effect of developmentally moderated focus on form instruction in Indonesian kindergarten children learning English as a foreign language

2020 ◽  
Vol 4 (1) ◽  
pp. 49-61
Author(s):  
Isriani Hardini ◽  
Bruno Di Biase ◽  
Satomi Kawaguchi ◽  
Carol Reid
Keyword(s):  
Second Language Acquisition ◽  
Kindergarten Children ◽  
Short Report ◽  
Focus On Form ◽  
Grammatical Development ◽  
Quasi Experimental ◽  
Plural Marking ◽  
Based Instruction ◽  
One Year ◽  
Kindergarten Class

This short report summarises a current quasi-experimental investigation into the effect of developmentally moderated focus on form instruction (DMFonF; Di Biase 2002, 2008) in an EFL classroom in an Indonesian kindergarten. DMFonF is an instructional approach which combines Pienemann's (1984) teachability hypothesis within Processability Theory (Pienemann 1998, 2011) with Long's (1991) focus on form (FonF) feedback. Specifically, the current study focuses on the acquisition of English plural marking on nouns. One first-year Indonesian kindergarten class (K1) and one second-year kindergarten class (K2) participated in the study. Children in both K1 and K2 were assessed at the beginning of the study and all of them, bar one exception, were found to be at the lexical stage; that is, they produced only single words and formulaic expressions in English without any grammatical markings. Analyses for K1 after one semester of instruction with DMFonF indicated that all the children acquired lexical plural marking and nine out of ten children also acquired phrasal agreement between quantifiers and nouns. A comparison of these results with K2 children (who were one year ahead in their meaning-based instruction) suggests that DMFonF instruction is effective in promoting grammatical development in the second language acquisition of kindergarten children. 

Focus on Form in Content-Based Instruction: in Primary School Arts and Crafts CLIL

e-TEALS ◽  
2018 ◽  
Vol 9 (s1) ◽  
pp. 41-56
Author(s):  
Alexandra Vraciu ◽  
Yolanda Capdevila Tomàs
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Empirical Evidence ◽  
Foreign Language Learning ◽  
Target Language ◽  
Arts And Crafts ◽  
Focus On Form ◽  
Pedagogical Strategies ◽  
Based Instruction

Abstract Despite their alleged dual focus on content and language learning, CLIL classes are, more often than not, focused on meaning transmission and comprehension and promote an incidental approach to language learning. Yet, empirical evidence from second language acquisition research points out that a mere focus on meaning is not enough for learners to reach proficiency in the target language and some awareness of the linguistic form is necessary for language learning to occur. In order to foster simultaneous subject matter and foreign language learning, CLIL practitioners need to create opportunities for learners to notice the language of the content while performing content-related activities and tasks. We propose a series of pedagogical strategies to achieve this awareness of the form in the context of the CLIL class, drawing on empirical evidence from language learning research and our own experience as CLIL teachers and teacher trainers.

scholarly journals Effectiveness of “Hand Hygiene Fun Month” for Kindergarten Children: A Pilot Quasi-Experimental Study

2020 ◽  
Vol 17 (19) ◽  
pp. 7264
Author(s):  
Lorna Kwai Ping Suen ◽  
Janet Pui Lee Cheung
Keyword(s):  
Experimental Study ◽  
Hand Hygiene ◽  
School Health ◽  
Intervention Group ◽  
Kindergarten Children ◽  
School Level ◽  
Control Group ◽  
Hygiene Practices ◽  
Quasi Experimental ◽  
Experimental Group

Early childhood is a formative period during which healthy habits are developed, including proper hand hygiene practices. The aim of this quasi-experimental study was to determine the effectiveness of a 4-week series of educational sessions that consider the cognitive developmental stage of children on increasing their knowledge and promoting hand hygiene practices. The intervention group (n = 33) observed the hand hygiene program, whereas another group served as the waitlist control (n = 20). Creative activities were planned for the illustration of hand hygiene concepts in terms of “right moments”, “right steps”, and “right duration”. Hand sanitizer coverage was evaluated using a hand scanner. After the intervention, the experimental group had higher knowledge level toward hand hygiene than the control group (p < 0.001). Significant improvements in hand hygiene performance at the left palm and dorsum (p < 0.05), right palm (p < 0.05), and overall hand coverage (p < 0.05) were observed in the experimental group. The study demonstrated that the knowledge and proper hand hygiene (HH) practice of children can be positively influenced by the use of an age-appropriate education program. The results of this study have implications for school health educators and parents for promoting HH practices among children at home and at the school level.

