From Memorising to Visualising: The Effect of Using Visualisation Strategies to Improve Students' Spelling Skills

Autor/inn/en	Nahari, Amnah Ahmad; Alfadda, Hind Abdulaziz
Titel	From Memorising to Visualising: The Effect of Using Visualisation Strategies to Improve Students' Spelling Skills
Quelle	In: English Language Teaching, 9 (2016) 6, S.1-18 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Spelling; Second Language Learning; Grade 6; Elementary School Students; Foreign Countries; Second Language Instruction; Spelling Instruction; Visualization; Student Attitudes; Experimental Groups; Control Groups; Pretests Posttests; Achievement Tests; Validity; Questionnaires; Scores; Curriculum Design; Language Teachers; Statistical Analysis; Private Schools; Teaching Methods; Correlation; Saudi Arabia + Suchen Sie Ihr Suchwort? Schreibweise; Zweitsprachenerwerb; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Fremdsprachenunterricht; Orthographieunterricht; Rechtschreibunterricht; Visualisation; Visualisierung; Schülerverhalten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Gültigkeit; Fragebogen; Lehrplangestaltung; Language teacher; Sprachunterricht; Statistische Analyse; Private school; Privatschule; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Saudi-Arabien
Abstract	Spelling is an essential literacy skill and an important language component that can have a significant effect on L2 students' future education and occupational status. However, many students struggle to master this skill, and most L2 teachers are limited to traditional approaches when teaching spelling. Therefore, this study aims to investigate both the effect of using visualisation strategies to improve the L2 students' spelling skills and student's attitudes towards the use of those strategies. I adopted an experimental approach, whereby the experimental group was trained to use visualisation strategies to study the spelling of new words, while the control group received no special tuition and was required to study the spelling of new words using the methods they normally use. The sample for the study consisted of 42 female sixth graders from Al-Manahej Private Elementary School in Riyadh; they were divided into two groups: 21 students in the experimental group and 21 students in the control group. In order to collect data and achieve the goal of the study, three tools were used: pre-achievement and post-achievement tests to measure the differences between the experimental and control groups' scores. The students undertook five weekly tests to measure the effectiveness of the visualisation strategies to improve their spelling skills, and a social validity questionnaire to assess their attitudes towards the strategies. The findings were anticipated to promote the use of visualisation strategies in the field of education, to encourage curriculum designers, decision makers, and language teachers to employ them when teaching spelling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01