The aim of this study is to examine the impact of using the reciprocal teaching model on Jordanians’ first year students at Mutah University in the academic year 2015/2016. 176 participants took part and were arbitrarily selected and divided into two gender mixed groups; the experimental group which was exposed to the reciprocal teaching model (RT), and the control group which was taught using the traditional method (TM). A total of fourteen independent sample T-tests and paired samples T-tests were used for the purpose of comparing and analysing the scores of the pre-tests and the post-tests, and with the intention to pinpoint the effect of using RT as well as to measure the extent of such effect on the development of the students’ reading comprehension skills. Through the analysis of the results and in line with the two questions of this study, it has emerged that the use of the RT model has a positive effect on the first year students’ reading comprehension achievement in the experimental group; a fact that is reflected in the significant statistical difference when compared to the reading comprehension achievement of the students from the control group taught using the TM. It has also emerged that although the male students’ scores are better than the scores attained by the female students, the use of the RT remains of great benefits for both; male and female students.
Because of the growing pandemic of Corona Virus Disease-2019, Higher Education Institutions (HEIs) must utilize electronic learning (e-learning). Today's work economy, which is forever in flux because of the creation of new jobs and the continual disappearance of old ones, necessitates an on-the-job shift. Despite HEIs in less-wealthy nations like some countries of Asia being developed countries, in essence, it is much more difficult for students and teachers at these higher learning institutions to deal with the transition to e-learning due to their tight financial restrictions. This study sought to determine whether learners at the start of the COVID-19 Era were ready for e-learning and a connection between demographic variables and readiness for e-learning. A quantitative survey obtained information from 1200 students from elite higher educational institutions in South East Asia. A majority of respondents' scores lacked on the Online Learner Readiness Self-Assessment (OLRS). Inadequate OLRS findings among younger, female, and rural respondents. Factors affecting the success of students on the OLRS were age, sex, family socioeconomic status, and where they lived in the neighborhood. The inferences drawn from the study's findings would serve as an excellent benchmark to improve the delivery of e-learning processes.
Speaking has traditionally been regarded as the most challenging of the four competencies required of language students. Most recent research has stressed the importance of being able to communicate well. Learners may improve their speaking abilities by using a variety of tools, owing to the widespread use of technology in today's environment. Consequently, it is vital to identify the learners' learning approaches for speaking skills in the new learning setting. This study looked at the most widely utilized language learning approaches for enhancing speaking ability. The papers were published between 2017 and 2021 and were located in ERIC and Google Scholar. The basis for this study is PRISMA 2020. According to the research, metacognitive and cognitive tactics were the most often utilized approaches for improving speaking abilities, followed by compensatory and social procedures. Memory and emotional tactics were the least popular approaches among students. The results may help instructors choose the most successful teaching strategy for their students in today's learning environment. Future research might include a detailed study of learning approaches for various educating abilities.
The advantages of collaborative writing on students' writing correctness have received much attention from researchers, but the benefits of this method on students' writing fluency have not been shown. Not only that, but no research up until now has looked at how students might work together to write argumentative essays. This essay aims to address such knowledge gaps. A total of 62 college sophomores with an English major participated in the research. One area where the two groups were treated differently was during the writing phase. While the 25 students in the control group worked together on an outline and developed ideas for an essay, the thirty-five students in the experimental group wrote their papers as a group. The pre-tests, post-tests of both individually and jointly produced papers, and the semi-structured interviews administered to the students provided the data for this study. The research finds that students' writing fluency improved significantly in group and individual writing tasks after engaging in collaborative writing. In addition, the research developed a helpful framework for collaborative writing tasks that may be used in writing schools.
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