scholarly journals The Educational Interrelation of Narrative Creativity and Written Expression Dimensions as an Innovative and Didactic Process in Learning a Foreign Language

2020 ◽  
Vol 12 (18) ◽  
pp. 7274
Author(s):  
Tatjana Portnova ◽  
José Luis Ortega-Martín ◽  
Félix Zurita-Ortega ◽  
Gabriel González-Valero
Keyword(s):  
Foreign Language ◽  
Written Expression ◽  
Analysis Tool ◽  
Control Groups ◽  
Creative Imagination ◽  
School Students ◽  
Quasi Experimental ◽  
The Subject ◽  
And Control ◽  
The Impact

The aim of the present study was to analyze the impact of narrative creativity on the subject of written foreign languages in secondary school students. A quasi-experimental longitudinal study was conducted with 117 students of 14–15 years of age in two secondary schools in Andalusia (Spain) with experimental and control groups. The tools used were a writing expression analysis tool designed by the authors and the Creative Imagination for Youngsters Test (Prueba de Imaginación Creativa para Jóvenes, PIC-J). The results showed that the participants of the experimental groups improved in terms of the originality and usage of variables of imaginary elements. We also found gender differences—in favor of female students—in the experimental groups in terms of foreign language improvement during the study. Finally, there was a slight interrelation of students with higher narrative creativity showing greater improvements in their written expression skills.

scholarly journals The Impact of Text Messaging on Iranian University Students as an English as a Foreign Language Instructional Tool to Enhance Learner Autonomy and Perception

2020 ◽  
Vol 19 (11) ◽  
pp. 184-202
Author(s):  
Behnam Behforouz ◽  
Anca Daniela Frumuselu
Keyword(s):  
Foreign Language ◽  
Text Messaging ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Control Group ◽  
Instructional Tool ◽  
Control Groups ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This paper investigates the efficiency of text messaging as an English as a Foreign Language (EFL) instructional tool to enhance learner autonomy and perception at the Islamic Azad University-South Tehran Branch, Iran. The study considers seventy-four learners to participate in the study after the administration of an Oxford Placement Test to measure their proficiency level. Participants are randomly assigned in experimental and control groups, including 37 participants each. A questionnaire is used as a pretest and posttest to measure learners` autonomy. Participants from the experimental group use text messaging (the treatment) to receive instructions, whereas those from the control group receive traditional classroom instructions in a face-to-face channel. A semi-structured interview is also used to collect date on experimental group participants` perception in using MALL in classrooms. The results reveal remarkable differences between the experimental and control groups’ means on their learner autonomy scores. However, the impact of the independent samples t-test has shown that there is no statistically meaningful gender difference among the learners regarding their autonomy scores. The findings based on the semi-structured interview showed complimentary views on MALL. The current study is beneficial since its outcomes could be relevant for EFL curriculum developers and English language teachers in the use of mobile learning and text messaging in the English classroom.

Impact of stroke education on middle school students and their parents: A cluster randomized trial

2016 ◽  
Vol 12 (4) ◽  
pp. 401-411 ◽  
Author(s):  
João Pedro Marto ◽  
Cláudia Borbinha ◽  
Rita Filipe ◽  
Sofia Calado ◽  
Miguel Viana-Baptista
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Test Scores ◽  
Control Groups ◽  
School Students ◽  
Stroke Education ◽  
And Control ◽  
The Impact ◽  
Stroke Knowledge ◽  
Structured Questionnaire

Background School students are an attractive target for stroke education due to the potential impact on stroke prevention and recognition. Additionally, these students can drive behavioral changes in their families. Aim To evaluate the impact of stroke education on school students, in terms of students’ and parents’ acquired stroke knowledge. Methods A structured questionnaire on knowledge of stroke was filled out by eighth-grade students and one of their parents in seven public schools. In four of these schools, students attended a stroke lecture; educational flyers and magnetic posters were distributed and parent education was encouraged. Students and parents of the other three schools were included in a control group. Students and parents, of both intervention and control groups, were resubmitted to the initial structured questionnaire within one week of the stroke lecture and three months later. Results We included 764 students and 344 parents, 383 (50.1%) and 210 (61.0%) in the intervention group. Correct test scores for students before, within one week, and three months after the intervention were 54.49% versus 55.03% (p = 0.418), 98.69% versus 60.89% (p < 0.001), and 95.58% versus 75.7% (p < 0.001) in the intervention and control groups, respectively. Correct test scores for parents at the same time points were 68.78% versus 64.47% (p = 0.107), 96.89% versus 71.42% (p < 0.001), and 94.58% versus 76.54% (p < 0.001) in the intervention and control groups, respectively. Conclusions School-based interventions may improve stroke knowledge in middle school students and their parents.

