Comparing Different Pedagogical Techniques to Teach Spelling at a Saudi High School: A Case Study

Althobaiti, Saad; Elyas, Tariq

doi:10.22158/selt.v7n1p36

Cited by 3 publications

(6 citation statements)

References 14 publications

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“…The results indicated that multisensory instruction did not provide any improvement over the structured language instruction. This also goes in line with Althobaiti and Elyas (2019), who found that Flip Folder did not help students improve their spelling ability.…”

Section: Flip Foldersupporting

confidence: 85%

“…Members of the Flip Folder groups also commented similarly, saying "it is a great and innovative technique" and "it is a simple and effective technique." However, Flip Folder participants' answers posed a conundrum: if Flip Folder was seen to be an effective technique, why did it not create significant improvement as shown by posttest scores in previous research (Althobaiti & Elyas, 2019)?…”

Section: What Is Your Opinion About This Spelling Instruction Technique?mentioning

confidence: 95%

“…CCC is considered a successful and effective technique for teaching spelling (Alrwele, 2017;Althobaiti & Elyas, 2019;McLaughlin, Skarr, Derby, Meade, & Williams, 2012;Mesmeh, 2011;Nies & Belfiore, 2006;Reed, 2012;C. Skinner, McLaughlin, & Logan, 1997;Westwood, 2014).…”

Section: CCCmentioning

confidence: 99%

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Students’ Perceptions of Two Spelling Techniques: Copy, Cover, and Compare and Flip Folder

Althobaiti¹

2020

ELT

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This interpretivist research aimed at exploring students’ opinions regarding two spelling instruction techniques, Copy, Cover, and Compare (CCC) and Flip Folder. Twenty high school students who previously received spelling instruction using one of these two techniques participated in semi-structured focus group interviews to give their opinions about each technique. They were divided into three groups for which three questions were asked to collect feedback about each technique. Student responses varied and included suggestions for improvements to these techniques: introducing a revision plan to memorize the learned words, creating word spelling lists, increasing the repetition of words, and taking a weekly test to assess their learning achievement.

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Section: Flip Foldersupporting

confidence: 85%

Section: What Is Your Opinion About This Spelling Instruction Technique?mentioning

confidence: 95%

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Students’ Perceptions of Two Spelling Techniques: Copy, Cover, and Compare and Flip Folder

Althobaiti¹

2020

ELT

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“…There is to a great extent, close and consistent agreement regarding the causes of spelling errors in the existing literature of Error Analysis, this can be observed from the studies present on Arabic speaking learners Of ESL writing corpus or from the samples of other languages speakers. Some studies have focused mainly on the causes and remedies and solutions of spelling errors in the data of Arabic-speaking learners of ESL as in (Peters, 1985;Azzam, 1990;Cook, 1997;Hammond, 2004;Bahloul, 2007;Tavosanis, 2007;Kohnen, Nickels, & Castles, 2009;Field, 2009;Allaith & Joshi, 2011;Al-Jayousi, 2011;Stirling, 2011;Bancha 2013;Mahmoud, 2013;Al-Breiki, 2014;Al-Bereiki & Al-Mekhlafi, 2016;Althobaiti & Elyas, 2019). Based on the data analysis and the informal interviews in this study with the teachers of Arabic-speaking learners of ESL, the researcher here focuses on five main factors causing spelling.…”

Section: Causes and Solutions To Avoid Spelling Errorsmentioning

confidence: 99%

Exploring Spelling Errors with Relation to the Phonological Syllable Structure in the Writings of Saudi ESL Learners

