scholarly journals Exploring the Impact of Peer Assessment on EFL Students’ Writing Performance

2021 ◽  
Vol 9 (3) ◽  
pp. 77-95
Author(s):  
Eleni Meletiadou
Keyword(s):  
Positive Impact ◽  
Peer Assessment ◽  
Writing Classes ◽  
Writing Performance ◽  
School Year ◽  
Greek Cypriot ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
The Impact

Lately, researchers have expressed their concern for EFL students’ poor writing performance and exam failure. They have indicated that peer assessment (PA) can be successfully employed to support a better integration of teaching/instruction with assessment of progress in learning. Bearing this in mind, the current study employed a pre-test post-test quasi-experimental design and aimed to explore the effect of PA on 200 Greek Cypriot EFL students’ writing performance. These adolescent learners attended two writing classes per week (90 minutes) for a full school year. Teachers received training in PA skills and then had to train their own students. Students were asked to use a PA rubric which was also devised by the researcher but negotiated between the students and their teachers during the training sessions. Paired T-tests were performed to investigate whether students in the control (n=100 students and 10 teachers) and the experimental groups (n=100 students and 10 teachers) enhanced their writing performance comparing their pre- to post-test scores. The study outcomes indicated that PA could have a moderately positive impact on students’ writing performance. The use of PA improved students’ writing performance in 5 aspects: mechanics, organisation, content, focus, and vocabulary and language use. In response to the need for more experimentation, this study provides recommendations for PA implementation in secondary school EFL writing classes which enable teachers to improve students’ writing performance.

scholarly journals Is it Worth Flipping? The Impact of Flipped Classroom on EFL Students’ Grammar

2020 ◽  
Vol 13 (6) ◽  
pp. 144 ◽  
Author(s):  
Ishaq Salim Al-Naabi
Keyword(s):  
Flipped Classroom ◽  
Positive Impact ◽  
Future Research ◽  
Flipped Learning ◽  
Structured Interviews ◽  
Intact Group ◽  
English Grammar ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

In light of contemporary pedagogical methods, the flipped classroom has been recognised as an effective pedagogy in English as a Foreign Language (EFL). This study employed a quasi-experimental one-group research design to investigate the impact of flipped learning on Omani EFL learners’ grammar and to examine students’ perceptions on the flipped classroom. An intact group of students (n=28) enrolled at the foundation programme in Arab Open University-Oman was randomly selected. Seven videos on English grammar were developed and shared with the students prior to the class. A varaiety of activities were conducted in the class following task-based language teaching. Students met for 8 lessons over the period of 8 weeks. Pre-test, post-test and semi-structured interviews were used in the study. The findings indicated that flipped learning had a positive impact on students’ understanding and usage of English grammar. Students’ perceptions on the flipped approach were positive. The study also provided pedagogical insights for the flipped classroom and recommendations for future research. 

scholarly journals IMPACT OF COUNSELING ON IMPROVING ADHERENCE TO DYSLIPIDEMIA PATIENT

2018 ◽  
Vol 11 (13) ◽  
pp. 22
Author(s):  
Saru Noliqo Rangkuti ◽  
Azizah Nasution ◽  
Azizah Nasution ◽  
Khairunnisa Khairunnisa ◽  
Khairunnisa Khairunnisa
Keyword(s):  
Positive Impact ◽  
Patient Adherence ◽  
Test Design ◽  
Adherence Level ◽  
Chi Square ◽  
Post Test ◽  
Adherence Scale ◽  
Quasi Experimental ◽  
Scale 8 ◽  
The Impact

 Objective: The objective of this study was to determine the impact of counseling on adherence of dyslipidemia outpatients to the prescribed medications in An-Nisa Hospital Tangerang period July 2016–November 2016.Methods: This prospective a quasi-experimental design with pre- and post-test design was done to analyze the impact of counseling in An-Nisa Hospital Tangerang. Patients’ characteristics were statistically analyzed using Chi-square. The patient adherence toward therapy was analyzed using Morisky Medication adherence scale-8.Results: The present study indicated that most of the patients (70%) were females with ages: ˃50.70%; ≤50.30%. The counseling significantly affected the adherence level on dyslipidemia patients, p<0.001.Conclusion: This research proved that counseling had a positive impact on the patients’ adherence.

scholarly journals Flourishing EFL Learner’s Goal Setting and Self-regulation by Positive Psychology Intervention

2018 ◽  
Vol 6 (1) ◽  
pp. 81 ◽  
Author(s):  
Noori, Samieh ◽  
Ashrafganjoe, Mohsen
Keyword(s):  
Positive Psychology ◽  
Goal Setting ◽  
Self Regulation ◽  
Cluster Sampling ◽  
Proficiency Level ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
The Impact

This quasi-experimental study aimed at addressing the impact of Positive Psychology (PP) on Goal Setting (GS) and Self-regulating (SR) of EFL learners in an English institute located in Kerman. In so doing, the study utilized an experimental design with 20 participants, in two groups totaling 9 male and 11 female, students, and aged 19 to 34. In accordance with Dornyei (2007) cluster sampling, all intermediate EFL students (20 intermediate EFL students) in the institute, were selected to participate. The pretest showed that all the participants were homogenous with regard to their proficiency level as well as their goal setting and self-regulation. Data was collected over two months using the goal setting and self-regulation questionnaires developed by Erickson et al. (2015) before and after one term. The results of the post-test revealed that PP had a positive and significant impact on these learners’ goal setting and self-regulating. The findings from this research suggest positive psychology offers an effective path towards understanding, managing and successfully self-regulating and setting goals for ESL students.

scholarly journals Opening Pandora’s Box: How Does Peer Assessment Affect EFL Students’ Writing Quality?

