scholarly journals The Effects of Vocabulary Self-Collection Strategy Instruction on Thai EFL Undergraduate Students’ Vocabulary Knowledge and Perceptions

2021 ◽  
Vol 12 (1) ◽  
pp. 253-269
Author(s):  
Nuntiporn Raungsawat ◽  
Tipamas Chumworatayee
Keyword(s):  
Undergraduate Students ◽  
Vocabulary Instruction ◽  
Word Meaning ◽  
Strategy Instruction ◽  
Structured Interview ◽  
Vocabulary Knowledge ◽  
Test Analysis ◽  
New Words ◽  
Paired Samples ◽  
Before And After

This study mainly examines the effect of Vocabulary Self-Collection Strategy (VSS) instruction on students’ vocabulary knowledge. Moreover, it investigates the students’ perceptions towards the implementation of VSS instruction. Thirty-eight Thai EFL undergraduate students majoring in English at a university located in Thailand participated in the study. To determine the students’ vocabulary knowledge before and after the instruction, the vocabulary pretest and posttest were employed. A perception questionnaire and a semi-structured interview were conducted at the end of VSS instruction to elicit the students’ perceptions towards VSS instruction. The paired samples t-test analysis indicates that the students improved short-term vocabulary retention, and they could retain vocabulary learned after VSS instruction. The results from the questionnaire and the semi-structured interview showed that they mostly agreed that VSS instruction assisted them in learning new words, memorizing word meaning, having a chance to choose their own words to learn, sharing words to classmates, working in a group, and realizing the importance of learning new words. The findings will help Thai EFL university students improve their vocabulary learning and generate an innovative body of knowledge regarding vocabulary instruction. Pedagogical implications are also suggested for EFL teachers who want to implement VSS in their vocabulary instruction.

scholarly journals The Effects of Vocabulary Self-Collection Strategy Instruction on Thai EFL Undergraduate Students’ Vocabulary Knowledge and Perceptions

2021 ◽  
Author(s):  
Nuntiporn Raungsawat ◽  
Tipamas Chumworatayee
Keyword(s):  
Undergraduate Students ◽  
Vocabulary Instruction ◽  
Word Meaning ◽  
Strategy Instruction ◽  
Structured Interview ◽  
Vocabulary Knowledge ◽  
Test Analysis ◽  
New Words ◽  
Paired Samples ◽  
Before And After

This study mainly examines the effect of Vocabulary Self-Collection Strategy (VSS) instruction on students’ vocabulary knowledge. Moreover, it investigates the students’ perceptions towards the implementation of VSS instruction. Thirty-eight Thai EFL undergraduate students majoring in English at a university located in Thailand participated in the study. To determine the students’ vocabulary knowledge before and after the instruction, the vocabulary pretest and posttest were employed. A perception questionnaire and a semi-structured interview were conducted at the end of VSS instruction to elicit the students’ perceptions towards VSS instruction. The paired samples t-test analysis indicates that the students improved short-term vocabulary retention, and they could retain vocabulary learned after VSS instruction. The results from the questionnaire and the semi-structured interview showed that they mostly agreed that VSS instruction assisted them in learning new words, memorizing word meaning, having a chance to choose their own words to learn, sharing words to classmates, working in a group, and realizing the importance of learning new words. The findings will help Thai EFL university students improve their vocabulary learning and generate an innovative body of knowledge regarding vocabulary instruction. Pedagogical implications are also suggested for EFL teachers who want to implement VSS in their vocabulary instruction.

scholarly journals Dampak Program GEMAR dalam Pendampingan Pemberdayaan Perempuan Rawan Sosial Ekonomi di Kelurahan Belawan Bahari Kecamatan Medan Belawan

