useful tool for language learning. In the literature, video captioning has been investigated by many studies and the results indicated that video captioning may foster vocabulary learning. Most of the previous studies have investigated the effect of full captions on vocabulary learning. One of the key aspects of vocabulary learning is pronunciation. However, the use of mobile devices for teaching pronunciation has not been investigated conclusively. Therefore, this paper attempts to examine the effect of implementing keyword video captioning on L2 pronunciation using mobile devices. Thirty-four Arab EFL university learners participated in this study and were randomly assigned to two groups (key-word captioned video and full captioned video). The study is an experimental one in which pre- and post-tests were administered to both groups. The results indicated that keyword captioning is a useful mode to improve learner’s pronunciation. The post test results indicate that there was no statistically significant difference between the two modes of captioning on vocabulary learning. However, learners at keyword video captioning performed better that full video captioning. 

scholarly journals A Comparison Between Teacher-Led and Online Text-to-Speech Dictation for Students’ Vocabulary Performance

2019 ◽  
Vol 12 (3) ◽  
pp. 77
Author(s):  
Hui-Hua Chiang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Short Term Memory ◽  
Foreign Language Learning ◽  
Text To Speech ◽  
Short Term ◽  
Efl Learners ◽  
Future Studies ◽  
Significant Difference

Researchers have long supported the use of dictation as a test for language learners (Fountain &amp; Nation, 2000), and dictation has been used as a test for learners of English as a foreign language (EFL). With the advantages of productive learning and reinforcing short-term memory, dictation is a commonly used technique to develop language skills, and it can be considered to be an assessment of foreign language learning (Kazazoğlu, 2013). However, the previous research has not fully explored how technology, such as text-to-speech (TTS), can be used in EFL classrooms. To address this issue, the researcher explored the use of traditional teacher-led dictation (TLD) and TTS dictation to compare the vocabulary performance of EFL learners. Forty-two college students participated in the study. The results indicated a significant difference between TTS and TLD on the participants&rsquo; vocabulary performance. Additionally, there was a correlation between the scores with TTS and TLD: the students who performed better with TLD also obtained higher grades with TTS. Based on the results, future studies and pedagogical suggestions are presented.

scholarly journals The effect of Bilingualism on EFL elementary learners’ listening comprehension: The case of Azeri- Turkish vs. Persian students

2020 ◽  
pp. 44-64
Author(s):  
Ali ARABMOFRAD ◽  
Majid SAEIDI ◽  
Mohammad MOTAMEDI
Keyword(s):  
High School ◽  
Language Learning ◽  
Elementary Students ◽  
Listening Comprehension ◽  
Proficiency Test ◽  
Efl Learners ◽  
Listening Skill ◽  
Significant Difference ◽  
Multicultural Context ◽  
Quasi Experimental

Since the phenomenon of bilingualism is gradually increasing in the world, the theory-driven and practically oriented investigation on bilingualism have increased recently. However, a few studies have been conducted on the effect of bilingualism on language learning in the multilingual and multicultural context of Iran. Therefore, the main aim of the present study is to examine the effect of bilingualism on Iranian EFL learners' listening comprehension in the case of Azeri-Turkish vs. Persian students. The study employed a quasi-experimental design over 8 weeks with 44 female students assigned to one of the two experimental groups. To select bilingual and monolingual groups, a biographical questionnaire was used. Then, Nelson elementary proficiency test was administered to ensure the homogeneity of the students. To fulfill the purpose of the study, 15 bilingual (Azeri-Persian) elementary students in Fazilat high school in Ramian and 29 monolingual (Persian) elementary students in Sama high school in Azadshahr were selected to participate in the present study. Each group received 16 sessions of treatment in listening skill. Then, the two groups' performance was compared on pretest and posttest consisting of a multiple-choice and matching listening comprehension test. The results indicated that there was no significant difference between the bilingual and monolingual groups regarding their performance on listening comprehension, that is, bilingualism did not affect listening comprehension.

Symptom Responses to a Continuum of Sexual Trauma

2013 ◽  
Vol 28 (2) ◽  
pp. 248-258 ◽  
Author(s):  
Carrie M. Carretta ◽  
Ann W. Burgess
Keyword(s):  
Sexual Trauma ◽  
The United States ◽  
Symptom Presentation ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Web Based ◽  
Significant Difference ◽  
Different Types ◽  
Cross Sectional Design ◽  
Post Hoc

This study reports the findings of an anonymous web-based survey to test differences in symptom presentation (depression, anxiety, posttraumatic stress disorder [PTSD]) among women who experienced different types of sexual trauma (forcible, pressured, sex stress). The study used a descriptive cross-sectional design with an online convenience sample of 243 adult females living primarily in the United States. The findings revealed that there was a statistically significant difference among type of sexual trauma groups for depression (p = .013) and PTSD (p = .044) but not for anxiety (p = .183). Post hoc analysis of the overall difference in depression revealed that the multiple rape type group (p = .010) and the forcible sex group (p = .016) had higher levels of depression.