THE USE OF LITERATURE-BASED INSTRUCTION TO IMPROVE READING COMPREHENSION AND WRITING ACHIEVEMENTS OF THE EIGHTH GRADE STUDENTS

2020 ◽  
Vol 6 (2) ◽  
pp. 61-73
Author(s):  
Ressy Novasyari
Keyword(s):  
Reading Comprehension ◽  
Eighth Graders ◽  
Population Based ◽  
Mean Difference ◽  
Eighth Grade ◽  
Writing Achievement ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Based Instruction ◽  
And Control

Abstract: This research aimed to investigate whether or not there were significant differences in reading comprehension and writing achievement between the eighth grade students of SMP Islam Az-Zahra 2 Palembang who were taught by using Literature-Based instruction and those who were not. This study used one of the quasi experimental designs: pretest-posttest design. The sample was selected purposively from the whole population based on their reading comprehension scores. Forty six eighth graders were selected as the sample and equally divided into experimental and control groups. Pretest and posttest were given to both groups.  Using paired sample statistics,  the results of the experimental group showed that the students’ reading comprehension and writing achievement ? significantly improved. Furthermore, the result of the independent t-test showed that with mean difference of reading comprehension was 8.609, t value 11.111(p<0.05). Moreover, the mean difference of writing achievement was 6.8043, t value 10.478 (p<0.05).   Keywords:   Literature-based instruction, reading                     comprehension and writing achievement.

Teaching the form-function mapping of German ‘prefield’ elements using Concept-Based Instruction

2016 ◽  
Vol 4 (1) ◽  
pp. 153-170
Author(s):  
Ingo Fehrmann
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Information Structure ◽  
Language Production ◽  
Basic Structure ◽  
Form Function ◽  
Basic Functions ◽  
Beginning Learners ◽  
Based Instruction ◽  
Function Mapping

Abstract Empirical findings in Second Language Acquisition suggest that the basic structure of German declarative sentences, described in terms of topological fields, poses certain challenges to learners of German as a foreign language. The problem of multiple prefield elements, resulting in ungrammatical verb-third sentences, figures most prominently in the literature. While the so-called V2 constraint is usually treated as a purely formal feature of German syntax both in the empirical as well as in the pedagogical literature, the present paper adopts a usage-based perspective, viewing language as an inventory of form-function mappings. Basic functions of prefield elements have already been identified in research on textual grammar and information structure. This paper presents results from a pilot study with Japanese elementary learners of German as a foreign language, where the form-function mapping of German prefield elements was explicitly taught following the guidelines of an approach called Concept-Based Instruction. The findings indicate that, with a focus on the function-function mapping, it is in fact possible to explicitly teach these rather abstract regularities of German to beginning learners. The participants’ language production exhibits a prefield variation pattern similar to that of L1 German speakers; at the same time the learners produce very few ungrammatical verb-third sentences.

Intensive Fostering: An Independent Evaluation of MTFC in an English Setting

2012 ◽  
Vol 36 (1) ◽  
pp. 13-26 ◽  
Author(s):  
Nina Biehal ◽  
Sarah Ellison ◽  
Ian Sinclair
Keyword(s):  
Young People ◽  
Total Sample ◽  
High Risk Group ◽  
Eligibility Criteria ◽  
Independent Evaluation ◽  
Quasi Experimental ◽  
One Year ◽  
Stage 1 ◽  
Official Data

Nina Biehal, Sarah Ellison and Ian Sinclair present the results of an independent evaluation of the Multidimensional Treatment Foster Care (MTFC) programme for young offenders in England, where it is known as Intensive Fostering (IF). A quasi-experimental, mixed-methods study was carried out at the three pilot sites, with a total sample of 47 at follow-up. Young people sentenced to IF were compared to a similar group, matched on the eligibility criteria for IF, the majority of whom were sentenced to custody. The groups were well matched in terms of their characteristics and criminal histories. Official data on reconviction were collected at baseline and one year after entry to the IF placement or release from custody (Stage 1), and further data on programme completion and secondary outcomes were collected via interviews with young people and parents, and questionnaires to professionals at baseline and follow-up. Official data on reconviction were also collected one year after exit from the IF placements (Stage 2). At Stage 1 the IF group were less likely to be reconvicted, had committed fewer and less-serious recorded offences, on average, and took longer to commit their first recorded offence. At this point the IF group were more likely to be living with their families and less likely to be in custody than the comparison group. However, by Stage 2 no significant differences in patterns of reconviction remained. IF successfully contained a high-risk group in the community, but the effects of the intervention diminished once they left their foster placements. Environmental effects on entry to and exit from the IF placements may help to explain the results at both stages.

