Incorporating games into learning a foreign language is an effective strategy that can lower students’ stress and improve their learning. Thus, this study tried to examine the impacts of Kahoot as a game-based learning tool on Iranian EFL learners’ vocabulary recall and retention. To this end, 50 Iranian intermediate learners were chosen for the participants of the study. After that, the participants were randomly assigned to two equal groups, one experimental and one control. Then, the participants’ English vocabulary knowledge was measured by administering a vocabulary pretest. After pretesting process, the participants in both groups received the treatment in two different ways. In the EG, the new vocabulary items were taught using the Kahoot game, while in the CG, the new ones were taught using traditional instruction. After finishing the treatment course, which lasted ten sessions, the two groups took the immediate vocabulary posttest. After three weeks, a delayed vocabulary posttest was administered to both groups to determine the effects of Kahoot on their vocabulary retention. The results of paired samples and independent samples t-tests depicted that there were significant differences between the immediate and delayed posttests of the EG and the CG in favor of the EG. The implications of this study can tell the teachers that teaching through game-based learning tools may produce better results than teaching through traditional methods. Also, the implications of this study can encourage students to practice and learn English even outside of the class context.
This research compared the impacts of Persian and English cultural background knowledge on Iranian EFL learners’ listening skill. To that purpose, the Oxford Quick Placement Test (OQPT) was given to 86 Iranian EFL students; 50 of them were chosen as research participants. The respondents were then divided into two equal experimental groups (EGs) at random (Persian culture and English culture). A listening pretest was then given to both groups. The individuals in both EGs were then given the treatment. The researchers taught one EG by using the English cultural materials, while they taught the other group through the Persian cultural materials. The data were analyzed by utilizing paired samples and independent samples t-tests after the listening posttest was administered. The results showed that both EGs performed better on their posttests than on their pretests, and that there were no significant differences between the impacts of English cultural background knowledge and Persian cultural background knowledge on the listening skills of EFL students. The implications of this research can persuade EFL English teachers to incorporate more cultural-based materials into their teaching process.
Regarding the attractiveness of educational games for EFL learners, the present research intended to investigate the effects of gamification on improving Iranian EFL learners’ idiomatic knowledge. In addition, the current research examined the attitudes of Iranian EFL learners towards using gamification in English learning in the Iranian EFL context. Firstly, to carry out this research, the researchers administered the Oxford Quick Placement Test (OQPT) to 84 Iranian EFL learners and selected 50 upper-intermediate participants. Secondly, they divided the selected participants into an experimental group (EG) and a control group (CG). Thirdly, the researchers gave an idiom pretest to the participants of both groups to assess their idiomatic knowledge before starting the treatment. Fourthly, the EG was taught the new idioms using game-based instruction, while the CG received traditional idiom instruction. Following the instruction of 70 idioms to both groups, the participants received an idiom posttest to determine the influence of the treatment on their idiomatic knowledge. The EG was then provided an attitude questionnaire, and 15 members of the EG were interviewed as a result of the questionnaire. In the idiom posttest, the data were evaluated using paired samples and independent samples t -tests, and the findings revealed that the EG performed significantly better than the CG on the posttest of idioms. In fact, gamification helped EFL learners develop their idiomatic knowledge. The results indicated that Iranian EFL learners presented positive attitudes toward gamification in learning English idioms. In addition, the results revealed that enjoyment, fun, reducing anxiety, involvement, and immediate feedback were the factors that the students mentioned for the instructional games. The implications of this research can encourage English teachers to implement different educational games in their teaching.
The purpose of this study was to analyze the influence of managerial performance on school climate and school quality directly and indirectly. This study used a quantitative method with structural equation model (SEM) analysis on 162 teachers in Bandung, West Java Province, Indonesia. The results of the study showed that school climate mediated the influence of managerial performance on school quality. The influence of managerial performance on school quality was performed directly and indirectly. Managerial performance and school climate simultaneously strongly explained the high and low school quality of 89.2%, whereas the remaining 10.8% was influenced by other factors not examined in this study. It can be concluded that the improvement of school quality is developed on managerial performance and is oriented toward a conducive school climate.
