The Effects of Explicit Supplemental Instruction on Students' Language Competence

Daskalovska, Nina and Ulanska, Tatjana and Hadzi-Nikolova, Adrijana (2019) The Effects of Explicit Supplemental Instruction on Students' Language Competence. Knowledge – International Journal, 30 (5). pp. 1151-1156. ISSN 2545 – 4439

[img]
Preview
Text
The Effects of Explicit Supplemental Instruction.pdf

Download (1223Kb) | Preview

Abstract

This paper reports on the initial results of the project “Supplemental instruction as a tool for improving students’ language competence at the Faculty of Philology”. The project started in 2017 at the Faculty of Philology in Stip with the main objective of determining the effects of supplemental instruction on improving students’ language competence. Based on the results of the placement test for all participants in order to determine their level of language competence, the participants were divided into two groups – A and B. The supplemental instruction in the first semester was conducted with group A, which was the experimental group, using explicit teaching methods, while group B was the control group. The results of the experimental group showed that there was a significant difference between the pre-test and the post-test, especially in the writing section of the test, while the results of the control group did not show any statistically significant difference.

Item Type: Article
Subjects: Humanities > Languages and literature
Divisions: Faculty of Philology
Depositing User: Nina Daskalovska
Date Deposited: 05 Apr 2019 08:00
Last Modified: 05 Apr 2019 08:00
URI: http://eprints.ugd.edu.mk/id/eprint/21883

Actions (login required)

View Item View Item