scholarly journals Syntactical Development on Second Language Writing: A Case of L2 Child Learner on Immersion Experience Abroad

2020 ◽  
Vol 4 (2) ◽  
pp. 245
Author(s):  
Hanna Sundari ◽  
Rina Husnaini Febriyanti
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Second Language Writing ◽  
Prepositional Phrases ◽  
School Year ◽  
Immersion Experience ◽  
L2 Speaking ◽  
Language Writing ◽  
Morphological Processes ◽  
One Year

Development of child language is tremendously complex, remarkable and wondrous. In a second language acquisition context, a child can acquire his second language in either acquiring both languages at the same time or learning the second language after mastering the first one. This present research is concerned to describe the syntactical development particularly for second language writing of an eight-year old child who has experienced immersion abroad for one year in L2-speaking country. The participant is an eight-year old child from Jakarta Indonesia who has experienced immersion environment in Australia for one year. The research will be carried out qualitative naturalistic research design. Not less than 38 documents of participant’s paperwork during her school year were then collected, grouped and analysed. From the findings, it is known that morphological processes on L2 such as affixes and verb changes have emerged. Meanwhile, the findings also show the development on morphemic, phrasal and sentential level on acquiring L2. Some morphemes have been acquired such as the suffix, the changing of verb, the -ing form. Moreover, post-noun prepositional phrases are the most emerged phrases. On sentential level, active declarative sentences are the most frequently appeared. However, some errors and inconsistency also occur indicating the development of her second language.

scholarly journals PENGARUH PENGGUNAAN MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION (PBI) TERHADAP HASIL BELAJAR PESERTA DIDIK DALAM PEMBELAJARAN BIOLOGI

2020 ◽  
Vol 11 (2) ◽  
pp. 175
Author(s):  
Ni Kadek Dewi Novianti ◽  
Handoko Santoso ◽  
Agil Lepiyanto
Keyword(s):  
Learning Outcomes ◽  
Experimental Research ◽  
Learning Process ◽  
Cognitive Learning ◽  
Learning Model ◽  
Research Data ◽  
Psychomotor Learning ◽  
Quasi Experimental ◽  
Based Instruction ◽  
Cognitive Learning Outcomes

The Effect of using the Problem Based Instruction (PBI) learning model to determine the effect on learning outcomes using the Problem Based Instruction (PBI) learning process. This research is a quasi experimental research which consists of a control class and an experimental class. The control class uses the conventional learning model and the experimental class uses the Problem Based Instruction (PBI) learning model, conducted in the X MIPA 1 and X MIPA 2 in SMA Negeri 1 Rumbia. The research data were obtained from test sheets and observations at the end of each lesson. The average cognitive learning outcomes of the experimental class were 80% and the control class was 63,83%. The average psychomotor learning outcomes of the experimental class were 80,46% and the experimental class was 75%. The results showed that there was an influence of the Problem Based Instruction (PBI) learning model on the learning outcomes of students in learning biology. Kata Kunci : Model Pembelajaran Problem Based Instruction (PBI), Hasil, Belajar peserta didik

scholarly journals The Effect of Resource-Based Instructions on Pre-service Biology Teachers’ Attitudes towards Learning Biology

2021 ◽  
Vol 20 (8) ◽  
pp. 262-277
Author(s):  
Josiane Mukagihana ◽  
Catherine M Aurah ◽  
Florien Nsanganwimana
Keyword(s):  
Negative Attitude ◽  
Control Group ◽  
Biology Teachers ◽  
Lecture Method ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
Based Instruction ◽  
Teachers Attitudes ◽  
Attitudes Towards Learning