scholarly journals Visual Mnemonic Technique : An Effective Learning Strategy

2021 ◽  
Vol 23 ◽  
pp. 7-32
Author(s):  
Parisa Farrokh ◽  
Hengameh Vaezi ◽  
Hamed Ghadimi
Keyword(s):  
Learning Strategy ◽  
Specific Treatment ◽  
Joint Effect ◽  
Placement Test ◽  
Control Groups ◽  
Mnemonic Technique ◽  
Quasi Experimental ◽  
The Individual ◽  
And Control ◽  
The Impact

This study was designed to investigate the impact of visual mnemonic technique on young and adult Iranian  English learnersʹ vocabulary learning. The current study followed quasi- experimental design. 48 female students were selected based on their performance on Quick Placement Test. The purpose of the QPT was to homogenize the participants based on their proficiency level. The participants were divided into four groups, two experimental and two control groups. Each group consisted of 12 participants. Prior to the treatment, the participants of both groups were given a pretest to determine the knowledge of vocabulary in the experimental and control groups. Then the experimental groups received the visual mnemonic technique for 8 sessions. The control groups went through a traditional method of teaching vocabulary. After 8 sessions, a posttest was administered to all groups. Two-way between-groups ANOVA was run to the results of the vocabulary tests to look at the individual and joint effect of the independent variables on dependent variable. It was concluded that mnemonic technique significantly affected Iranian pre- intermediate EFL learners’ vocabulary leaning.  The study exhibited that the experimental group who received instruction on mnemonic technique outperformed their counterparts in posttest of vocabulary.  However, the differences between the effects of mnemonic technique for young and adult learners who received the specific treatment were not statistically significant (P≥ .05).

The impact of imagery on the performance and cognitive ability in the elderly

2021 ◽  
Vol 15 (6) ◽  
pp. 1654-1657
Author(s):  
Amir Dana ◽  
Mir Hamid Salehian ◽  
Tayebeh Bani Asadi ◽  
Parinaz Ghanati
Keyword(s):  
Health Care ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
The Elderly ◽  
Analysis Of Covariance ◽  
Control Groups ◽  
Quasi Experimental ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Background: In the future, aging becomes one of the problems of society and the problems of the country's health care system and brings many costs in the health care sector. Purpose: This study examines the effect of imagery on performance and cognitive ability in the elderly. The research method is quasi-experimental with a pretest-posttest design. 40 older adults were selected and divided into experimental and control groups. The subjects in the experimental group performed imagery for four weeks following the pretest. Methods: Data were analyzed using the analysis of covariance. Results: Findings showed that imagery improves the performance and cognitive ability in the elderly. Conclusion: In general, imagery may improve performance and cognitive abilities in the elderly. Keywords: Imagery, Performance, Cognitive Ability, Aging

scholarly journals The Effects of Portfolio Assessment on Writing of EFL Students

2011 ◽  
Vol 4 (2) ◽  
pp. 231 ◽  
Author(s):  
Behzad Nezakatgoo
Keyword(s):  
Evaluation System ◽  
English Language ◽  
Portfolio Assessment ◽  
Control Group ◽  
Final Examination ◽  
Control Groups ◽  
Quasi Experimental ◽  
Efl Students ◽  
And Control ◽  
The Impact

The primary focus of this study was to determine the effect of portfolio assessment on final examination scores of EFL students’ writing skill. To determine the impact of portfolio-based writing assessment 40 university students who enrolled in composition course were initially selected and divided randomly into two experimental and control groups. A quasi-experimental research design was adopted in this study. In order to appraise the homogeneity of the experimental and control groups Comprehensive English Language Test (CELT) was employed at the beginning of the study. The pre-test was applied to both the experimental group and control group. Later in the study, a post-test of dependent variables was implemented for both groups. Data analysis was carried out by SPSS 16 statistical computer program .The statistical techniques being applied were the Levene statistic of One-Way ANOVA and the Paired-sample T-test. The results of the study revealed that that students whose work was evaluated by a portfolio system (portfolio-based assessment) had improved in their writing  and gained higher scores in final examination when compared to those students whose work was evaluated by the more traditional evaluation system (non-portfolio-based assessment).The findings of the present study highlighted the fact that portfolio assessment could be used as a complementary alternative along with traditional assessment to shed new light  on the process of writing.

scholarly journals An Analysis of the Effect of a Cyber Home Learning System on Korean Secondary School Students’ English Language Achievement and Attitude

2015 ◽  
Vol 32 (2) ◽  
pp. 45 ◽  
Author(s):  
Ji Hye Shin ◽  
Peggy Albers
Keyword(s):  
Student Performance ◽  
Test Performance ◽  
English Language ◽  
Survey Methods ◽  
Learning System ◽  
Control Groups ◽  
School Students ◽  
Home Learning ◽  
And Control ◽  
The Impact