This research is aimed at examining high school students’ attitudes towards e-learning. Also, the current study investigated the effects of online learning on high school students’ general English. To achieve these objectives, the Oxford Quick Placement Test (OQPT) was administered to 73 students, and 50 of them who were at the intermediate level were selected as the study participants. Then, the selected participants were randomly divided into two groups: one experimental group (EG) (n=25) and one control group (CG) (n=25). After that, a general English pretest was administered to both groups, and then, the participants of the EG received the treatment through an online instruction (WhatsApp). Three lessons of their course book (Vision book 3) were taught to the participants via the WhatsApp application. On the other hand, the participants of the CG were deprived of online instruction. They were taught traditionally, through holding a face-to-face class. After teaching all three lessons, both groups took the posttest of general English. In addition, an attitude questionnaire was administered to the participants of the EG to examine their perspectives on e-learning, and ten students were interviewed. The study results indicated that the EG outperformed the CG on the posttest. In addition, the results of one-samplet-test showed that EFL students held positive perspectives on e-learning in teaching English. The interview results indicated that digital literacy, inability to focus on the screen for a long time, and lack of accessibility to high-speed Internet were the problems of e-learning.
The Use of Deixis in Kisah Negeri Lain by Kahlil GibranThis study aims to describe the form and function of deixis in Kisah Negeri Lain by Kahlil Gibran. The method used is descriptive qualitative. The study data was collected through a reading-note technique. The data analysis was carried out using an interactive model which included, (1) data reduction (2) data presentation (3) temporary conclusion drawing, and (4)verification. The results showed that in Kisah Negeri Lain by Kahlil Gibran, various forms and functions of deixis were found. The forms of deixis in question include, (1) personal deixis consisting of the first person, second person, and third person, (2) place deixis, (3) time deixis consisting of past, present, and future times, (4) deixis discourse consisting of anaphora and cataphora, (4) social deixis. The deixis functions in question include, (1) expressive functions, (2) conative functions, (3) referential functions, and (4) phatic functions.AbstrakKajian ini bertujuan mendeskripsikan bentuk dan fungsi deiksis dalam Kisah Negeri Lain karya Kahlil Gibran. Metode yang digunakan bersifat deskriptif kualitatif. Data kajian dikumpulkan melalui teknik baca-catat. Adapun analisis data dilakukan dengan menggunakan model interaktif yang meliputi, (1) pereduksian data (2) penyajian data (3) penarikan simpulan sementara, dan (4) verifikasi. Hasil penelitian menunjukkan bahwa dalam Kisah Negeri Lain karya Kahlil Gibran ditemukan bentuk dan fungsi deiksis yang beragam. Bentuk deiksis yang dimaksud meliputi, (1) deiksis persona yang terdiri dari persona pertama, persona kedua, dan persona ketiga, (2) deiksis tempat, (3) deiksis waktu yang terdiri dari waktu lampau, sekarang, dan mendatang, (4) deiksis wacana yang terdiri dari anafora dan katafora, (4) deiksis sosial. Adapun fungsi deiksis yang dimaksud meliputi, (1) fungsi ekspresif, (2) fungsi konatif, (3) fungsi referensial, dan (4) fungsi fatis.
Numerous studies have been conducted to ascertain the relationship between the first language (L1) and the second/foreign language (L2). However, it is unclear how vowels and consonants affect how a foreign language speaker pronounces Indonesian. Thus, the objective of this study was to ascertain the vowels and consonants of the Indonesian language that were incorrectly and correctly pronounced by Lao men and Japanese women. This study is descriptive qualitative in nature. Following data collection via audio recording, the collected data were analysed using a contrastive analysis. The study's findings indicate that certain speech sounds are both mispronounced and well-pronounced. The speech sounds /i/, /u/, /e/, /ə/, /a/, /p/, /b/, /m/, /d/, /n/, /r/, /l/, /t/, /h/, and /k/ were mispronounced by the Japanese participants; however, the speech sounds /i/, /u/, /ə/, /a/, /ʤ/, /n/, /t/, /g/, /p/, /k/, /r/, and /h/ were not pronounced correctly by the Lao participants.
This study aimed to compare direct and indirect speech acts among young toddlers using various speech situations. This study's main subject was a conversational interaction made by a four-year-old child. The data for this qualitative study were collected through non-participant observations and a recording device to record what the participant said. The findings indicate that the participant's speech acts, whether direct or indirect, were converted into direct speech that was justified and straightforward speech that was on point, whereas indirect speech was gained through praise, sarcasm, and complaints. Future research directions are also highlighted.
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