Assessment of Language Learning Strategies in Technology-Enhanced Learning Environment

2020 ◽  
pp. 83-99
Author(s):  
Wagdi Rashad Ali Bin-Hady ◽  
Abdu Al-kadi ◽  
Ali Abbas Falah Alzubi ◽  
Hassan Saleh Mahdi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Cognitive Strategies ◽  
Technology Enhanced Learning ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
Significant Difference ◽  
And Gender

This chapter reports on the Yemeni and Saudi EFL learners' use of language learning strategies (LLSs) in technology-mediated language learning contexts. The study examines whether nationality and gender play a significant role in using LLSs on electronic platforms. The study adopted a correlative design in which 100 Yemeni and Saudi university students were recruited to respond to an online close-ended questionnaire. Drawing on Oxford's classification of learning strategies, the findings of this study showed that metacognitive and cognitive strategies were used more frequently compared to the other LLSs. Moreover, the findings of t-test showed a significant difference in the use of LLSs attributed to nationality in favor of the Saudi learners and no significant difference in the choice of LLSs attributed to gender. The study provided some suggestions for EFL learners to benefit from technology in their English language learning.

scholarly journals The Effect of Humor-Integrated Pictures Using Quizlet on Vocabulary Learning of EFL Learners

2019 ◽  
Vol 8 (2) ◽  
pp. 24
Author(s):  
Mehdi Solhi Andarab
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Teacher Student ◽  
Significant Difference ◽  
Experimental Group ◽  
Shed Light

The recent improvements in technology and their integration in language learning have played a facilitating role invocabulary acquisition. Quizlet, an online teacher-/student-friendly tool, is one of the leading applications invocabulary acquisition. Along with the effectiveness of visualization in acquiring vocabulary, humor has been alsoextensively indicated to carry a significant role in language learning. With all its facilitating features, the integrationof technology, humor, and vocabulary can be achieved via Quizlet. In this study, the visual integration of humoraccompanying vocabulary on Quizlet was taken into scrutiny to see to what extent humor-integrated pictures onQuizlet account for the retention of vocabulary acquisition. With this purpose, this study examined the effect ofhumor-integrated pictures on vocabulary acquisition of 45 intermediate English as a foreign language (EFL) learnerson Quizlet. In so doing, the experimental group received a series of unknown vocabulary items for which theintegrated pictures were humorous, while the vocabulary items assigned for the control group were identical, but innon-humorous contexts. At the end, an independent samples t-test applied on the scores achieved from a posttestindicated a significant difference in scores of the control group and that of the experimental group. In fact, thelearners in the experimental group significantly outperformed their counterparts in the control group. The resultsindicated that linking vocabulary items with humorous pictures is more effective than using non-humorous context inlearning vocabulary. Apparently, as the results indicate, the significant effectiveness of technology in vocabularylearning can be boosted with the help of humorous context. The findings shed light on the importance of technologyin language learning and its linking with humor in vocabulary learning.

scholarly journals Oxygen Saturation in the Dental Pulp of Maxillary and Mandibular Molars - Part 2

2017 ◽  
Vol 28 (6) ◽  
pp. 704-709 ◽  
Author(s):  
Carlos Estrela ◽  
Keila SA Oliveira ◽  
Ana Helena G Alencar ◽  
Fernando B Barletta ◽  
Cyntia RA Estrela ◽  
...  
Keyword(s):  
Oxygen Saturation ◽  
Dental Pulp ◽  
Oxygen Saturation Level ◽  
Significance Level ◽  
Cold Stimulus ◽  
Mandibular Molars ◽  
Maxillary Molars ◽  
Significant Difference ◽  
The Mean ◽  
Post Hoc

Abstract This study determined the oxygen saturation (SaO2) in dental pulp of healthy maxillary and mandibular molars. Mean of SaO2 was evaluated in 112 maxillary and mandibular molars using pulse oximetry. Quantitative variables were described by mean and standard deviation. Variables with symmetric distribution were compared by Student t test and Mann-Whitney test. Pearson’s correlation coefficient was used to correlate quantitative variables. Analysis of variance was used to assess differences in SaO2 levels between the molar groups, followed by post-hoc Tukey. The significance level established at p<0.05. Mean of oxygen saturation for the 112 molar dental pulps was 85.09%. There was no significant correlation (r=-0.007; p=0.977) between the mean of SaO2 of molar pulps with patient´s indicator finger (92.89%). There was a significant difference (p=0.037) between the mean of SaO2 of the first (85.76%) and second maxillary molars (81.87%), and it was not significant (p=0.1775) between the first and second mandibular molars. Maxillary molars had lower pulpal SaO2 (83.59%) than mandibular molars (86.89%) (p=0.018). The mean of the patient’s response time to the cold stimulus was 1.12 s (maxillary molars 1.25 s and mandibular molars 0.99 s)(p=0.052). There was no significant correlation between the time response of the patient to the cold stimulus and the SaO2 for molars. The mean oxygen saturation level was 85.09%. The mandibular molars presented higher SaO2 level than maxillary molars.

Exploring EFL Learners' Preferences, Perceived Needs, and Perceptions about Language Learning Strategies

2016 ◽  
Vol 7 (6) ◽  
pp. 1128
Author(s):  
Maryam Alsadat Mortazavi ◽  
Hamed Barjesteh
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Language Education ◽  
Language Experience ◽  
Efl Learners ◽  
Perceived Needs ◽  
Academic Level ◽  
Significant Difference ◽  
The Impact

This study was to investigate the impact of language experience and academic level on the perceived needs of Iranian undergraduate EFL learners. Two groups of Iranian TEFL female students (freshmen and senior) were compared regarding their preferences, perceived needs and perceptions of different activity types about language learning. To collect data, Sihong's (2007) needs analysis questionnaire for English language needs was utilized. Thirty two freshman and twenty nine senior MA students with the age range of 25-35 were considered as the subject of this study. They were asked to fill out the questionnaire through email and they were given the confidence that the collected data would remain anonymous. Results revealed that there was a significant difference between freshman and senior EFL learners in their preferences, needs and opinions about various types of activities, and various aspects of language education. The findings also revealed that freshmen students required more practice in grammar and pronunciation than vocabulary for them. The most difficult components of language were pronunciation, vocabulary and grammar respectively; however, the senior students reported that vocabulary and grammar were the most difficult component of language skill and pronunciation was the least one.

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