Languages ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 115
Author(s):  
Eleni Meletiadou
Keyword(s):  
Peer Assessment ◽  
Teacher Assessment ◽  
Collaborative Group ◽  
Writing Quality ◽  
Writing Classes ◽  
Greek Cypriot ◽  
Efl Students ◽  
Lexical Complexity ◽  
Grammatical Complexity ◽  
One Year

Recent research has underlined the benefits of peer assessment (PA) as it helps learners write high-quality essays and increases their confidence as writers. In terms of this intervention study, 200 Greek Cypriot EFL learners’ essays (pre- and post-tests) were evaluated taking into consideration four aspects of writing quality after using either PA and teacher assessment (TA) (experimental groups, n = 100 students) or only TA (control groups, n = 100 students) in their writing classes for one year. This is one of the few studies, to the knowledge of the present researcher, which have performed text analysis of so many aspects of writing quality using such a—relatively—large sample (400 essays) in such a challenging setting (secondary education). Learners’ essays were evaluated in terms of accuracy, fluency, grammatical complexity, and lexical complexity using Atlas.ti. Findings indicated that learners who received PA and TA improved their essays more in terms of lexical complexity, accuracy, and some features of grammatical complexity and fluency than those who received only TA. The current study highlights the desirability of collaborative group work, in the form of PA activities, in the creation of opportunities conducive to promoting writing quality.

Enhancing statistical literacy skills through real life activities enriched with gamification elements: An experimental study

2021 ◽  
pp. 204275302098701
Author(s):  
Ünal Çakıroğlu ◽  
Mustafa Güler
Keyword(s):  
Experimental Study ◽  
Experimental Design ◽  
Positive Impact ◽  
Real Life ◽  
Literacy Skills ◽  
Statistical Literacy ◽  
Instructional Process ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Statistics

This study attempts to determine whether gamification can be used as a pedagogical technique to overcome the challenges in teaching statistics. A post-test quasi-experimental design was carried out in gamified and non-gamified groups in order to reveal the effect of gamification elements in cultivating students’ statistical literacy skills. Students in gamified group were also interviewed to understand the function of gamification process. The results suggest that; although gamifying the instructional process had a positive impact on developing students’ statistical literacy in medium and high score students; surprisingly the influence of the gamification to the low- achieved scores were not positive. The positive impact was discussed in accordance with the gradual structure of statistical literacy and suggestions for successful gamification applications due to the context were included.

scholarly journals Impact of a Series of Educational Talks Taught by Health Professionals to Promote Healthy Snack Choices among Children

Children ◽  
2021 ◽  
Vol 8 (3) ◽  
pp. 203
Author(s):  
Víctor Arufe Giráldez ◽  
Javier Puñal Abelenda ◽  
Rubén Navarro-Patón ◽  
Alberto Sanmiguel-Rodríguez
Keyword(s):  
Nutritional Quality ◽  
Positive Impact ◽  
Total Sample ◽  
Overweight And Obesity ◽  
Healthy Habits ◽  
Quasi Experimental ◽  
Nutrition And Dietetics ◽  
Future Work ◽  
The Impact

Background: One of the great challenges facing today’s society is the need to combat overweight and obesity in schoolchildren. This study aimed to analyze the impact of a cycle of didactic talks—given to families by a specialist in pediatrics, a specialist in nutrition and dietetics and a specialist in physical exercise—on childrens’ snack choices and nutrition quality. Methods: A longitudinal, quasi-experimental and quantitative investigation was designed, working with a total sample of 50 students divided into control and experimental groups. The nutritional quality of daily snacks was recorded during the month before and the month after the cycle of talks given by health experts. Results: An increase in the nutritional quality of the snacks was observed in the days after the talk—but, after a week, values returned to normal. Conclusions: The giving of educational talks to promote healthy habits may have a positive impact on the nutritional quality of school snacks in the days immediately following the talks. However, some forgetfulness was detected over time, which reduced the nutritional quality of the snacks once more. For future work, it is recommended that researchers measure the impact produced by giving regular talks.

scholarly journals The Effect of Using Peer Assessment Training on Writing Performance among Arab EFL High School Students in Malaysia

