Developing the imagination skills among students with learning disabilities in English language

This research investigated developing the reading skills among students with learning disabilities in English language. The study sample included 20 male and female students from Irbid city, Jordan, who were chosen purposefully, and distributed randomly to two groups. The first group was the experimental group that was taught using the active learning method, and the other group was the control group that was taught according to the usual method. The study used a reading test, which was verified by presenting it to a group of judges. The reliability of the list was checked by using the test and re-test method and the Pearson's coefficient, which was (0.95). The findings revealed the presence of differences between the mean scores of the two study groups on the post-reading test, in favor of the experimental group. The results did not show any statistically significant differences between the mean scores of the two groups in the post-reading test due to the gender variable. In light of the findings of the study, the researcher recommends preparing training programs on active learning and preparing a guide for teachers, which can be used to teach and learn reading skills for students with learning disabilities.

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The Effect of Active Learning-Based Instructional Program on Improving Motivation and Achievement towards Science among Middle Stage Students with Learning Disabilities in Riyadh

International Research in Education ◽

10.5296/ire.v4i2.9934 ◽

2016 ◽

Vol 4 (2) ◽

pp. 63 ◽

Cited By ~ 1

Author(s):

Hanadi Qadan

Keyword(s):

Learning Disabilities ◽

Active Learning ◽

Learning Strategies ◽

Instructional Program ◽

Female Students ◽

Control Group ◽

Students With Learning Disabilities ◽

Middle Stage ◽

Experimental Group ◽

Motivation And Achievement

<p>The current study is an attempt to prepare active learning-based instructional program and measure its effectiveness in motivation and achievement towards Science among middle stage students with learning disabilities. The sample consisted of (34) female students, intentionally chosen and distributed into two equal groups, the control group (n = 17) and the experimental group (n = 17). The author utilized achievement test, motivation scale and the instructional program. The results showed statistically significant differences between the means of scores of the control group and the scores of the experimental group in favor of the experimental group; indicating the effectiveness of active learning-based instructional Science Program in improving achievement and motivation among female students with learning disabilities. The study recommended the need to urge authorities and decision-makers to provide all the instructional supplies that facilitate the application of active learning strategies to students with learning disabilities in the middle stage of public education schools.</p>

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The Effectiveness of Pictured Letters Mnemonics Strategy in Learning Similar English Language Letters among Students with Learning Disabilities

World Journal of Education ◽

10.5430/wje.v7n6p21 ◽

2017 ◽

Vol 7 (6) ◽

pp. 21

Author(s):

Maysoon A. Dakhiel ◽

Mohammed O. Abu Al Rub

Keyword(s):

Learning Disabilities ◽

Saudi Arabia ◽

English Language ◽

Teaching Method ◽

Control Group ◽

Students With Learning Disabilities ◽

And Gender ◽

Experimental Group ◽

Group 1

The present study aims to investigate the effectiveness of pictured letters mnemonics strategy in learning similarEnglish language letters among students with learning disabilities in Saudi Arabia according to experimental group(1) and (2), control group, gender, and interaction between them. The study sample comprised (90) students withlearning disabilities who were randomly distributed to three equal groups. While the first experimental group wastaught using the modified letter method, the second experimental group was taught using the method of bothmodified and abstract letters, and the control group was taught in the traditional way. To measure the effectiveness ofthe strategy, the authors applied (pre, post, and follow-up) tests. As a result, two-way ANOVA indicated that therewere significant differences attributed to the teaching method, in favor of the method of both modified and abstractletters, while there were no statistically significant differences due to gender or interaction between the teachingmethod and gender. The same results were obtained from the follow-up test. Accordingly, a set of recommendationswere made.

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Problems of Teaching Phonological Awareness to Learning Disabilities Students

GiST Education and Learning Research Journal ◽

10.26817/16925777.961 ◽

2021 ◽

Vol 23 ◽

pp. 135-149

Author(s):

Mohamad Ahmad Saleem Khasawneh

Keyword(s):

Learning Disabilities ◽

Phonological Awareness ◽

Instructional Program ◽

Special Education Teacher ◽

Experimental Methodology ◽

Control Group ◽

Students With Learning Disabilities ◽

Quasi Experimental ◽

The Difference ◽

Experimental Group

This study aimed at identifying the effectiveness of using a phonological awareness-based instructional program in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region. The study sample consisted of forty students from the third, fourth, fifth, sixth, and seventh grades, selected from schools in the Directorate of Education in the Aseer region. The sample was diagnosed by the special education teacher as having learning disabilities. The study used the quasi-experimental methodology and divided the sample into an experimental group and a control group. After applying the instructional program, the results showed that the experimental group outperformed the control group in acquiring the phonetic sequential-memorization skill. The results showed no statistically significant differences in the phonetic sequential-memorization skill due to the difference of grade. It is concluded that the instructional program has a continuing effect in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region.

