Pushed output in a multi-stage dictogloss task

2015 ◽  
Vol 166 (2) ◽  
pp. 307-329
Author(s):  
María Basterrechea
Keyword(s):  
Foreign Language ◽  
Statistical Significance ◽  
Control Group ◽  
Target Feature ◽  
Efl Learners ◽  
Multi Stage ◽  
Subsequent Exposure ◽  
The Difference ◽  
Age Range ◽  
Experimental Group

The present study set out to determine how learners’ written production would affect their noticing and production of a specific language form (the English 3rd person singular present tense marker -s) upon receiving relevant input subsequently, in an attempt to contribute to the ongoing debate about how production affects noticing of linguistic forms. One hundred and eighteen (118) English-as-a-Foreign-Language (EFL) learners (age range 15–6) in two educational contexts (Content and Language Integrated Learning and mainstream EFL) carried out a multi-stage dictogloss task. They followed the usual steps in this type of task (listen and jot down key words, text reconstruction). Then the experimental group (EG) listened to the text once again and compared it with their reconstructed version of the original passage. Their production of the target feature was compared to that of a control group (CG) who did not receive input after their own reconstruction. Results showed that the difference between the EG and the CG in the amount of instances of the target feature produced in the dictogloss task did not reach statistical significance. In other words, the act of producing and subsequent exposure to relevant input did not affect the noticing and production of the morpheme under study. In addition, no interaction between the pushed output condition and the educational context was found.

scholarly journals The Effect of Humor-Integrated Pictures Using Quizlet on Vocabulary Learning of EFL Learners

2019 ◽  
Vol 8 (2) ◽  
pp. 24
Author(s):  
Mehdi Solhi Andarab
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Teacher Student ◽  
Significant Difference ◽  
Experimental Group ◽  
Shed Light

The recent improvements in technology and their integration in language learning have played a facilitating role invocabulary acquisition. Quizlet, an online teacher-/student-friendly tool, is one of the leading applications invocabulary acquisition. Along with the effectiveness of visualization in acquiring vocabulary, humor has been alsoextensively indicated to carry a significant role in language learning. With all its facilitating features, the integrationof technology, humor, and vocabulary can be achieved via Quizlet. In this study, the visual integration of humoraccompanying vocabulary on Quizlet was taken into scrutiny to see to what extent humor-integrated pictures onQuizlet account for the retention of vocabulary acquisition. With this purpose, this study examined the effect ofhumor-integrated pictures on vocabulary acquisition of 45 intermediate English as a foreign language (EFL) learnerson Quizlet. In so doing, the experimental group received a series of unknown vocabulary items for which theintegrated pictures were humorous, while the vocabulary items assigned for the control group were identical, but innon-humorous contexts. At the end, an independent samples t-test applied on the scores achieved from a posttestindicated a significant difference in scores of the control group and that of the experimental group. In fact, thelearners in the experimental group significantly outperformed their counterparts in the control group. The resultsindicated that linking vocabulary items with humorous pictures is more effective than using non-humorous context inlearning vocabulary. Apparently, as the results indicate, the significant effectiveness of technology in vocabularylearning can be boosted with the help of humorous context. The findings shed light on the importance of technologyin language learning and its linking with humor in vocabulary learning.

The Efficacy of Novel Pre-activity Tasks on Macroskills: The Case of Group Discussion on Reading Comprehension

2016 ◽  
Vol 6 (4) ◽  
pp. 794
Author(s):  
Hooshang Khoshsima ◽  
Mahboobeh Khosravani
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Control Group ◽  
Main Concern ◽  
Efl Learners ◽  
Spss Software ◽  
Experimental Group

The main concern of most researchers in the field of second and foreign language teaching is lessening the problems and eliminating the hinders on the way of learning a language. The importance of reading skill in the process of teaching and learning different languages is undeniable for everyone. The main aim of this study was to examine the effects of group discussion strategy as a pre- activity task on reading ability. To this aim, 27 Iranian EFL learners, who were at the same level –intermediate- studying at Shokuh and Safir Institutes, Birjand, Iran were chosen. Two groups- one control and one experimental group- were studied. In control group the conventional method was used in teaching reading, while in experimental group, group discussion pre-activity task was administered. Both groups met the same level -Intermediate. At the end, the obtained data of the tests was analyzed by SPSS software. According to the obtained data, it can be strongly concluded that group discussion has no significant effect on reading comprehension. This study can help teachers and syllabus designers in choosing and applying an effective pre-activity task which really help the learners in reading classes.