This study examined the effectiveness of a Cyber Home Learning System (CHLS), an online learning system currently being employed in South Korea to improve the access and quality of public education as well as to reduce pri- vate tutoring expenditures. The quasi-experimental research design used ex- periment and survey methods to learn about the impact of CHLS on student performance and to ascertain students’ perceptions of the system. The results of the experiment indicated that no statistically significant differences in test performance existed between the experimental and control groups. This finding suggested that CHLS did not have an impact on student performance overall. However, after the data were disaggregated according to ability level, students in the advanced level showed statistically significant differences between the ex- perimental and control groups. Results from the survey indicated that the CHLS was particularly effective for those who are motivated to voluntarily participate in academic activities and who have the capability for self-initiated study. The CHLS can be considered a useful supplement but not a replacement for second- ary private tutoring. To better address the needs of other learners, the English content of CHLS may need to be further modified to match students’ varying proficiency levels and learning styles. Cette étude a porté sur l’efficacité d’un système d’apprentissage en ligne, Cyber Home Learning System – CHLS, actuellement employé en Corée du Sud pour améliorer la qualité de l’éducation publique, en augmenter l’accessibilité, et ré- duire les frais liés aux services de tutorat privé. Le plan de recherche quasi-expé- rimental s’est appuyé sur l’expérimentation et des méthodes d’enquête pour en apprendre sur l’impact du CHLS sur le rendement des élèves et pour confirmer les perceptions qu’ont les élèves du système. Les résultats de l’expérience n’ont indiqué aucune différence statistiquement significative entre le groupe expéri- mental et le groupe témoin, ce qui portait à croire que le CHLS n’avait pas eu d’impact sur le rendement global des élèves. Une fois les données ventilées par niveau de compétence par contre, elles ont révélé des différences statistiquement significatives entre les élèves avancés du groupe expérimental et ceux du groupe témoin. Les résultats de l’enquête ont indiqué que le CHLS était particulièrement efficace chez les élèves motivés à participer aux activités académiques et capables d’apprendre de façon autonome. On peut considérer le CHLS un complément utile à l’apprentissage, mais pas une solution de remplacement aux services de tutorat privé. Afin de mieux répondre aux besoins des autres apprenants, il se peut que le contenu en anglais du CHLS doive être modifié davantage de sorte à refléter les niveaux de compétence et les styles d’apprentissage variés. 

A "The effect of the preventive learning method on the acquisition of the Arabic grammar subject among students of the literary fourth grade"

2021 ◽  
Vol 27 ◽  
pp. 97-129
Author(s):  
INTISAR JAWAD ◽  
Keyword(s):  
Alternative Hypothesis ◽  
Fourth Grade ◽  
Arabic Language ◽  
Male Students ◽  
Experimental Program ◽  
Control Groups ◽  
Preparatory School ◽  
The Subject ◽  
And Control ◽  
The Impact

Abstract: The research aims to identify the technique of mastery of learning in the acquisition of grammar subject Arabic for students of the fourth literary in light of the reasons for the weakness of the students in terms of the nature of the subject Arabic for students of the fourth literary in light of the reasons for the weakness of the students in terms of the nature of the subject Teaching and its strategies, as well as weakness in preparing the school well for the subject itself. The importance of the Arabic language and the Arabic language, especially the grammar of the Arabic language, because it is the backbone of the language in The light of the aim of the research and the identification of the effect of the technique of mastery of learning in the collection of Arabic grammar The method of the research sample based on the experimental curriculum and on a sample of fifty distributed students They have two experimental and control groups, and they are a group of students from Al-Ghazaliya Preparatory School for Girls The General Directorate of Education in Al-Karkh first has the authority to rely on the material prescribed by the Ministry of Education and they are Seven topics and after applying the statistical post test to the research sample and in light of an explanation Result: The null hypothesis is rejected and the alternative hypothesis is retained. The research also reached a set of proposals and they are - Conducting a study similar to the current study For male students within the second semester - conduct a study similar to the current study to see its impact For male students within the second semester - conduct a study similar to the current study to see its impact The other Arabic language, such as “Rhetoric, Literature and Criticism.” He reached the following conclusions: - The : - This method is effective in the experimental program within the limits in which the current study was carried out in raising The educational attainment level of the fourth-grade literary students in the "Arabic grammar subject" in the budget With the usual (standard) method for the same material - it also shows the size of the impact of the teaching steps on according to The technique of achievement is great - that what the student concludes by herself will last longer Which is given to her ready. And he reached a set of recommendations, they are: - Consideration should be given to using more than this method In the course of teaching, especially the artistic method, which is one of the effective methods that give an opportunity Participation and diversification by displaying the readable material - Building a guide for teachers with modern teaching strategies Special in systematic teaching. - The need to prepare training programs for teachers and teachers to train them on How to apply professional methods in teaching them key words: The experiment was conducted in Al-Ghazaliya Preparatory School for Girls on two experimental and control groups The Artistic method is: It is the creation of an organizational structure for the work of the group of learners, even All group members immerse themselves in learning according to clearly defined and defined roles The sample is fifty students