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The Effectiveness of Phonological Awareness Training in Treating Deficiencies in Auditory Processing Among Children with Learning Disabilities Among Elementary Cycle Students in Saudi Arabia

International Journal of Language Education ◽

10.26858/ijole.v4i3.14758 ◽

2020 ◽

Vol 4 (3) ◽

Author(s):

Mohamad Ahmad Saleem Khasawneh ◽

Mohammad Abedrabbu Alkhawaldeh

Keyword(s):

Learning Disabilities ◽

Phonological Awareness ◽

Auditory Processing ◽

Instructional Program ◽

Experimental Methodology ◽

Control Group ◽

Students With Learning Disabilities ◽

Quasi Experimental ◽

The Difference ◽

Experimental Group

This study aimed at identifying the effectiveness of using a phonological awareness-based instructional program in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region. The study sample consisted of forty students from the third, fourth, fifth, sixth, and seventh grades, selected from schools in the Directorate of Education in the Aseer region. The sample was diagnosed by the special education teacher as having learning disabilities. The study used the quasi-experimental methodology and divided the sample into an experimental group and a control group. After applying the instructional program, the results showed that the experimental group outperformed the control group in acquiring the phonetic sequential-memorization skill. The results showed no statistically significant differences in the phonetic sequential-memorization skill due to the difference of grade. It is concluded that the instructional program has a continuing effect in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region.

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The Use of Reading Speed Strategy in Promoting Reading Comprehension among EFL Students with Learning Disabilities

Al-Lisan ◽

10.30603/al.v7i2.2135 ◽

2021 ◽

Vol 6 (2) ◽

pp. 225-235

Author(s):

Mohamad Ahmad Saleem Khasawneh

Keyword(s):

Learning Disabilities ◽

Reading Comprehension ◽

English Language ◽

Teaching Method ◽

Reading Speed ◽

Control Group ◽

Students With Learning Disabilities ◽

Simple Method ◽

The Mean ◽

Experimental Group

This study explored the effect of developing reading comprehension among English language students with learning disabilities using the reading speed strategy, identifying the effect of both gender, and teaching method on developing reading comprehension. To achieve the aim of the study, a test was prepared to measure reading comprehension after ensuring its validity and reliability. The study population consisted of all (200) students studying English language in the schools of the Directorate of Education for the Second Irbid Region for the second semester of the academic year 2020/2021. The study was applied to a sample of (80) male and female students, who were selected in the simple method. The participants were distributed into two experimental groups, which received the training, and another two control groups, which studied the same educational material in the traditional method. The test was applied to the study groups before starting the implementation of the study to ensure the equality of groups. The results showed clear differences in the mean scores of the experimental group students and those of the control group students, and in favor of the experimental group. The results also showed that there were no differences between the mean scores of the students' scores attributed to gender.

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The effect of prosody teaching on developing word recognition skills for interpreter trainees: An experimental study

JOURNAL OF ADVANCES IN LINGUISTICS ◽

10.24297/jal.v7i1.5158 ◽

2016 ◽

Vol 7 (1) ◽

pp. 1101-1107 ◽

Cited By ~ 7

Author(s):

Mahmood Yenkimaleki ◽

Vincent J. van Heuven

Keyword(s):

Word Recognition ◽

English Language ◽

Native Speakers ◽

Theoretical Explanation ◽

Male Students ◽

Control Group ◽

State University ◽

Prosodic Features ◽

Instruction Time ◽

Experimental Group

The present study investigates the effect of the explicit teaching of prosodic features on developing word recognition skills with interpreter trainees. Two groups of student interpreters were composed. All were native speakers of Farsi who studied English translation and interpreting at the BA level at the State University of Arak, Iran. Participants were categorized into two groups at random, but with equal division between genders (9 female and 9 male students in each group). No significant differences in English language skills (TOEFL scores) could be established between the groups. Participants took a pretest of word recognition skill before starting the program. The control group received exercises in listening comprehension, while the experimental group spent part of the time on theoretical explanation and practical exercises developing conscious knowledge of prosodic features of English, such as word stress. The total instruction time was the same for both groups, i.e. 8 hours. Students then took a posttest of word recognition skills. The results show that prosodic feature awareness training did yield a statistically significant improvement of word recognition skills. The result has pedagogical implications for researchers in the field of second language teaching, instructors, curriculum designers, conductors of interpreting programs for training future interpreters, material producers and all who are involved in language study and pedagogy.

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The Effect of Using Active Class Strategy through Educational Games on the Achievement of 7th Grade Students in English Language at Public Schools in Wadi Al-Sir Directorate, Jordan

Journal of Educational and Social Research ◽

10.36941/jesr-2021-0095 ◽

2021 ◽

Vol 11 (4) ◽

pp. 286

Author(s):

Monther Alogiliy ◽

Mona Smadi ◽

Fatima Al Jarrah ◽

Mariam Al Khalidi

Keyword(s):