scholarly journals Effects of a periodized functional strength training program (FST) on Functional Movement Screen (FMS) in physical education students

2020 ◽  
Vol 24 (3) ◽  
pp. 162-167
Author(s):  
Michał Sawczyn
Keyword(s):  
Physical Education ◽  
Strength Training ◽  
Statistical Significance ◽  
Rank Test ◽  
Training Intervention ◽  
Control Group ◽  
Before And After ◽  
Signed Rank Test ◽  
The Difference ◽  
Experimental Group

Background and Study Aim: To examine the effects of periodized functional strength training (FST) on FMS scores of sport university students with higher risk of injury. Material and Methods: Thirty three  participants (age 21.6±1.3 years, height 177.8±6.9 m, mass 80.4±7.7 kg) with FMS total score ≤ 14 were selected from eighty two volunteered students of University of Physical Education and Sport in Gdańsk and randomly assigned to experimental group (n=16) and control group (n=17). The FMS test was conducted one week before and one week after the 12 week training intervention. The experimental group participated in FST program through 12 weeks. The control group did not engaged in any additional physical activity than planned in their course of study. The  collected  data  were  analysed  using Statistica 13.3 pl (StatSoft Inc). Wilcoxon signed rank test was used to establish the statistical significance of the difference between FMS total scores within each group and Mann Whitney U test between groups before and after the 12 week training intervention. Results: 45 % of volunteers in the first FMS testing showed total scores ≤14. The experimental group that participated in FST program changed significantly FMS total scores after 12 weeks (p<0.05). There were also significant differences in FMS total score between groups after the experiment (p<0.05). Conclusions: There is a need for injury prevention programs for students of University of Physical Education and Sport in Gdańsk. It is clear from this study that FST is effective in improving FMS total score in students with cut off score ≤14.

scholarly journals Effects of recasts, clarification requests on suprasegment development of English intonation

2021 ◽  
pp. 311-325
Author(s):  
Wei Zhang ◽  
Hui Chang ◽  
Yi Liao
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Control Group ◽  
Target Feature ◽  
Efl Learners ◽  
Phonological Knowledge ◽  
Different Types ◽  
Acoustic Analyses ◽  
Language Input

A total of 102 English as a Foreign Language (EFL) learners participated in the present study, which aimed to test how different types of corrective feedback-recasts and clarification requests-can differentially affect the suprasegment development of English intonation. All participants received 5 treatment sessions designed to encourage them to notice and practice the target feature in meaningful discourse; recasts or clarification requests were provided to the participants’ untargetlike production, except those in the control group (n=34), who received comparable instruction but without corrective feedback. Acoustic analyses were conducted on 7 intonation features including words/IP, pause, anacrusis, lengthing, pitch reset, improper tonicity and tone selection elicited via pretest and posttest measures targeting trained instances and untrained instances. The results showed that 1) recasts are more effective than clarification requests on EFL learners’ suprasegment development of English intonation; 2) recasts may not only lead learners to establish, reinforce and generalize their new phonological knowledge of English intonation that they had practiced during the treatments, but also help them transmit their attention from trained to untrained learning of foreign language input at a suprasegmental level.

scholarly journals The effect of instructing critical thinking through debate on the EFL learners’ reading comprehension

2015 ◽  
pp. 21-40 ◽  
Author(s):  
Maryam Danaye Tous ◽  
Abdorreza Tahriri ◽  
Sara Haghighi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Quantitative Research ◽  
Control Group ◽  
Male And Female ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
The Difference ◽  
Experimental Group

The purpose of this study was to examine the effect of instruction through debate on the male and female EFL learners’ reading comprehension, and to examine the difference between male and female EFL learners’ perception towards instructing critical thinking (CT) through debate. 88 learners, out of 120, were selected through convenience sampling method. Using a quantitative research method with experimental pre-and post-tests design, this study consisted of 44 participants in the experimental group and 44 participants in the control group. The experimental group received some treatment in the form of “the Meeting-House Debate” strategy, while the control group received no such treatment. After one month and a half treatment of experimental group, both groups participated in the post-test. Data analysis was done using descriptive and inferential statistics procedures. Findings showed that the debate strategy had statistically significant effect on the students’ reading comprehension. Also, results revealed that there was no significant difference between male and female EFL learners’ perception towards instructing CT through debate. It was concluded that instructing CT skills through debate strategy resulted in better understanding of reading texts.

