scholarly journals Effectiveness of the AngoLingo Mobile Game Technology in English Language Learning in Adamson University Basic Education Department

2017 ◽  
Vol 28 (1) ◽  
Author(s):  
Allhyn Marie S. Andalis ◽  
Benedict Clarence S. Henson ◽  
Julie Anne G. Junsay ◽  
King David N. Makan ◽  
Gloria Reňen Dela Cruz
Keyword(s):  
Language Learning ◽  
English Language ◽  
Basic Education ◽  
Control Group ◽  
P Value ◽  
Education Department ◽  
Mobile Games ◽  
Mobile Game ◽  
Basic English ◽  
Experimental Group

Technology is gradually shifting the focus of learning to less traditional methods; like eBooks, audiobooks, and more recently, mobile applications. This shift indicates an apparent need to incorporate entertaining components into learning tools to keep users engaged in critical thinking, and comprehension activities. There is untapped power in mobile entertainment, particularly mobile games that can and must be harnessed to improve current methods, and even introduce new methods of learning English. This study seeks to determine the effectiveness of AngloLingo, a mobile game that is built on the basics of English, in facilitating learning of English vocabulary, spelling and grammar in students in the Basic Education Department of Adamson University, Philippines. A control group (N=18) and an experimental group (N=18), were used during the test. Quasi-Experimental Research Design with pretest and posttest was used to determine the difference in performance between the control and experimental groups. Results indicate a significant improvement in performance on the post-test of the experimental group due to the use of AngloLingo before administration of the posttest. The overall results of the three sub-tests (P-Value = 6.39E-08) indicate the effectiveness of AngloLingo in learning Basic English vocabulary, spelling, and grammar. This study also offers recommendations on the incorporation of mobile games in teaching and learning Basic English.

The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning

2016 ◽  
Vol 6 (4) ◽  
pp. 210-217 ◽  
Author(s):  
Assoc. Prof. Dr. Ali Rahimi ◽  
Samira Mouri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.  

scholarly journals EFEKTIVITAS IMPLEMENTASI STRATEGI ENJOYABLE LEARNING BERBANTUAN MEDIA AUDIO VISUAL TERHADAP HASIL BELAJAR BAHASA INGGRIS PERMULAAN PESERTA DIDIK SEKOLAH DASAR

2019 ◽  
Vol 3 (3) ◽  
pp. 341
Author(s):  
Gede Wira Bayu ◽  
Luh Gede Eka Wahyuni
Keyword(s):  
Elementary Schools ◽  
Language Learning ◽  
Learning Outcomes ◽  
English Language ◽  
Learning Strategy ◽  
Sampling Technique ◽  
Visual Media ◽  
Control Group ◽  
Significance Level ◽  
Experimental Group

This research is based on the low learning outcomes of English language learning in elementary schools especially after the implementation of the 2013 curriculum where the time of learning English is much reduced from 4 hours a week in the Education Unit Level Curriculum (KTSP) to only 2 hours a week in the 2013 curriculum. To overcome these problems, it is considered important to implement the Audio-Visual Media-Assisted Enjoyable Learning Strategy. Pre-experimental research One Group Pretest-Posttest Design. The subjects in this study were grade 2 students in 8 elementary schools who had just implemented the 2013 curriculum in the 2018/2019 learning year in Buleleng sub-district. The data in this study were obtained by interview methods and field notes. With the random sampling technique, the subjects of this study were selected, namely grade 2 students in SD N 5 Banyuning, amounting to 27 students as a control group, and second grade students in SD N 2 Banjar Tegal, amounting to 25 students as the experimental group. Based on the results of the calculation of the tcount of 5.34. To find out the value of t table with degrees of freedom (dk) = 44 significance level (α) = 0.05 obtained the value of t table = 2.023. By comparing the value of tcount and ttable, the ratio of tcount> ttable is obtained, meaning H0 is rejected and Ha is accepted. And from the average, it was known that the experimental group was 20.86 and the control group was 15.18. This means experiment> control group. Thus, the Enjoyable Learning strategy assisted by audio visual media has a significant effect on the learning outcomes of English in Class II SD students in the 2013 Curriculum Application in the District of Buleleng, Buleleng Regency, Academic Year 2018/2019.

scholarly journals The Effect of Flipped Classroom on Iranian Adolescents: Elementary EFL Learners’ Vocabulary Recall and Retention