Public Schools ◽

Active Learning ◽

English Language ◽

Learning Strategy ◽

Educational Games ◽

Control Group ◽

Seventh Grade ◽

Government Schools ◽

Level Of Significance ◽

Experimental Group

This study aimed to investigate the effect of using active learning through educational games on academic achievement and retention in the English language subject among seventh-grade students in government schools in Wadi Al-Sir Directorate/Jordan. The study tool (achievement test) was prepared, and six appropriate educational games were designed to teach the educational content. To ensure the validity of the tool, the test was presented to five referees from teachers and educational supervisors in the Wadi Al-Sir Directorate of Education. The researchers also calculated the reliability of the test, and its value was (0.89), which is a good value that meets the purposes of the study, and the difficulty factor and the discrimination coefficient were calculated for each item of the test. The study population consisted of students of the seventh grade in public schools in Wadi Al-Sir directorate of education, and the study sample consisted of (120) students, who were divided into two groups, a control group, and an experimental group, where the experimental group studied using active learning strategy through educational games, while the control group studied using the traditional method, the application took two weeks. The results of the study showed the following: - There were statistically significant differences at the level of significance ((α = 0.05)) between the levels in the measurements: pre, post, and retention for the experimental group. - The presence of statistically significant differences at the level of significance () between levels (remembering, application, synthesis, and total score) in the measurements: pre-, post-, and retention for the control group. - There are no statistically significant differences at the level of significance () in the levels of memory and comprehension in the posttest between the control and experimental group, while there are statistically significant differences in the levels of application, analysis, synthesis, and posttest in favor of the experimental group. - There are no statistically significant differences at the level of significance () in the levels of remembering, comprehension, application, and the measure of retention between the control and experimental group, while there are statistically significant differences in the levels of analysis and synthesis, in measuring retention and in favor of the experimental group. The researchers recommended the necessity of using the strategy of active learning through educational games in teaching other subjects, and for the rest of the classes. Received: 9 February 2021 / Accepted: 26 May 2021 / Published: 8 July 2021

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MOODLE platform as a didactic support for the English language skills improvement

ConcienciaDigital ◽

10.33262/concienciadigital.v4i1.2.1603 ◽

2021 ◽

Vol 4 (1.2) ◽

pp. 358-371

Author(s):

Noemi Mercedes Remache Carrillo ◽

Sandra Paulina Porras Pumalema ◽

Diana Carolina Campaña Días ◽

Mónica Alexandra Garcés Villacrés

Keyword(s):

English Language ◽

Language Skills ◽

Study Groups ◽

Control Group ◽

Intervention Phase ◽

Post Test ◽

Quasi Experimental ◽

Teaching Learning ◽

Experimental Group ◽

English Language Skills

Introduction: higher education has experienced a number of changes in the teaching field due to the current situation. In this context, e-learning through educational platforms has taken on great value in the teaching-learning process. Objective: to apply an educational intervention through the Moodle platform to consolidate the skills of the English language in the students of the industrial maintenance career of the Escuela Superior Politécnica de Chimborazo during the special period April-September 2020. Methodology: this investigation was carried out in the context of mandatory teleworking due to the Covid-19 pandemic. This mixed research had a descriptive approach with a quasi-experimental focus. To achieve the main goal, 70 students from the third semester took an active part in it who were divided into two study groups: the control group and the experimental group, with 35 students respectively. Before the intervention phase, information was collected through a survey which yielded important general data related to their socio-demographic information and self-perception of their level of English. At the same time, a pre-test of knowledge of the language was taken from the students which was based on the Cambridge PET exam. With this exam, data were obtained for the development of the intervention plan that was implemented throughout the semester. Results: after the intervention phase, the students took a post-test and the corresponding means could be compared. They obtained 9.20 for the control group and 11.99 for the experimental group as final scores. Conclusion: it is concluded that the Moodle Platform is a valuable didactic support to improve English language skills.

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IMPROVING STUDENTS’ LANGUAGE SKILLS IN BUSINESS ENGLISH COURSE: EXPERIMENTAL STUDY

Advanced Education ◽

10.20535/2410-8286.226493 ◽

2021 ◽

Vol 8 (18) ◽

pp. 46-56

Author(s):

Zuzana Hrdličková

Keyword(s):

English Language ◽

Slovak Republic ◽

Business Communication ◽

Alternative Form ◽

Control Group ◽

Business English ◽

Traditional Course ◽

Study Results ◽

The Difference ◽

Experimental Group

It is evident from the PISA 2018 results that a trend in mean performance in reading has been declining in the Slovak Republic. The KEGA Project “Idioms in Business Communication”, run at the Department of English Language, aims at improving reading literacy, widening formal and informal vocabulary and facilitating business communication. Both traditional and modern styles of language teaching are used. The control group of students does a traditional course and the experimental group of students enrols in a “Business Communication” e-course on LMS Moodle platform, as well. With the use of the Internet and supporting materials, this group is involved in various activities. The paper compares the study results of 144 first-year and 97 second-year students of the University of Economics in Bratislava achieved in departmental standardised business English tests after completing three courses in business English for advanced students. The method of Hypothesis Testing (t-Test) assesses the significance of the difference between the levels of knowledge of both groups. The research findings prove that the experimental group of students achieved better results in final evaluation than the control group of students. The results also confirm that an alternative form of business English teaching was effective.

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