An Investigation into the Teaching Practices and Material Effects on Student Outcomes: A Case Study from Oman

Sarath Withanarachchi Samaranayake; Suneeta Kositchaivat; Vachira Jantarach

doi:10.21093/ijeltal.v7i1.1253

An Investigation into the Teaching Practices and Material Effects on Student Outcomes: A Case Study from Oman

Sarath Withanarachchi Samaranayake, Suneeta Kositchaivat, Vachira Jantarach

Abstract

Acquisition of an additional language is assumed to involve several internal and external factors for the learner. Among external factors, instructional procedures and materials are vital in helping learners master L2 skills. This study investigates how the instructor’s instructional variables and in-house materials influence tertiary-level Omani students’ academic writing proficiency in Omani technological education. The study used a quasi-experimental research design in which two treatment (N = 60) and comparison (N = 60) groups and two instructors were included. The researchers selected participants for the current study using a random purposive sampling technique. The treatment groups received writing instruction via in-house materials, while the comparison groups were instructed using the prescribed textbook by two instructors for two semesters. The study employed four research instruments (a pretest, mid-semester, final exam, and intervention instrument) to gather data, which were analyzed using descriptive and non-parametric tests (Mann-Whitney U test). The results of an MNOVA test that comprised three components (class, instructor, and comparison or treatment group) revealed statistically significant effects on all three factors; class (F = 6.18, p =.001), instructor (F = 2.83, p =.001), and group (F =1. 15, p =.001), indicating that an instructor’s effective instructional procedures and in-house materials, influenced the study groups’ outcomes. Given the findings, it can be concluded that different instructional strategies and in-house materials can affect students’ academic writing proficiency differently.

Keywords

Academic Writing proficiency, in-house materials, instructional procedure, intervention, L2 acquisition

Full Text:

Download PDF

References

Ahmed, W. M. A. & Al-Ward, A. S. (2020). Motivational teaching practices from EFL learners’ perspective at the tertiary level in Yemen. Indonesian Journal of Applied Linguistics, 9, 695-703. doi: 10.17509/ijal. v9i3.23220

Allen, N., Atkinson., D, Morgan, M., Moore, T & Snow, C. (1987) ‘What experienced collaborators say about collaborative writing.’ Journal of Business and Technical Communication, 1(2), 70-90.

Alshehri, E., & Etherington, M. S. (2017). Motivational strategies: The perceptions of EFL teachers and students in the Saudi higher education context. International Journal of English Language Education, 5(2), 46–82. doi: 10.5296/ijele.v5i2.11727

Antón, M., & Dicamilla, F. (2002). Socio‐Cognitive Functions of L1 Collaborative Interaction in the L2 Classroom. The Modern Language Journal. 83(2), 233–247. doi: 10.1111/0026-7902.00018.

Atteberry, A., Loeb, S., & Wyckoff, J. (2015). Do first impressions matter? Predicting early career teacher effectiveness, AERA Open, 1, 1-23.

Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54 (2), 153-160.

Braga, M., Paccagnella., M & Pellizzari, M. (2016). "The Impact of College Teaching on Students’ Academic and Labor Market Outcomes," Journal of Labor Economics, 34(3), 781-822. doi: 10.1086/684952

Bettinger, E. P., & Long, B. T. (2005). Do faculty serve as role models? The impact of instructor gender on female students. The American Economic Review, 95(2), 152–157.

Braga, M., Paccagnella, M., & Pellizzari, M. (2014). The academic and labor market returns of university professors. IZA Discussion Papers.

Carrell, S. E., & West, J. E. (2010). Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors. Journal of Political Economy, 118(3), 409-432.

Cents-Boonstra, M., Lichtwarck-Aschoff, A., Denessen, E., Aelterman, N., & Haerens, L. (2020). Fostering student engagement with motivating teaching: an observation study of teacher and student behaviors. Research Papers in Education, 36(6), 754-779.

Cook, J.B., & Mansfield, R.K. (2016). Task-specific experience and task-specific talent: Decomposing the productivity of high school teachers. Journal of Public Economics, 140, 51-72.

Darling-Hammond, L. (2000). Teacher quality and student achievement. Education Policy Analysis Archives, 8, 1-44.

DeKeyser, R. M. (2007). Practice in a second language: Perspectives from applied and Cognitive Psychology. Cambridge: Cambridge University Press.

Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. London: Lawrence Erlbaum Associates.

Dörnyei, Z. (2009). The L2 Motivational Self System. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, Language Identity, and the L2 Self (pp. 9-42). Bristol: Multilingual Matters. Dörnyei, Z., & Ushioda, E. (2011). Teaching and Researching Motivation (2nd ed.). Harlow Pearson Education Limited.

Ellis, R. (2017). Second Language Acquisition. Oxford University Press.

Fedesco, H. N., Bonem, E. M., Wang, C., & Henares, R. (2019). Connections in the classroom: Separating the effects of instructor and peer relatedness in the basic needs satisfaction scale. Motivation and Emotion, 43(5), 758-770. doi: 10.1007/s11031-019-09765-x.

Fortson, S. B., & Brown, W. E. (1998). Best and worst university instructors: The opinions of graduate students. College Student Journal, 32(4), 572-576.

Frankola, K. (2001). “Why Online Learners Drop Out” Workforce, 80, 53–58.

Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.

Gardner, R. C. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei,

& R. Schmidt (Eds.), Motivation and Second Language Acquisition (pp. 1-19). University of Hawaii Press.

Gardner, R. C. (2005). Integrative motivation and second language acquisition. Joint plenary talk at the Canadian Association of Applied Linguistics/Canadian Linguistics Association, May.

Goldhaber, D., & Anthony, E. (2004). Can teacher quality be effectively assessed? (Working Paper). Seattle, WA: Centre on Reinventing Public Education.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Rutledge, Park Square, Oxon.

Henry, A. & Roseberry, R. L. (1998). An evaluation of a genre-based approach to the teaching of EAP/ESP writing. TESOL Quarterly, 32 (1).

Hersberg, T., Simon, V. A., & Lea-Kruger, B. (2004). Measuring What Matters. American School Board Journal, 191(2), 27-31.

Hoffmann, F., & Oreopoulos, P. (2009a). Professor qualities and student achievement. The Review of Economics and Statistics, 91(1), 83–92.

Hoover, L. (2021). What Is Qualitative vs. Quantitative Study? Retrieved from https://www.gcu.edu/blog/doctoral-journey/what-qualitative-vs-quantitative-study

Ibrahim, M., Rwegasira, K.S.P & Taher. (2007). A. Institutional Factors Affecting Students Intentions to Withdraw from Distance Learning Programs in the Kingdom of Saudi Arabia: The Case of the Arab Open University (AOU). Online Journal of Distance Learning Administration, 10(1), 1–19.

Kim, Y., & Kim, J. (2005). Teaching Korean University Writing Class: Balancing the Process and Genre Approach. Asian EFL Journal, 7(2), Article 5. Retrieved from http://www.asian-efl-journal.com/June_05_yk&jk.php

Klassen, R. M., & Tze, V. M. (2014). Teachers’’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76.

Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford University Press.

Lee, T. S. O., Gardner, D., & Lau, K. (2019). The effects of L2 motivational strategies: within and beyond the L2 classroom. Innovation in Language Learning and Teaching, 14(5), 451–465. doi: 10.1080/17501229.2019.1620240

Leki, I. (1992). Understanding ESL writers: A guide for teachers. NH: Boynton/Cook.

Lyster, R., & Sato, M. (2013). Skills Acquisition Theory and the role of practice in L2 development. In Mayo, M. P. G., Mangado, M. J. G., Adrian, M. M (Ed.), Contemporary Approaches to Second Language Acquisition (1–261). John Benjamin Publishing.

Mauludin, L. A. (2021). Students’ perceptions of the most and the Least motivating teaching strategies in ESP Classes. Iranian Journal of Language Teaching Research, 9(1), 139-157.

Olivier, E., Galand, B., Morin, A., & Hospel, V. (2021). Need-supportive teaching and student engagement in the classroom: Comparing the additive, synergistic, and global contributions. Learning and Instruction. doi: 10.1016/j.learninstruc.2020.101389.

Oxford, R. (1989). Language Learning Strategies: What Every Teacher Should Know.Heinle & Heinle.

Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, Schools, and academic achievement. Econometrica, 73(2), 417-458.

Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. (2017). Affective teacher-student relationships and students' engagement and achievement: A meta-analytic update and test of the mediating role of engagement. School psychology review, 46(3), 239-261.