2019 ◽  
Vol 8 (1) ◽  
pp. 79
Author(s):  
Dedek Syahrani ◽  
Agus Suriadi
Keyword(s):  
Positive Impact ◽  
Case Processing ◽  
Test Analysis ◽  
Statistics Analysis ◽  
Paired Sample ◽  
Average Value ◽  
Descriptive Research ◽  
Paired Samples ◽  
Before And After ◽  
The Impact

AbstractThe purpose of this study was to find out how much the impact was felt directly and related to the positive impact of the GEMAR program in assisting the empowerment of socio-economic prone women in Belawan Bahari Village, Medan Belawan District. This type of research is descriptive research that is analyzed quantitatively. Sampling techniques using the formula N = n, the sample in this study were 30 respondents, namely women who received the benefits of the GEMAR program. This research instrument uses a questionnaire distributed to 30 respondents. The data obtained tabulated into the table is then analyzed and processed quantitative data by analysis of Case Processing Summary and Test of Normality that before and after the GEMAR program valid data amounts to 30 and no data is missing with a percentage of 100% and significance values before the program GEMAR is 0.083 and after the GEMAR program is 0.719 and greater than 0.05, the two data are declared to be normally distributed. Paired Sample Statistics analysis, Paired Samples Correlation and Paired Samples Test analysis. Based on the results of Paired Sample Statistics analysis after the GEMAR program is higher than before the GEMAR program with an average value before = 35.97 and after average value = 47.20 from 30 data, the results of Paired Samples Correlation analysis that the correlation value before and after the GEMAR program, which produces a number 0.622 with a probability value (Sig.) 0,000 that the correlation between before and after the GEMAR program relates strongly and positively, because the probability value is <0.05. Paired Samples analysis results calculated values for the impact of the GEMAR program are 7.157 with probability (Sig.) 0,000. Because the probability (Sig.) 0,000 <0,05 is rejected. This means that there is a significant influence before and after the GEMAR program in assisting the empowerment of socio-economic prone women.Keywords: Impact, GEMAR Program, Empowerment Assistance for Women in Socio-Economic Prone, Poverty AbstrakTujuan penelitian ini adalah untuk mengetahui seberapa besar dampak yang dirasakan langsung dan berkaitan dengan dampak positif program GEMAR dalam pendampingan pemberdayaan perempuan rawan sosial ekonomi di Kelurahan Belawan Bahari Kecamatan Medan Belawan. Tipe penelitian ini adalah penelitian deskriptif yang dianalisis secara kuantitatif. Jumlah sampel dalam penelitian ini adalah 30 responden yaitu perempuan yang menerima manfaat program GEMAR. Teknik pengumpulan data adalah dengan wawancara. Analisis data dilakukan analisis Case Processing Summary dan Test of Normality bahwa sebelum dan sesudah program GEMAR data yang valid berjumlah 30 dan tidak ada data yang hilang (missing) dengan persentase 100% dan nilai signifikansi sebelum program GEMAR sebesar 0,083 dan sesudah program GEMAR sebesar 0,719 dan lebih besar dari 0,05 maka kedua data dinyatakan berdistribusi normal. Analisis Paired Sample Statistics, Paired Samples Correlation dan analisis Paired Samples Test. Berdasarkan hasil analisis Paired Sample Statistics sesudah adanya program GEMAR lebih tinggi di banding sebelum ada program GEMAR dengan nilai rata-rata sebelum = 35,97 dan nilai rata-rata sesudah = 47,20 dari 30 data, hasil analisis Paired Samples Correlation bahwa nilai korelasi sebelum dan sesudah program GEMAR, yang menghasilkan angka 0,622 dengan nilai probabilitas (Sig.) 0,000 bahwa korelasi antara sebelum dan sesudah adanya program GEMAR berhubungan secara kuat dan positif, karena nilai probabilitas <0,05. Hasil analisis Paired Samples nilai t-hitung untuk dampak program GEMAR adalah 7.157 dengan probabilitas (Sig.) 0,000. Karena probabilitas (Sig.) 0,000 < 0,05 maka H₀ ditolak. Artinya terdapat pengaruh yang signifikan sebelum dan sesudah adanya program GEMAR dalam pendampingan pemberdayaan perempuan rawan sosial ekonomi. Kata Kunci: Dampak, Program GEMAR, Pendampingan Pemberdayaan Perempuan Rawan Sosial Ekonomi, Kemiskinan

scholarly journals The Effect of WeChat-Based Online Instruction on EFL Learners’ Vocabulary Knowledge