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Masoumeh Izadpanah Soltanabadi ◽  
Siros Izadpanah ◽  
Ehsan Namaziandost
Keyword(s):  
Language Learning ◽  
Content Validity ◽  
Flipped Classroom ◽  
English Language ◽  
Vital Role ◽  
Female Adolescent ◽  
Placement Test ◽  
Control Group ◽  
Vocabulary Recall ◽  
Experimental Group

Vocabulary as an inseparable part of language learning has a vital role in communication, which requires to be taught in new approaches. A quasi-experimental method was used to achieve the aims of the current study. In doing this, 48 Iranian female adolescent elementary learners (13–17) were assigned based on the Oxford Quick Placement Test from 70 female students to take part in 4 sessions of treatment. The participants were randomly divided into two groups: an experimental group (n = 24) and a control group (n = 24). The experimental group was taught using the flipped classroom, while the control group was exposed to the conventional methods. Research instruments involving an English language placement test, vocabulary pretest, immediate posttest, and delayed test (the study lasted for 9 weeks). A list of 28 target words was given to both groups. Words were selected by the Lawshe content validity ratio (CVR) and content validity index (CVI) to have validity. The findings of ANCOVA indicated that conducting the flipped classrooms has significant impacts on Iranian adolescent elementary students’ vocabulary recall and retention. Hence, it is an applicable approach that carries important implications for teachers, foreign language syllabus designers, and curriculum planners.

scholarly journals A Development of the Blended Learning Model Using Edmodo for Maximizing Students’ Oral Proficiency and Motivation

2017 ◽  
Vol 12 (02) ◽  
pp. 137 ◽  
Author(s):  
Saovapa Wichadee
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
English Language ◽  
Oral Proficiency ◽  
Learning Model ◽  
Traditional Learning ◽  
Control Group ◽  
Quasi Experimental ◽  
Face To Face Learning ◽  
Experimental Group

The purposes of this study were to develop a blended learning model using Edmodo as a learning tool in language learning and examine the effectiveness of the model implemented in an English course regarding oral proficiency, motivation, and attitude. To achieve these purposes, a quasi-experimental design was employed to collect data using the tests and questionnaires. The samples in this study were the second-year students enrolled in an intermediate English course. The samples were from two classes, each of which contained 42 students. One class was used for the control group; another one for the experimental group. In the control group, students were only taught in a face-to-face learning environment using the PPP model whereas the experimental group studied through the PPP model in class supported by online learning using Edmodo. The findings indicate that blended learning was more effective than traditional learning. That is, students in the experimental group not only outperformed those in the control group in oral proficiency, but they also exhibited higher learning motivation. Although students in both groups did not differ in their attitude toward the PPP model, those in the experimental group expressed a positive attitude toward Edmodo. The findings of this study have implications for English language instructors, encouraging them to see how technology can facilitate learning and help learners produce better academic performance.

scholarly journals The Effectiveness of a programme-based Vocabulary Learning Strategies for Developing English Vocabulary for EFL Female Students at Taif University

2017 ◽  
Vol 8 (3) ◽  
pp. 113 ◽  
Author(s):  
Nasrah Mahmoud Ismaiel ◽  
AbdulRahman Awadh Al Asmari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Female Students ◽  
Control Group ◽  
Language Learning Strategies ◽  
Vocabulary Learning Strategies ◽  
Post Test ◽  
Experimental Group

The study of vocabulary can be considered a chief issue which the second language students encounter within the learning of another language especially, for non-English major students. This study aims at assessing the influence of a suggested program for enhancing EFL students` vocabulary and vocabulary learning strategies use. The sample of this study consists of (123) females, it is parted into two sections; the experimental group consists of 55 female students and the control group consists of 68 female students. During the course of the study, learners were randomly chosen and randomly were divided into the experimental and control groups. The aim of the study is twofold: (a) to assess if there exist notable discrepancies between these two groups on the English Language Vocabulary post-test and vocabulary language learning strategies. The study also aims to analyze if there exist important discrepancies in the mean grades of pre and post-test of the English Language Vocabulary test and vocabulary language learning strategies. The research applied will continue for 12 weeks throughout the second semester which includes the proposed program. Students` vocabulary learning strategies were measured by Schmitt’s (1997) questionnaire. This questionnaire contains 58 items covering five main strategies that are determination plans, social plans, memory tactics, cognitive plans and meta-cognitive programs. While the Students` English Language Vocabulary size was measured by English Language vocabulary test that was designed by the researchers. The research accomplished lasted for three months that encompasses the suggested plan. The gathered data demonstrated that there existed statistically important discrepancies between the experimental group and the control group on the post-test, in which the experimental one was more bolded. It also uncovred that there existed statistically important discrepancies among the pre-test and post-test outcomes for the experimental group on the diction examination. Moreover, the grades depicted that there existed statistically notable discrepancies among the experimental group and its counterpart. The data of the present research have notable insinuations for the learners and make an enhanced case for the study of diction and vocabulary. 