Samaranayake, S. W. (2017). Academic writing issues of foundation level students: The effectiveness of context-specific teaching materials using a process genre approach to writing [Doctoral dissertation, The University of South Africa]. Research repository.

http://uir.unisa.ac.za/handle/10500/22795

Sanders, W. L. (2000). Value-Added Assessment for student achievement data: Opportunities and hurdles. Journal of Personnel Evaluation, 14(4), 329–339.

Schacter, J., Thum, Y. M., & Zifkin, D. (2006). How much does creative teaching enhance elementary school students' achievement? The Journal of Creative Behavior, 40(1), 47–72. https://doi.org/10.1002/j.2162-6057.2006.tb01266.x

Schacter, J., & Thum, Y. M. (2004). Paying for High and Low-Quality Teaching. Economics of Education Review, 23, 411-430. http://dx.doi.org/10.1016/j.econedurev.2003.08.002

Seidel, T., & Shavelson, R. J. (2007). Teaching Effectiveness Research in the Last Decade: Role of Theory and Research Design in Disentangling Meta-Analysis Results. Review of Educational Research, 77, 454-499. http://dx.doi.org/10.3102/0034654307310317

Selinker, L., & Lamendella, J. (1981). Updating the interlanguage hypothesis. Studies in Second Language Acquisition, 3(2), 201-220. doi:10.1017/S0272263100004186

Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The modern language journal, 82(3), 320-337.

Tam, K. Y., Heng, M., & Jiang, G. (2009). What undergraduate students in China say about their professors’ teaching. Teaching in Higher Education, 14(20, 147-159.

Tomaszewski, W., Xiang, N., Huang, Y., Western, M., McCourt, B., & McCarthy, I. (2022). The Impact of Effective Teaching Practices on Academic Achievement When Mediated by Student Engagement: Evidence from Australian High Schools. Education Sciences, 12(5), 358. http://dx.doi.org/10.3390/educsci12050358

Tomkin, J. H., & Charlevoix, D. (2014). Do professors matter? Using an a/b test to evaluate the impact of instructor involvement on MOOC student outcomes. L@S '14: Proceedings of The First ACM Conference on Learning @ scale conference, 71–78. Doi: https://doi.org/10.1145/2556325.2566245

Villamil, O. S., & De Guerrero, M. C. (1996). Peer revision in the L2 classroom: Social-cognitive activities, mediating strategies, and aspects of social behavior. Journal of second language writing, 5(1), 51-75.

Vlieger, P. D., Jacob, B., & Stange, K. (2016). Measuring Instructor Effectiveness in Higher Education. NBER Working Paper No. w22998. Retrieved from https://ssrn.com/abstract=2892422

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Wang, W., & Wen, Q. (2002). ‘L1 use in the L2 composing process: an exploratory study of 16 Chinese EFL writers. Journal of Second Language Writing, 11(3), 225–46.

Wang, M. T., Brinkworth, M., & Eccles, J. (2013). Moderating effects of the teacher-student relationship in adolescent trajectories of emotional and behavioral adjustment. Psychology, 49(4), 690–705. https://doi.org/10.1037/a0027916

Watson, C. B. (1982). The Use and Abuse of Models in the ESL Writing Class. TESOL Quarterly, 16(1), 5–14.

Wenden, A. (1985). ‘Learning strategies.’ TESOL Newsletter, 19(1), 4-5.

Wentzel, K. R & Ramani, G. (2016). Handbook of social influences in school contexts: Social -emotional, motivation, and cognitive outcomes. Taylor & Francis.

Wentzel, K. R. (2002) Are Effective Teachers Like Good Parents? Teaching Styles and Student Adjustment in Early Adolescence. Child Development, 73, 287-301. http://dx.doi.org/10.1111/1467-8624.00406

Williams, J. (2005). Teaching writing in second and foreign language classrooms. McGraw-Hill.

Yan, G. (2005). A process genre model for teaching writing. English Teaching Forum, 43 (3). Retrieved from http://exchange.state.gov/forum/vols/vo143/no3/p18

Zamel, V. (1983). The composing processes of advanced ESL students: Six case studies. TESOL Quarterly, 17(2), 165-187.

DOI: http://dx.doi.org/10.21093/ijeltal.v7i1.1253

Refbacks

There are currently no refbacks.

IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) by http://ijeltal.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.