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Ehsan Namaziandost ◽  
Arash Hashemifardnia ◽  
Albina Anvarovna Bilyalova ◽  
Doris Fuster-Guillén ◽  
Jessica Paola Palacios Garay ◽  
...  
Keyword(s):  
Online Instruction ◽  
Vocabulary Instruction ◽  
T Test ◽  
Vocabulary Knowledge ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Paired Samples ◽  
Significant Difference ◽  
Experimental Group

During the COVID-19 pandemic, the use of online instruction through different mobile applications has become more common in education all over the world. Therefore, this research investigated the potential effects of using WeChat-based online instruction on Iranian EFL learners’ vocabulary knowledge. To achieve this objective, 44 Iranian intermediate subjects were picked out among 67 students based on the findings of the Oxford Quick Placement Test (OQPT). The subjects were then randomly divided into two equal groups: experimental and control. After assigning the subjects to two groups, they were pretested by a vocabulary test. Then, the experimental group received vocabulary instruction using WeChat application, while the control group received a conventional vocabulary instruction. After the instruction, a vocabulary posttest was given to both groups to assess the effectiveness of the treatment. The gathered data were analyzed through independent samples t-test, one-way ANCOVA, and paired samples t-test. The outcomes attained in this research demonstrated that there was a significant difference between the posttests of both groups in favor of the experimental group. Eventually, the conclusions and the pedagogical implications of this study were explicated.

scholarly journals Do Undergraduate Students Change Their Attitudes to People with Obesity After Following a Healthy Lifestyle Challenge?

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1312-1312
Author(s):  
Jin Yannan
Keyword(s):  
Undergraduate Students ◽  
Student Attitudes ◽  
Healthy Lifestyle ◽  
Medical Science ◽  
Drop Out ◽  
Activity Levels ◽  
Paired Samples ◽  
Validated Questionnaire ◽  
Short Period ◽  
Before And After

Abstract Objectives To test whether following a healthy lifestyle challenge for 21 days led to a change in student attitudes to people with obesity. Methods Students on an undergraduate BMedSci (Hons) Medical Science program were invited to take part in a healthy lifestyle challenge, and each of the participants selected one positive change to either their diet or physical activity levels, which they had to follow for 21 days. All challenges were approved by nutritionists to ensure their challenges were risk-free. During this period participants joined a social media group to support each other and discuss their progress. Before and after the 21 days participants were asked to complete a validated questionnaire ‘Attitudes to obese persons’ (Allison et al. 1991) which consists of 20 Likert scale questions, where they indicated how much they agreed or disagreed with each statement. Data were anonymised and analysed using Paired Samples T-Test, with the level of significance set at P &lt; 0.05. Results Thirty-seven students completed the first questionnaire however only 29 of them (78%) completed the second one. The drop-out rate was due to the second questionnaires being collected after a teaching session which was less well-attended than the first. Despite students reporting that they felt following their challenge made them more empathetic to the struggles that people with obesity may face when trying to lose weight and improve activity levels, their underlying attitudes did not change, and there were no significant differences in their questionnaire answers between before and after their challenge. Conclusions Taking part in a 21-day healthy lifestyles challenge did not change student attitudes to people with obesity. Developing more empathy did not seem to change underlying attitudes in this cohort, and it may be that such a short period of time is not enough to lead to significant changes. Funding Sources This work was supported by a Frontrunner Internship from De Montfort University, UK.