scholarly journals COMMUNICATIVE TECHNIQUES IN FORIGN LANGUAGE LEARNING IN THE FIELD OF SPORT

2020 ◽  
Vol 1 ◽  
pp. 93-97
Author(s):  
Tatiana Hristakieva
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
Control Group ◽  
Learning Methods ◽  
Sport Practice ◽  
Basic Language ◽  
Before And After ◽  
Student’S T ◽  
Experimental Group

This article presents ideas and models for English language learning, using elements of two communicative learning methods for the specific purposes of sport practice. It is part of a pedagogical experiment, carried out with students from the National Sport Academy “V.Levski”, Sofia, organized into an experimental group (34) and a control group (34). The aim of the experiment was to study the influence of interactive techniques applied in the specialized English language course for sport terminology. The experimental course work involved using elements of different interactive learning methods to teach sport terminology to the experimental group of students for about 30-40 minutes of every academic class of 90 minutes. Initial and final tests of the basic language skills and knowledge of sports terminology were carried out with the experimental and control group of students, in order to establish their language competences before and after the experimental course. The results from the tests were processed with statistical methods – variation analysis and Student’s t-test (dependent and independent samples). The results from the initial and final tests of the two groups have shown that students from the experimental group have improved their language skills, their confidence in using the language and their knowledge of sports terms to a greater extent than the control group. Applying interactive techniques in language learning for the needs of sport specialists leads to better results in their language acquisition.

scholarly journals Facebook- Assisted Communication in EFL Learning: A Case Study of UHD Students of English

2017 ◽  
Vol 3 (3) ◽  
pp. 642
Author(s):  
Sahima Abdulsalam Bdaiwi
Keyword(s):  
Social Networks ◽  
Social Network ◽  
Language Learning ◽  
Communication Skills ◽  
English Language ◽  
Control Group ◽  
Efl Learners ◽  
Communication Capacity ◽  
Language Courses ◽  
Experimental Group

this research paper investigates the influences of social networks on the improvement of communication skills among EFL learners. The paper considers the new forms of social networks like Facebook and Skype as new effective mediums for the process of Language Learning that help EFL learners to improve their communication capacity. Since, social networks take a major part in our daily life, and play a crucial role in our development in term of knowledge and information; therefore, they can be integrated and involved in the process of Language Learning because they can provide a better environment and interaction between teachers and learners compared to the traditional classes. So, learners in social network-assisted language learning will be able to accelerate and improve their abilities in term of listening, speaking, and writing skills. Thus, the focus of this paper will be on Facebook as a popular social network that can improve communication skills among EFL learners. To theorize this argument, an experimental study was conducted with the participation of 40 freshmen from University of Human Development in KRG who were taking conversation class in the department of English Language. The students were divided into for two different groups; group A (20 students) as the experimental group, and group B (20 students) as the control group. The investigation consisted of three months of study and observation with two different tests. First of all, an entrance test was conducted for the two groups from the very beginning of the language course to measure the students’ communication skills before their entrance in the course. Then, the two groups were allowed to participate in two different English Language courses; a traditional English Language course inside class for the control group, and a Facebook-assisted English language course for the experimental group. At the end of the language courses, a post-test was conducted to measure the amount of improvement the students made in their communication skills during the three-month language course. The results showed significant improvement in the communication capacity of the students who participated in the Facebook-assisted English language course, while little improvement observed among the students who participated in the traditional English Language course.

scholarly journals An Innovative Media Platform-Supported Blended Methodology in English for Dental Purposes Program

2017 ◽  
Vol 12 (03) ◽  
pp. 98 ◽  
Author(s):  
Jafar Asgari Arani
Keyword(s):  
Language Learning ◽  
Positive Impact ◽  
Simple Random Sampling ◽  
Social Medium ◽  
T Test ◽  
Control Group ◽  
P Value ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