scholarly journals The impact of participation in music on learning mathematics

2017 ◽  
Author(s):  
Sylwia Holmes ◽  
Susan Hallam
Keyword(s):  
Temporal Reasoning ◽  
Pedagogical Practice ◽  
Control Groups ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
Music And Mathematics ◽  
And Mathematics ◽  
High Level ◽  
And Control ◽  
The Impact

Music psychologists have established that some forms of musical activity improve intellectual performance, spatial–temporal reasoning and other skills advantageous for learning. In this research, the potential of active music-making for improving pupils' achievement in spatial– temporal reasoning was investigated. As spatial–temporal skills are considered to be high-level mathematical abilities, this study also aimed to explore if learning music might have an effect on pupils' achievement in mathematics, and whether spatial–temporal reasoning plays a role in this process. The study had a quasi-experimental design in which groups of children aged 4 to 7 participated in a music programme containing a variety of musical, predominantly rhythmical, activities. Parallel classes made up control groups. Throughout the intervention, pupils' attainment in mathematics, reading, writing and spatial–temporal reasoning was recorded and compared between the music and control groups. The findings of the project supported the hypothesis that music instruction has an impact on the development of spatial–temporal skills. A statistically significantly greater progression was observed in most of the intervention groups, as compared in all periods of measurement to the control groups. The attainment in general mathematics did not always differ between the intervention and control groups but the analyses provided evidence of a consistent and statistically significant enhancement in learning mathematics between the youngest participants of the programme. This knowledge could inform pedagogical practice, while further research in this area could offer more insight into the association between music and mathematics.

scholarly journals Effect of Using Whiteboard Animation in Project-Based Learning on Indonesian EFL Students’ English Presentation Skills across Creativity Levels

2020 ◽  
Author(s):  
Fatimatus Suhroh ◽  
Bambang Yudi Cahyono ◽  
Utari Praba Astuti
Keyword(s):  
High School Students ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Vocational High School ◽  
Control Groups ◽  
School Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
And Control

Technology has big roles in this 4.0 era. It can be applied effectively in the teaching and learning process. This article examines the effect of applying whiteboard animation in project-based learning (PjBL) on English as a Foreign Llanguage (EFL) students’ English presentation skills, investigates whether the English presentation skills of EFL students who were taught by using whiteboard animation in PjBL differ significantly across creativity levels, and finds out whether there is interaction or not between the use of whiteboard animation and the students’ creativity levels on their English presentation skills. Fifty Indonesian vocational high school students from two intact classrooms were involved and randomly assigned to experimental and control groups by quasi-experimental design and factorial research design. The quantitative data were gathered from both groups through pre-test and post-test. The analysis showed that students who were taught through whiteboard animation in PjBL significantly outperformed those who were trained by using conventional media. It was also found that students’ creativity levels (little-c and mini-c) did not affect their English presentation skills. Then, there was no interaction between whiteboard animation in PjBL and students’ creativity levels on their English presentation skills. The findings of the study are expected to be useful for other English teachers especially those who want to apply the same method of teaching in order to achieve the students' capacity for critical thinking, communication, collaboration, and creativity.

scholarly journals THE EFFECTIVENESS OF ROLE-PLAY TOWARDS VOCATIONAL SCHOOL STUDENTS’ SPEAKING SKILL

2020 ◽  
Vol 3 (2) ◽  
pp. 74-80
Author(s):  
Bimantara Wicaksana ◽  
Enis Fitirani
Keyword(s):  
Role Play ◽  
T Test ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Learning English ◽  
Speaking Skills

This study aimed at investigating the effectiveness of using role-play toward speaking skills in learning English at the Class X students of SMKS Muhammadiyah Pangkalan Bun. Quasi-experimental research was administered in this study, using two groups of experimental and control. Multimedia 1 class as the experimental group and Multimedia 2 class as the control group. There were six meetings for each group with four meetings for treatment, and the other two meetings for pre-test and post-test. The data were in form of speaking scores emphasizing fluency, structure, and bravery. From the t-test for independent samples, the result showed that the value of the t-test was 0.034 less than 0.05. It means that the result of posttest scores in experimental and control groups are significantly different. Then, from the comparison of the means between pretest and posttest of experimental and control groups, the experimental group’s mean outperformed the control group in 2.20. It means that role play is effective in speaking skills in learning English. Furthermore, this study also showed that role play could create a communicative atmosphere in the classroom.

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