Pedagogical utility of oral discussion versus collaborative drafting

2019 ◽  
Vol 18 (4) ◽  
pp. 464-477
Author(s):  
Laya Heidari Darani ◽  
Nafiseh Hosseinpour
Keyword(s):  
Small Group ◽  
Control Group ◽  
Content Type ◽  
Efl Learners ◽  
The Social ◽  
Oral Discussion ◽  
Writing Skill ◽  
Whole Student ◽  
The Difference ◽  
Experimental Group

Purpose The purpose of this paper is to investigate and compare the effects of group-to-whole student-led oral discussion and small-group collaborative drafting as pre-writing tasks on Iranian intermediate English as a foreign language (EFL) learners’ writing performance. Additionally, the difference between the writing components was examined. Design/methodology/approach To achieve these objectives, a group of 120 intermediate EFL learners participated in a pretest–posttest study in which they were randomly assigned into two experimental groups and one control group. The students in all three groups were tasked with writing a textbook evaluation report for the pretest and posttest. The pre-writing process in the first experimental group consisted of a group-to-whole student-led oral discussion, while the second experimental group engaged in small-group collaborative drafting. Findings The results indicate that both pre-tasks were effective in improving the participants’ writing skill, while collaborative drafting was even more efficient. Furthermore, it was observed that more writing components improved through collaborative drafting. It is concluded, therefore, that the social atmosphere created through oral discussion and the scaffolding resulting from collaborative drafting can help in writing improvement. Research limitations/implications The findings herein can have implications for first language (L1) composition instruction and second language (L2) writing teaching and, thus, underscoring the utility of the social constructivist approach to writing instruction. Originality/value As there has been no study conducted to explore the effects of group-to-whole student-led oral discussion on EFL learners’ writing skill and to compare its impacts to those of small-group collaborative drafting, the results of this study fill this gap in the literature.

scholarly journals Quizzes in Every Other Session Improve Undergraduate EFL Learners' Pronunciation Achievement

2017 ◽  
Vol 8 (5) ◽  
pp. 65
Author(s):  
Mohammad Reza Ghorbani
Keyword(s):  
Foreign Language ◽  
Training Program ◽  
English Literature ◽  
Control Group ◽  
Efl Learners ◽  
English Teaching ◽  
And Control ◽  
Positive Effect ◽  
Experimental Group

The proponents of frequent quizzes claim that they stimulate students and have a positive effect on their learning, while the opponents argue that too frequent quizzes might frustrate students and hinder their learning. This study examined the effect of frequent quizzes on Iranian undergraduate English as a Foreign Language (EFL) learners’ pronunciation achievement. The nonequivalent group, pretest-posttest design was employed to study two classes of English literature and English teaching students, who were taking the Phonology Course, at Kosar University of Bojnord (KUB) as the experimental group (EG) and control group (CG) respectively. Two 40-item pronunciation tests were developed based on the 3rd edition of the book Ship or Sheep written by Baker (2006). The reliability of the tests was estimated 0.78 and 0.81 respectively through KR-21 formula. After the pretest administration, both groups were exposed to the same activities; however, only the EG took the quizzes every other session. At the end of the training program, the pretests were rearranged and used as the posttests. The results of the independent samples t-tests from the posttests revealed that the EG had a better performance than the CG suggesting that EFL learners’ pronunciation achievement can improve if quizzes are used every other session.

scholarly journals A Shift from a Monoglossic to a Heteroglossic View: Metalinguistic Stego- Translanguaging Lens Approach

2020 ◽  
Vol 11 (4) ◽  
pp. 461-473
Author(s):  
Mohammad Awad Al-Dawoody Abdulaal
Keyword(s):  
Foreign Language ◽  
Research Study ◽  
Mother Tongue ◽  
Target Language ◽  
Control Group ◽  
Control Groups ◽  
Efl Learners ◽  
Reading And Writing ◽  
Port Said ◽  
Experimental Group