Due to the existing extensive curricula of English for Dental Purposes (EDP) courses and absence of enough weekly hours to cover them in Iran, there is a limited insufficient exposure to English to improve students’ English communication skills to the levels necessary for their future career. Therefore, there have been needs to appraise the present teaching approaches and reform the configuration and context of EDP classes to yield highest profit for their students. The study was designed to address issues central to the perception and expectations of students in regard the use and the impact of the social medium, WhatsApp. As part of this impression, a spectrum of procedures has been depicted to employ this cross-platform messaging application. This research was conducted among 70 2nd year dentistry students at Kashan University of Medical Sciences, in a course called English for Dental Purposes (EDP). The descriptive research project employing a qualitative and quasi-experimental study was chosen to collect data using a valid and reliable pretest-posttest design. Two groups 35 subjects were randomly selected via simple random sampling. The control group was taught by conventional method, while the experimental group was taught through the proposed whatsApp assisted language learning approach in a blended way. A paired t-test was utilized to compare the results of each group and an independent sample t-test was utilized to compare the results in control and experimental group. The f-ratio value is 7.88138; the t-value is 2.80738. The p-value is .006512 and the result is significant at p < .01. Therefore, there are good reasons to think WhatsApp-based method of teaching EDP as a more effective approach than the face to face method . The Likert scale questionnaire descriptively analyzed via SPSS 16.00 version revealed experimental group had generally positive attitudes towards Apps-based teaching of academic materials. This media helps students get to be more capacitated in EDP, advances the class learning of English for Dental Purposes, enhances students' knowledge more satisfactorily, motivates them to gain a positive impact and willingness in their class activities and had resulted in more continuity in study and self-confidence. So, it deserves considering the incorporation of the new application i.e. WhatsApp effectively in the curriculum of EDP pedagogies as an educational means.

scholarly journals Kearifan Lokal dalam Pembelajaran Bahasa Inggris: Sarana Meningkatkan Keterampilan Pelajar Bahasa Inggris Dewasa

2020 ◽  
Vol 16 (2) ◽  
pp. 133
Author(s):  
Aco Nasir ◽  
Andriani Andriani
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Control Group ◽  
P Value ◽  
English Learning ◽  
Quasi Experimental ◽  
Parametric Testing ◽  
The Mean ◽  
Level Of Significance ◽  
Experimental Group

This study aims at investigating the effect of the integrated local wisdom on English Learning at university Students. The research employed a quasi-experimental design. The experimental class was taught by implementing the integrated local wisdom on English Learning and the non-experimental class by conventional strategy. The subject was the 152 second semester students of Non-English Language teaching Department, Al Asyariah Mandar University. The sample was randomly selected to be one of the classes into the experimental group and the other one into the control group. Since the statistical assumptions were not fulfilled in this study therefore, the data were analyzed by utilizing non parametric testing: Mann–Whitney U and Kruskall-Wallis. The mean score of the students’ reading comprehension achievement in the end of the study was 79.63 in the experimental group while the mean score of the students’ achievement in control group was 56.76 and the p-value was .000, meaning was smaller than level of significance 0.05 (sig 0.000 < 0.05). The finding showed that the integrated local wisdom on English Learning statistically impacted students’ skill using English as Communication devise in daily life compared to one taught using the Conventional strategy.

scholarly journals The Impact of Literacy and Numeracy Drive (LND) on English Language Learning in Rural and Urban Public Schools of Gujranwala, Punjab

2021 ◽  
Vol VI (III) ◽  
pp. 137-149
Author(s):  
Muhammad Asad Habib ◽  
Muhammad Asif ◽  
Rana Imran Ali
Keyword(s):  
Public Schools ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Control Group ◽  
English Language Learning ◽  
Rural And Urban ◽  
Urban Public Schools ◽  
The Impact ◽  
Experimental Group

The study examines the impact of Literacy and Numeracy Drive (LND) on the English language learning outcomes and environment at primary sections of rural and urban public schools of district Gujranwala, Punjab, Pakistan. The data were gathered from two public schools: one from a rural area and another from an urban center. The partakers, N=60, served in the controlled and experiment groups. The control group was imparted the prescribed syllabus with the traditional method. In contrast, the experimental group was trained through LND's systematic learning objectives (SLOs), Tablet PCs, specific booklets, and tests. Three pre-tests were conducted before the treatment, and three post-tests were administered after two months of instruction. The study used quasi-experimental methods, and the gathered data were analyzed using SPSS 25. The results show a significant improvement in the outcomes of the experimental group, while no significant change was observed in the case of the control group. The results demonstrate that systematic SOL-based language teaching, technological assistance, and hand training help improve the English language pedagogy. The study suggests that such intervention scan enhance the overall English language teaching environment. As a result,the reach of LND should be extended to other sections of public schools

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