Qasem¹

2020

IJEL

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Making spelling errors is one of the common issues faced by learners in any language as Second Language (SL) at the early stage of learning. This study investigated the spelling errors in the writings of undergraduate B.A. English students, University of Bisha, Al-Namas, Saudi Arabia. The study explored the spelling errors’ phenomenon with relation to the phonological syllable structure of words where the spelling errors were classified into three categories of words, (1) mono-syllabic, (2) di-syllabic, and (3) tri-syllabic and complex syllabic words. The researcher analyzed the spelling errors with relation to the sounds/phonemes positions in each syllable, (a) onset position, (b) nucleus position, and (c) coda position spelling errors. The results showed that Arabic-speaking learners made more spelling errors in tri-syllabic and complex syllabic words compared to the spelling errors in mono-syllabic words. The results explored that learners made more spelling errors in the nucleus position with 54.85% and fewer errors in the coda position 36.40%. Interestingly learners made fewer errors than the other groups with 8.75%. This suggested that English vowels, being in the nucleus position, are a more problematic position for Arab learners than consonants. The omission and the substitution spelling errors were more frequent and high compared to other categories. The study explored that the spelling errors are attributed to the different orthographical and morpho-phonological systems of L1 and L2 including the letter-to-sound correspondence and sound-to-letter correspondence, homophones, silent letters. The study concluded with some solutions to help learners avoid the spelling errors such as the importance of the phonological awareness of ESL.

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“…It is considered a cognitive trend that seeks to study cognitive phenomena, by tracing the steps and stages through which information is processed according to a processing system characterized by (sequencing, organization, and integration). It simulates information processing systems in a computer [41]. Cognitive psychologists have assumed that information processing takes place through a series of successive stages so that each stage leads to the next, so we find that the information-processing approach is interested in researching and clarifying the steps that the learner adopts in collecting, organizing, and remembering information, assuming that they are searching From knowledge, and extract from it what they deem appropriate.…”

Section: Information Processingmentioning

confidence: 99%

The Effectiveness of Educational Pillars Based on Vygotsky's Theory in Achievement and Information Processing Among First Intermediate Class Students

Jawad

Raheem²,

Majeed

2021

Int. J. Emerg. Technol. Learn.

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The aim of the research is to identify the effectiveness of the educational pillars strategy based on Vygotsky's theory in mathematical achievement and information processing of first-grade intermediate students. In pursuit of the research objectives, the experimental method was used, and the quasi-experimental design was used for two equivalent groups, one control group taught traditionally and the other experi-mental taught according to the educational pillars strategy. The research sample consisted of (66) female students from the first intermediate grade, who were inten-tionally chosen after ensuring their equivalence, taking into account several factors, most notably chronological age and their level of mathematics, and they were dis-tributed equally into two groups, one experimental and the other control. The re-search tools were represented in the teacher's handbook for the application of the educational pillars strategy, the achievement test in mathematics, and the test of information processing skills. The researchers applied the experiment in the first semester of the (2019/2020) academic year. One of the researchers taught the ex-perimental group by applying the educational pillars strategy, while the control group studied according to the usual method. The mathematical achievement test and the data processing skill test were applied to the experimental and control re-search groups, and then the data necessary for statistical analysis and access to results were obtained. The results showed that there were statistically significant differences between the mean scores of the two groups and control groups in the mathematical achievement test. There were also statistically significant differences between the mean scores of the two groups on the test of the skill of information processing, and the size of the effect was calculated by describing a function of the effectiveness of the strategy on the two independent variables (mathematics achievement, information processing), as it became clear that the educational pillars strategy based on Vygotsky's theory has great effectiveness. On mathematics achievement and on developing students' information processing skills

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Comparing Different Pedagogical Techniques to Teach Spelling at a Saudi High School: A Case Study

Cited by 3 publications

References 14 publications

Students’ Perceptions of Two Spelling Techniques: Copy, Cover, and Compare and Flip Folder

Students’ Perceptions of Two Spelling Techniques: Copy, Cover, and Compare and Flip Folder

Exploring Spelling Errors with Relation to the Phonological Syllable Structure in the Writings of Saudi ESL Learners

The Effectiveness of Educational Pillars Based on Vygotsky's Theory in Achievement and Information Processing Among First Intermediate Class Students

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