This research study aims at replacing monoglossic approaches with a stego-translanguaging pedagogy (i.e., the indirect use of the mother tongue to enhance the target language perception and acquisition). To solve the problematic constant decline in the learners’ reading and writing IELTS scores in Port Said Language Center and to check the influence of the stego-translanguaging approach, two groups of participants were randomly chosen, an experimental group with 33 English as a Foreign Language (EFL) learners from different colleges in Port Said University in Egypt and a control group with 30 EFL learners. The participants in the experimental group followed a heteroglossic pedagogy, whereas the control group followed a strictly non-plurilingual monolingual approach. The results of Kruskal-Wallis test showed that the stego-translanguaging approach was much more influential in teaching IELTS reading than the monoglossic conventional approach with 1.483 as a mean difference between the two groups as (µ1=7) in the experimental group and (µ2= 5.517) in the control group. Another crucial result was displayed by a parametric test conducted to examine the significant differences between the IELTS writing posttest scores in the experimental and the control groups. The test showed that µ1 > µ2 with an estimation difference of 1.535, where µ1= 6.818 and µ2 = 5.28

scholarly journals TOWARDS THE AUTOMATISATION OF A FOREIGN LANGUAGE: SENSORIMOTOR DRILLING, THE STRUCTURATION OF LINGUISTIC INPUT ON THE BASIS OF PROCESSING DEMANDS AND SENSORY CHUNKING

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Verónica Mendoza Fernández
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
Statistical Significance ◽  
Control Group ◽  
Efl Learners ◽  
Pedagogical Techniques ◽  
Processing Demands ◽  
Linguistic Input

The current study presents the results of a treatment that sought to improve the 3rd person singular -s of the present simple tense. Sixty-four EFL learners from three different primary schools participated in the experiment. Learners were divided into a control group and two experimental groups. Whereas the control group followed its own school instruction, the two experimental groups followed a treatment that was based on neuroscience and psychology and that integrated innovative pedagogical techniques (©2018, 2019, Verónica Mendoza Fernández): sensorimotor drilling, the structuration of linguistic input on the basis of processing demands and sensory chunking. Learners carried out four pretest-postest tasks. Here are presented the results of one of the tasks: oral sentence transformation. The findings of the study indicated that statistical significance was reached by the two experimental groups only. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0717/a.php" alt="Hit counter" /></p>

scholarly journals Language Proficiency through Vocabulary Development: A Framework

2019 ◽  
Author(s):  
Boumediène BENRABAH
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Proficiency ◽  
Threshold Level ◽  
Control Group ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Efl Students ◽  
Language Proficiency Test ◽  
Experimental Group

The global aim of the present research paper is an attempt to reach a threshold level of the learning of a foreign language (English) through the development of vocabulary. Observing the very limited rate of use of English in the Algerian community, English as Foreign Language (EFL) students, actually, need to progress in the mastery of that language by reading and/or listening to texts or messages intensively. To achieve this goal, subsequent procedures should take place by giving the foreign language a rather more appreciable position in the community such as the one held by a second language. To be down-to-earth, a brief survey on the linguistic situation in Algeria is exposed where neat clarification of second-foreign language status in the community is laid out to show that the more a (foreign) language is explicitly exposed in its manifold forms, the more are learners, in that community, likely to acquire it as a second language. However, the assumption of presenting the receptive skills (reading and listening) as the most appropriate means for the growth of foreign language vocabulary is supported by Krashen’s input theory where any input to be understood, should come at EFL learners’ capacity to read/listen and decode easily the meaning. In due course, First year EFL students have been subject to a language proficiency test-‘a pre-test then a post-test’. This typical experimental design is an intervention study which contains two groups: ‘the treatment or experimental’ group which receives the treatment, or which is exposed to some special conditions of intensifying vocabulary learning through a varied, comprehensible input; and a second group of EFL learners- the control group- whose role is to provide a baseline. The findings showed better scores among the experimental group compared to the other group. Actually, the results proved the adequacy of the adopted theory.

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