scholarly journals The Impact of Task Planning on Iranian EFL Learners’ Writings

2013 ◽  
Vol 70 ◽  
pp. 719-723
Author(s):  
Hamid Reza Haghverdi ◽  
Hamid Reza Khalaji ◽  
Reza Biria
Keyword(s):  
Task Planning ◽  
Efl Learners ◽  
The Impact

scholarly journals The Impact of Task Complexity on EFL Learners' Writing Production across Gender

2019 ◽  
Vol 8 (5C) ◽  
pp. 1218-1220
Keyword(s):  
Task Complexity ◽  
Task Planning ◽  
Efl Learners ◽  
Study Task ◽  
The Impact ◽  
Significant Support

Thе currеnt study invеstigatеs thе impact of task complеxity on ЕFL lеarnеrs' writing production across gеndеr. Task complеxity is thе inhеrеnt cognitivе dеmands of thе tasks imposеd on thе lеarnеrs by thе structurе of thе tasks. In this study, task complеxity is invеstigatеd along thе rеsourcе-dispеrsing variablеs of prе-task planning timе, post-task еditing timе and prior knowlеdgе across gеndеr. This study triеs to intеrtwinе thе concеpts of task complеxity and sociolinguistics (i.е. gеndеr diffеrеncеs). This study was aimеd to find out thе еffеct of task complеxity across thе variablе of gеndеr of ЕFL lеarnеrs' writing production which has bееn mеasurеd in tеrms of CAF i.е. complеxity, accuracy and fluеncy. Thеrеforе, thе linguistics propеrtiеs of 160 еssays from ЕFL lеarnеrs (80 malеs & 80 fеmalеs) wеrе analyzеd on thе CAF. Thе participants wеrе sеlеctеd from a homogеnous group of ЕFL lеarnеrs. A wеb-basеd syntactical/lеxical tеxt analysis softwarе was еmployеd to mеasurе thе CAF of thе ЕFL lеarnеrs’ еssays. This can providе usеful information in fiеld of forеign languagе lеarning for languagе plannеrs, curricula dеsignеrs, and tеachеrs. Should this bе donе, it can contributе to improving ЕFL undеrgraduatе studеnts’ ability to a lеvеl of writing compеtеncе that is morе likеly to bе satisfactory. Thе findings of thе study indicatеd statistically significant support for Robinsons’ Hypothеsis. Incrеasing rеsourcе-dispеrsing complеxity by rеmoving planning timе, еditing timе and prior knowlеdgе nеgativеly affеctеd thе CAF of writing of both gеndеrs, malе and fеmalе. In tеrms of gеndеr, fеmalе groups significantly outpеrformеd thеir malе countеrparts in most of thе ovеrall CAF writing scorеs along rеsourcе-dispеrsing of prе-task planning timе, post-task еditing timе and prior knowlеdgе in both low complеxity and high complеxity writing tasks.

THE EFFECT OF METACOGNITIVE INSTRUCTION ON MAXIMIZING EFL LEARNERS’ METACOGNITIVE AWARENESS IN LISTENING

2018 ◽  
Vol 7 (1) ◽  
pp. 8-17
Author(s):  
Mahsa Assadi
Keyword(s):  
Experimental Research ◽  
Listening Comprehension ◽  
Intervention Program ◽  
Metacognitive Awareness ◽  
Listening Test ◽  
Efl Learners ◽  
Metacognitive Instruction ◽  
Before And After ◽  
Comprehension Ability ◽  
The Impact

This study reports a pre-experimental research on the impact of metacognitive instruction on EFL learners’ metacognitive awareness and their listening performance. To obtain the goal of the study, a group of 30 Iranian intermediate EFL learners, including 14 males and 16 females, were selected randomly. Their ages range from 20 to 24. The participants took part in 16 weeks’ intervention program based on metacognitive pedagogical sequence consisted of five stages. The metacognitive awareness listening questionnaire (MALQ), and a listening test were also used to find changes in metacognitive awareness and listening performance before and after the treatment. The results of comparing pre and posttests scores revealed that metacognitive instruction raised the learners’ metacognitive awareness and helped them improve their listening comprehension ability.

scholarly journals From Instructed Writing to Free-Writing: A Study of EFL Learners

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110071
Author(s):  
Saleh Alharthi
Keyword(s):  
Control Group ◽  
Writing Program ◽  
Structured Interviews ◽  
Writing Assignments ◽  
Efl Learners ◽  
Free Writing ◽  
Efl Students ◽  
Structured Writing ◽  
The Impact ◽  
Experimental Group

Writing is an intricate process that encompasses various factors and is a key skill for English as a Foreign Language (EFL) students. Thus, writing assignments are vital for any curriculum. One of the essential aspects of effective writing includes good grammar knowledge. Advocates of process writing argue that a free-writing journal is a practical approach to teaching EFL students writing. This study is intended to examine the impact of the free-writing journal on EFL learners. This study was conducted on 80 students from a writing course at the University. Thirty-five students were randomly selected to join the free-writing program—the experimental group—and 45 students were kept in their regular structured writing program—the control group. The experimental group selected topics of interest to them and was encouraged to write in English freely without concern for errors, whereas the control group followed a regular structured writing program where the topics were selected for them and they wrote following a clear guideline. Five major areas were investigated to evaluate students’ progress: the number of words written, spelling, capitalization, subject-verb agreement, and punctuation. The researcher conducted semi-structured interviews with 10 students of the experimental group to elicit their perception of the free-writing program. According to the analysis, students in the free-writing program acquired better grammar acquisition than the control group. The researcher also observed students’ perception of free-writing at the end of the study and found that free-writing improved their writing skills.

Captions and reduced forms instruction: The impact on EFL students’ listening comprehension

ReCALL ◽  
2013 ◽  
Vol 26 (1) ◽  
pp. 44-61 ◽  
Author(s):  
Jie Chi Yang ◽  
Peichin Chang
Keyword(s):  
Language Learners ◽  
Listening Comprehension ◽  
Short Term Memory ◽  
Limited Capacity ◽  
Short Term ◽  
Term Memory ◽  
Efl Learners ◽  
Efl Students ◽  
The Impact ◽  
Reduced Forms

AbstractFor many EFL learners, listening poses a grave challenge. The difficulty in segmenting a stream of speech and limited capacity in short-term memory are common weaknesses for language learners. Specifically, reduced forms, which frequently appear in authentic informal conversations, compound the challenges in listening comprehension. Numerous interventions have been implemented to assist EFL language learners, and of these, the application of captions has been found highly effective in promoting learning. Few studies have examined how different modes of captions may enhance listening comprehension. This study proposes three modes of captions: full, keyword-only, and annotated keyword captions and investigates their contribution to the learning of reduced forms and overall listening comprehension. Forty-four EFL university students participated in the study and were randomly assigned to one of the three groups. The results revealed that all three groups exhibited improvement on the pre-test while the annotated keyword caption group exhibited the best performance with the highest mean score. Comparing performances between groups, the annotated keyword caption group also emulated both the full caption and the keyword-only caption groups, particularly in the ability to recognize reduced forms. The study sheds light on the potential of annotated keyword captions in enhancing reduced forms learning and overall listening comprehension.

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