Visual-Syntactic Text Formatting: Developing EFL Learners’ Reading Fluency Components

Gao, Wei; Namaziandost, Ehsan; Abdulaal, Mohammad Awad Al-Dawoody

doi:10.1007/s10936-021-09823-x

Cited by 5 publications

(2 citation statements)

References 45 publications

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“…This is in addition to adequate education qualifications. According to preliminary studies, teachers teaching creativity is an essential part of the teaching process in schools [9][10][11][12][13].…”

Section: Introductionmentioning

confidence: 99%

Training Management on Training Effectiveness and Teaching Creativity in the COVID-19 Pandemic

Tamsah

Yusriadi

Hasbi

et al. 2023

Education Research International

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The COVID-19 pandemic makes it difficult for the teaching and learning process to be conducted freely using all learning modes due to the limited interaction between teachers and students by distance. Therefore, teachers must creatively utilize various learning models to ensure students are properly taught during the pandemic. In this regard, this study aims to elaborate on the relationship between training management, effectiveness, and its impact on the teaching creativity of public teachers from kindergarten to upper secondary level. This is an online quantitative survey with a sample of state-funded teachers consisting of civil, honorary, and contract teachers. These three types of teachers were included in the category of teachers of the State Civil Apparatus. The accidental sampling technique was used to obtain data from 405 respondents through the questionnaire distribution for a month. This was greater than the initial target of 200 people as a condition for the eligibility of the number of respondents when using structural equation modeling (SEM)—AMOS analysis. A total of four hypotheses were proposed in this study, with three accepted and one rejected. The result showed that training management contributed significantly to training effectiveness but had a minimal contribution to increasing teachers teaching creativity during the pandemic. Furthermore, training effectiveness had a significant contribution to the invention of teaching teachers and was a full mediator. This study also found the lack of references about management training and the relationships built. Proper management is a key factor in encouraging the effectiveness of activity, but it is unable to improve the creativity of teaching teachers directly. The role of training effectiveness was significant because it increases the contribution of training management to teacher teaching creativity. This research also showed that the training carried out on ASN only be successful with good management. The effectiveness of teachers teaching creativity can only be increased through training, especially during a pandemic.

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Section: Introductionmentioning

confidence: 99%

Training Management on Training Effectiveness and Teaching Creativity in the COVID-19 Pandemic

Tamsah

Yusriadi

Hasbi

et al. 2023

Education Research International

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“…Simply put, one needs a solid understanding of English's grammar and its constituent parts in order to understand and effectively use it. This is because grammar is closely associated with the language's basic skills, used in daily life (Gao, Namaziandost, & Abdulaal, 2022).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Globalized Task-Centered Language Instruction on EFL Learners’ Sustainable Motivation and Syntactic Proficiency

Abdulaa,

Qutb,

Bashir

et al. 2023

WJEL

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This study investigated how task-based language instruction affected Saudi EFL students' sustainable motivation and grammatical proficiency. 60 participants were ultimately chosen after a homogeneity exam (OQPT) was given to 100 EFL learners in order to achieve the study's goals. They were then split into two groups: the control group and the experimental group. As a pre-test, they were given a validated researcher-designed syntactic proficiency test that covered the topics that were planned to be covered in both groups before the treatment began. Furthermore, both groups received a motivation survey before and after the therapy sessions. The treatment group (i.e., experimental group or Exp. G.) was given a treatment that involved teaching grammar through the employment of task-centered language instruction, while the control group (Cont. G) received conventional instruction, involving teaching grammatical structures through instruction on drills suggested by the instructor. The same researcher-designed grammar exam was given to both groups as a post-test following the completion of 12 therapy sessions. The Paired and Independent Samples t-test was employed to assess the data collected. The results demonstrated that the experimental group greatly outperformed the control group in terms of performance. The experimental group typically performed much better than the control group. The results of the motivation questionnaire also indicated a substantial difference between the two groups’ motivation after the post-test. The results suggested that motivation in the experimental group (Exp. G) greatly increased. The findings implied that task-centered language instruction could be applied in EFL classes to strengthen learners’ grammatical skills.

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Connecting form with function: Model texts for bilingual learners’ narrative writing

Wang

Jiang

et al. 2023

Assessing Writing

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Visual-Syntactic Text Formatting: Developing EFL Learners’ Reading Fluency Components

Cited by 5 publications

References 45 publications

Training Management on Training Effectiveness and Teaching Creativity in the COVID-19 Pandemic

Training Management on Training Effectiveness and Teaching Creativity in the COVID-19 Pandemic

The Effectiveness of Globalized Task-Centered Language Instruction on EFL Learners’ Sustainable Motivation and Syntactic Proficiency

Connecting form with function: Model texts for bilingual learners’ narrative writing

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