A positive attitude correlates to successful learning; while a negative attitude leads to poor learning. The present study aimed to compare the pre-service biology teachers’ attitudes towards learning biology and assessing their attitudinal change before and after being taught by resource-based instructions (RBI) in Rwanda. A survey-research design was used, in combination with a quasi-experimental control group, and the equivalent time-series designs. Pre-service biology teachers were taught at a public university in three separate groups, with one control group and two experimental groups. Each group received a pre-attitude and a post-attitude assessment. In contrast, at a private university, they were taught as a single group, in a series of instructions, starting with the lecture method, followed by animation-based instruction and small- group laboratory activities, in which at each stage, the pre-service biology teachers received the same assessment. The biology Attitudinal Scale showed a Cronbach alpha reliability of 0.625 before its use. The data were analyzed quantitatively; and the results revealed no statistically significant difference between the public and the private pre-service teachers’ attitudes before learning microbiology. After the teaching interventions, the results revealed that both the traditional and the resource-based instructions improved the pre-service biology teachers’ attitudes towards learning biology, as a result of their improved maturity and their anticipated future teaching career.

scholarly journals Retenção da aprendizagem após treinamento em Suporte Básico de Vida com uso de simulação de baixa fidelidade em uma unidade hospitalar odontológica

2018 ◽  
Vol 28 (1) ◽  
pp. 29410
Author(s):  
Marcelo Nunes de Lima ◽  
Fernanda Drummond Ruas Gaspar ◽  
Túlio Gomes da Silva Mauro ◽  
Márcia Apoliano Mesquita Arruda ◽  
Gardênia da Silva Abbad
Keyword(s):  
Basic Life Support ◽  
Life Support ◽  
University Hospital ◽  
Theoretical Knowledge ◽  
Learning Retention ◽  
Or Practice ◽  
Post Test ◽  
Quasi Experimental ◽  
Research Interviews ◽  
One Year

AIMS: To evaluate the learning retention of participants of a Basic Life Support course in a dental unit of a university hospital.METHODS: This study combined quantitative and qualitative methods in a quasi-experimental design, in which the same subjects were compared before and at two moments after an intervention, which consisted of a training course in Basic Life Support. The participants were employees of the Oral Health Unit of the University Hospital of Brasília. Three evaluations were performed: pre-test, post-test and late post-test, in order to assess participants' learning retention. In a second stage of the research, interviews were conducted with the participants approved in the retention learning test.RESULTS: At all, 66 professionals participated in the course and carried out the theoretical pre-test and the theoretical and practical post-test. One year and five months after the course, 10 participants were submitted to the late post-test, also theoretical and practical. Regarding the theoretical knowledge, the mean was 6.3±2.31 points in the pre-test, 8.3±1.25 points in the post-test and 5.1±1.44 points in the late post-test. Late post-test results revealed also that 70% of participants met the minimum theoretical knowledge requirement for approval (5 of 10 points) but only 20% passed the practical retention assessment. The two participants who passed the practical evaluation had repeated the training after the initial course.CONCLUSIONS: Basic Life Support training based on simulation resulted in practical and theoretical learning in cardiopulmonary resuscitation. However, the effect did not persist after one year and five months, except for participants who repeated the training during this period, indicating that the long term retention of this learning requires more opportunities for training or practice. Further studies are needed to investigate the ideal workload, the number of repetitions required during training and the appropriate frequency of training, as well as to obtain information about the influence of prior knowledge of the participants and the practice after training in retention of skills.

Sociocultural theory and concept-based language instruction

2020 ◽  
pp. 1-16
Author(s):  
James P. Lantolf ◽  
Jiao Xi ◽  
Valeriya Minakova
Keyword(s):  
Second Language Acquisition ◽  
Sociocultural Theory ◽  
Dynamic Assessment ◽  
Zone Of Proximal Development ◽  
Language Instruction ◽  
The Other ◽  
Educational Setting ◽  
Pedagogical Practice ◽  
Proximal Development ◽  
Based Instruction

In the initial sociocultural theory (SCT) timeline, Lantolf and Beckett (2009) surveyed a broad spectrum of research informed by sociocultural psychology as it was extended into the field of second language acquisition and language teaching. Since that time, the amount of research that has been published within the SCT framework has grown exponentially. With regard to the educational setting, two major strands of research have emerged; one that addresses pedagogical practice and the other that deals with assessment. The assessment strand, Dynamic Assessment, adheres to principles that emerge from the SCT concept of the Zone of Proximal Development and is the topic of a separate timeline (see Poehner & Wang, forthcoming). The pedagogical strand, the topic of the present article, is generally referred to as Concept-based Language Instruction (C-BLI), although in some publications the rubric Concept-based Instruction (CBI) is used. Unfortunately, the abbreviation of the alternative rubric has on more than one occasion been confused with content-based instruction, also abbreviated as CBI. We would like to suggest here that it would be better if SCT researchers were to adopt C-BLI to avoid misinterpretations going forward.

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