Vocabulary Instruction during Reading Lessons in six Classrooms

1995 ◽  
Vol 27 (3) ◽  
pp. 399-424 ◽  
Author(s):  
Susan M. Watts
Keyword(s):  
School District ◽  
Reading Instruction ◽  
Classroom Environment ◽  
Vocabulary Instruction ◽  
Word Meaning ◽  
Sixth Grade ◽  
Research Literature ◽  
Distinct Pattern ◽  
Vocabulary Knowledge ◽  
Grade Levels

This study was conducted to explore two research questions: (a) How do teachers teach meaning vocabulary during reading lessons? and (b) What are teachers' stated purposes for teaching meaning vocabulary? The data were collected in six classrooms, three each at the fifth- and sixth-grade levels, in a large urban school district. Reading instruction in each of the six classrooms was observed over the course of 4 months, for a total of 47 observations. At the end of the observation period, participating teachers were interviewed. Data analysis consisted of a search for dominant themes through open and axial coding. A taxonomy of methods for teaching vocabulary was developed in order to further describe the nature of observed instruction. New words were taught most often as a prereading activity and there was a distinct pattern of discourse surrounding word meaning instruction. Teachers typically used more than one method for teaching words, most frequently employing definitional and contextual types of instruction. Characteristics associated with effective instruction in the research literature such as activation of prior knowledge, multiple exposures, and provision of strategies for independent word learning were rarely observed. Teachers' stated purposes for vocabulary instruction were congruent with the requirements of the basal reading series used to teach reading in their school district. Teachers defined the importance of vocabulary knowledge in terms of the immediate classroom environment and requirements thereof, and not within the context of larger environments such as the school or society.

scholarly journals EFFECT OF CROSSWORD PUZZLE TEACHING STRATEGY TOWARDS STUDENTS’ VOCABULARY MASTERY

2019 ◽  
Vol 3 (2) ◽  
pp. 241-248
Author(s):  
Friska Novi Silalahi ◽  
Vivin Sunarko ◽  
Nani Haro ◽  
Sri Ninta Tarigan
Keyword(s):  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Teaching Strategy ◽  
Research Data ◽  
Vocabulary Knowledge ◽  
Crossword Puzzle ◽  
Significance Level ◽  
Paired Samples ◽  
Before And After ◽  
Word Game

This research is to find out that crossword puzzle teaching strategy gives a significant effect towards students’ vocabulary mastery at SMA Amir Hamzah Medan. The crossword puzzle is a kind of word game which can improve the learners to enrich their vocabulary knowledge. The research design used is pre-experimental design formed as one group pretest- posttest design using quantitative approach. The data collecting method is test. The research data are analyzed by applying paired samples t-test formula through SPSS 23 and the result of the research shows that the value of the t-count is 51,700, while the t-table with the significance level of 5% and Df of 12 is 2,179. The t-count is higher than the t-table (51,700>2,179). This  means that the null hypothesis (H0) is rejected while the alternative hypothesis (Ha) is accepted. In conclusion, there is a significant effect towards students’ vocabulary mastery before and after having taught by the utilization of crossword puzzle teaching strategy at SMA Amir Hamzah Medan.

scholarly journals EFFECTS OF PRÉCIS-WRITING ON STUDENTS’ RECOUNT WRITING AT ENGLISH LABORATORY OF UNIVERSITAS BANDAR LAMPUNG

ETNOLINGUAL ◽  
2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Miftahul Jannah
Keyword(s):  
T Test ◽  
Test Analysis ◽  
Written Composition ◽  
Paired Samples ◽  
Conventional Teaching ◽  
Before And After ◽  
Writing Tests ◽  
Better Than ◽  
Reading Texts