2019 ◽  
Author(s):  
Abdallah Mohammad Salem Almahasneh ◽  
Samsiah Abdul-Hamid
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Assessment ◽  
School Students ◽  
Design Data ◽  
Writing Performance ◽  
English As Foreign Language ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Assessment Training

Peer assessment training has appeared as potential new tools for enhancing Arab English as foreign language (EFL) high school students on writing performance. The purpose of this research was to investigate the effect of using peer assessment training on writing performance among Arab EFL high school students. One hundred and twenty students aged fifteen and sixteen years old participated in this study with an equal number of male and female students. The students were from two Arab high schools in Malaysia. This study employed a quasi-experimental research design. Data was collected using Analytical Marking Scale (Alderson, et al., 1995) to assess student’s writing performance in the pretest and posttest. The result of this study shows that there is a significant difference in the writing performances between the experimental and control groups at P &lt; 0.001. The findings suggests that students who have been exposed to peer assessment training write a better draft compared with those students who were only given conventional training in writing an essay, and without the benefit of peer feedback.

scholarly journals The Role of Inquiry Based Learning to Improve Reading Comprehension of EFL Students

2018 ◽  
Vol 1 (1) ◽  
pp. 13-20
Author(s):  
' Ermawati
Keyword(s):  
Reading Comprehension ◽  
English Education ◽  
Reading Proficiency ◽  
Sampling Technique ◽  
Education Department ◽  
Inquiry Based Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students

Approaches in reading have widely emerged to fulfill the needs of learners to comprehend a text and to change their reading habit which is one of them is Inquiry Based Learning (IBL). Thus, this study aims to identify the role of Inquiry Based Learning to improve reading comprehension. The design of this study was mixed method with QUAN-qual model. The quantitative method used quasi-experimental design with control and experimental group including pre-test and post-test. It used purposive sampling technique to determine the samples who involved 40 students; 19 students in control class and 21 students in experimental class. This study was conducted at third semester students of English Education Department of STKIP Muhammadiyah Sidrap. The data were gained through test and non-test (questionnaire and interview). Then, the data were analyzed through SPSS 22. The significant findings of the recent study was the roles of IBL; developing students’ reading proficiency, engaging the students with complex texts, practicing students’ all levels of comprehension as they take a part in IBL phases,activating students prior knowledge, aligning inquiry process to students’ reading comprehension, providing students to work with team and enhancing students’ learning process. Finally, this study could be implemented practically and pedagogically in the study of IBL.

scholarly journals Women's Empowerment in the Philippines: Impact evaluation of the ‘BASIC START’ project

2021 ◽  
Author(s):  
Jaynie Vonk
Keyword(s):  
Impact Evaluation ◽  
Experimental Approach ◽  
Positive Impact ◽  
Women's Empowerment ◽  
The Philippines ◽  
Women’S Empowerment ◽  
Autonomous Region ◽  
Full Report ◽  
Quasi Experimental ◽  
The Impact

This evaluation is presented as part of the Effectiveness Review Series 2018/19 on women’s empowerment. The BASIC START (Building Autonomous and Stable Institutions and Communities through Socially Cohesive, Transparent, Accountable and Responsive Transition) in the Bangsamoro' project was carried out in the Autonomous Region in Muslim Mindanao (ARMM) in the Philippines between April 2015 and August 2017, by Oxfam together with four implementing partners: Al Mujadilah Development Foundation (AMDF), United Youth of the Philippines Women (UnYPhil-Women), Tarbilang Foundation, and Women Engaged in Action on 1325 (WE Act 1325). The project aimed to promote women's empowerment and peacebuilding in the region. A quasi-experimental approach was used to assess the impact of the project activities in strengthening women’s empowerment. The evaluation used Oxfam's Women's Empowerment (WE) index. Overall, the evaluation found that the BASIC START project had a positive impact on Women's Empowerment in all three levels investigated – personal, relational and environmental. Find out more by reading the evaluation brief or the full report.

scholarly journals The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

2021 ◽  
pp. 1-114
Author(s):  
Alanoud Ahmed Aldukhi
Keyword(s):  
Writing Skills ◽  
Intermediate School ◽  
Efl Learners ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Descriptive Writing ◽  
Experimental Group ◽  
Rotation Model

The present study investigated the impact of the station rotation model (SRM) on enhancing students’ descriptive writing skills. It adopted the quasi-experimental pre-post test control/ experimental group design. The tools of the study included a pre/post- descriptive writing skills test, and open-ended questionnaire. The participants of the study were selected randomly, 40 female students enrolled in the twelfth intermediate school in Riyadh. Students of the experimental group received the descriptive writing skills instructions in nine sessions based on the SRM, two of them were for training. The study results revealed statistically significant differences at 0.05 level between the mean scores of the control and the experimental groups on the post test in favor of the experimental group in overall descriptive writing skills as well as in each descriptive writing skill. The researcher recommended that there is a real necessity from educators and teachers to prepare appropriate curriculums that involve implementing the station rotation model inside the classrooms, in a way that corresponds with teachers’ ability and students’ need, aiming to gain the mentioned advantages.

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