Précis-writing is defined as the technique which engages the process of a précis which is a summary of a written composition (Bromly & Karen, 1983). Précis-writing technique facilitates the students to summarize reading texts by noting important points from the text and then use them in their writing. This study aims to find out whether précis-writing is more effective in improving students’ recount writing  than conventional teaching. Thirty of third level English laboratorystudents participated in this study. They were divided into two classes, the experimental class and the control class of 15 students respectively. They were trained during three meetings to apply précis-writing and conventional teaching for their recount writing. In the experimental class, the students received learning recount writing using précis-writing; while in the control class, the students received training of recount writing using conventional teaching. The data were collected through recount writing tests before and after the treatment. In order to see if précis-writing improved students recount writing, paired-samples t-test was conducted to students’ pretest and posttest scores in the experimental class. The result indicated that précis-writing significantly improved students recount writing. Furthermore, independent samples t-test analysis was also conducted to see if précis-writing implemented in the experimental class is more effective than conventional teaching implemented in the control class. The result showed that the significance value was       < .05 which means that précis-writing is more effective in improving students’ recount writing compared to the conventional teaching. Therefore, it can be concluded that précis-writing improved the students’ recount writing better than conventional teaching

scholarly journals The Effects of Storytelling on Primary Students' Arabic Vocabulary Acquisition and Interest

2018 ◽  
Vol 5 (2) ◽  
pp. 20-38
Author(s):  
Nur Farhanah Abu Hassan ◽  
Arifin Mamat
Keyword(s):  
Vocabulary Acquisition ◽  
T Test ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
General Interest ◽  
Student Interest ◽  
New Words ◽  
Paired Samples ◽  
Quasi Experimental ◽  
Knowledge Scale

This article reports on a quasi-experimental study conducted to determine the effectiveness of storytelling in enhancing students’ Arabic vocabulary acquisition and interest in the technique. The experiment was carried out with 24 Primary 6 students over a period of one and a half weeks at a well-established madrasah in Singapore.  Two instruments were used to collect data on Arabic vocabulary acquisition and student interest in storytelling, namely Wesche and Paribakht's (1996) Vocabulary Knowledge Scale and an Interest-in-Storytelling questionnaire. To address the research questions, the study used descriptive statistics, independent samples t-test  and paired samples t-test. The main observations were: i) the control group obtained a higher mastery of Arabic vocabulary after the experiment was conducted, which was due to their relatively higher academic ability; ii) the two groups had unequal ability from the very onset of the study; iii) based on Cohen’s d effect size of 3.68, the storytelling technique had a tremendous effect on the treatment group's Arabic vocabulary acquisition; and (iv) students expressed a general interest in storytelling as a means of learning Arabic vocabulary where a majority (83%) liked storytelling as a method to discover new words. The study made some recommendations on how teachers can  improve their practices of storytelling to increase students' learning of Arabic vocabulary .

scholarly journals The Effects Of Using Collaborative Learning To Enhance Students English Speaking Achievement

2011 ◽  
Vol 8 (11) ◽  
pp. 1-10 ◽  
Author(s):  
Fasawang Pattanpichet
Keyword(s):  
Experimental Study ◽  
Collaborative Learning ◽  
Undergraduate Students ◽  
Structured Interview ◽  
Learning Activities ◽  
Test Design ◽  
Oral Test ◽  
Before And After ◽  
Post Test ◽  
English Speaking

This experimental study aims to investigate the effects of using collaborative learning to enhance students speaking achievement. The study using a pre-test and post-test design was conducted with 35 undergraduate students enrolled in a fundamental English course at Bangkok University to examine their speaking achievement on an English oral test before and after they had participated in provided instructional tasks based on collaborative learning. To explore the students views on the use of the collaborative learning, all of the students were asked to complete a student diary after finishing each task, fill in a four scale-rating questionnaire and join a semi-structured interview at the end of the course. The data was analyzed by frequency, means, standard deviation, t-test, effect size (Hedges g) and content analysis. The findings reveal the improvement of the students speaking performance and positive feedback from the students on the use of collaborative learning activities. The study provides some pedagogical implications and suggestions for further investigations.

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