Effect of textual enhancement on idioms

2015 ◽  
Vol 28 (1) ◽  
pp. 258-272
Author(s):  
Patricia Salazar Campillo
Keyword(s):  
Foreign Language ◽  
Multiple Choice ◽  
Choice Task ◽  
Control Group ◽  
Intermediate Students ◽  
Textual Enhancement ◽  
The Impact ◽  
Positive Effect ◽  
Experimental Group

The present study aimed at investigating the impact of textual enhancement on the comprehension of transparent and opaque English idioms among Spanish lower-intermediate students studying English as a foreign language. Two short texts including visually enhanced idioms (i.e., they were underlined) were designed for the Experimental Group, and the Control Group received an unenhanced version of the texts. The results reveal that textual enhancement made transparent idioms salient enough for them to have an impact on comprehension; however, underlining had a poorer effect on comprehension as far as opaque idioms are concerned. In addition, we aimed at examining the effect of textual enhancement on the noticing of idioms. Findings show that it did not have a positive effect on recognition of idioms, since the Control Group outperformed the Experimental Group in the multiple-choice task.

Pragmatic instruction in L2-Russian

2020 ◽  
Vol 4 (1) ◽  
pp. 62-95
Author(s):  
Daniele Artoni ◽  
Valentina Benigni ◽  
Elena Nuzzo
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Control Group ◽  
Written Discourse ◽  
Instructional Treatment ◽  
Completion Task ◽  
Positive Effect ◽  
Experimental Group ◽  
National Corpus ◽  
Pragmatic Instruction

Over the last three decades, a growing number of studies have investigated the effects of instruction on the acquisition of pragmatic features in L2. The bulk of this research has focused mainly on the teaching of English as a second/foreign language. However, instructional pragmatic studies in L2-Russian are lacking. The main purpose of our study is to contribute towards filling this gap by analysing the effects of pragmatic instruction on the acquisition of two speech acts by Italian learners of Russian. Furthermore, we aim to explore whether the Multimodal Russian Corpus (MURCO), a multimedia subcorpus of the Russian National Corpus, can be an effective tool for teaching speech acts in L2-Russian. Our research was composed of one experimental group (n = 18) and one control group (n = 11); each was composed of two intact classes of Italian university students at an intermediate level of L2-Russian, who were pre- and post-tested using a written discourse completion task. The experimental group was subjected to a programme of pragmatic instruction – eight thirty-minute MURCO-based lessons devoted to requests and advice, while the control group was taught according to the standard syllabus, that is, with no pragmatic instruction. The results revealed that the use of the target pragmatic features varied significantly in the experimental group, but not in the control group, thus showing a general positive effect of the instructional treatment based on the MURCO corpus. However, some limitations were identified with regard to the usability of this tool by teachers and learners.

scholarly journals The Impact of Text Messaging on Iranian University Students as an English as a Foreign Language Instructional Tool to Enhance Learner Autonomy and Perception

2020 ◽  
Vol 19 (11) ◽  
pp. 184-202
Author(s):  
Behnam Behforouz ◽  
Anca Daniela Frumuselu
Keyword(s):  
Foreign Language ◽  
Text Messaging ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Control Group ◽  
Instructional Tool ◽  
Control Groups ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This paper investigates the efficiency of text messaging as an English as a Foreign Language (EFL) instructional tool to enhance learner autonomy and perception at the Islamic Azad University-South Tehran Branch, Iran. The study considers seventy-four learners to participate in the study after the administration of an Oxford Placement Test to measure their proficiency level. Participants are randomly assigned in experimental and control groups, including 37 participants each. A questionnaire is used as a pretest and posttest to measure learners` autonomy. Participants from the experimental group use text messaging (the treatment) to receive instructions, whereas those from the control group receive traditional classroom instructions in a face-to-face channel. A semi-structured interview is also used to collect date on experimental group participants` perception in using MALL in classrooms. The results reveal remarkable differences between the experimental and control groups’ means on their learner autonomy scores. However, the impact of the independent samples t-test has shown that there is no statistically meaningful gender difference among the learners regarding their autonomy scores. The findings based on the semi-structured interview showed complimentary views on MALL. The current study is beneficial since its outcomes could be relevant for EFL curriculum developers and English language teachers in the use of mobile learning and text messaging in the English classroom.

scholarly journals The Impact of Green Credit Guidelines on the Technological Innovation of Heavily Polluting Enterprises: A Quasi-Natural Experiment from China

2020 ◽  
Vol 2020 ◽  
pp. 1-13
Author(s):  
Fangjing Hao ◽  
Yuantao Xie ◽  
Xiaojiao Liu
Keyword(s):  
Sustainable Development ◽  
Technological Innovation ◽  
Natural Experiment ◽  
Technological Innovations ◽  
Control Group ◽  
Porter Hypothesis ◽  
Primary Finding ◽  
The Impact ◽  
Positive Effect ◽  
Experimental Group

This study investigates the impact of China’s Green Credit Guidelines on the technological innovations of heavily polluting enterprises. This study uses data obtained from the CSMAR database (2007–2018) and China Marketization Index Report by Province 2018 and uses the Green Credit Guidelines as a quasi-natural experiment. The sample was divided into an experimental group and a control group; the experimental group disclosed environmental and sustainable development information, while the control group did not. This study’s primary finding is that the Green Credit Guidelines can improve the level of technological innovation of heavily polluting enterprises and have a greater impact in areas with high levels of marketization, indicating that the Green Credit Guidelines have a positive effect on the technological innovation of heavily polluting enterprises. This provides China with an experience constructing relevant policies and regulations and provides empirical evidence regarding the technological innovations of heavily polluting enterprises from the perspective of factor market distortions and the Porter hypothesis.

The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning

2016 ◽  
Vol 6 (4) ◽  
pp. 210-217 ◽  
Author(s):  
Assoc. Prof. Dr. Ali Rahimi ◽  
Samira Mouri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.  

scholarly journals The effect of communication training on mother-child communication applied by "from child to mother approach" in mobile kindergarten

2018 ◽  
Vol 9 (1) ◽  
pp. 37-60
Author(s):  
Osman Basit ◽  
Esra Ömeroğlu
Keyword(s):  
Training Program ◽  
Statistical Significance ◽  
Preschool Education ◽  
General Information ◽  
Communication Training ◽  
Control Group ◽  
Evaluation Tool ◽  
The Impact ◽  
Positive Effect ◽  
Experimental Group

This research was carried out with the aim of examining the impact of communication training based on ‘from the child to mother approach’ on the communication of the mothers with their children attending mobile preschools. The sample comprised 80 children attending mobile preschool and mothers of those children. Two of the five neighborhoods served by the mobile preschool were designated randomly as experiment groups and the remaining as control groups. There were 33 children and mothers in the experimental group and 47 in the control group. The data was collected by General Information Form and Parent-Child Communication Evaluation Tool. During the course of the research, the Communication Training Program prepared by the researcher and based on the Child to Mother Approach was applied to the experimental group for two days in a week during eight weeks. In order to examine the impact of Communication Training Program on mother-child communication, t-test was conducted for both the independent group and the dependent group. Statistical significance was set at .05. As a result of the analyses, it has been determined that the Communication Training Program has a positive effect on communication between mothers and children and this effect is permanent. In line with the results of the research, suggestions for preschool education teachers, parents and researchers are presented.

scholarly journals The Impact of Cognitive Model on the Achievement of Geographical material on Female Students in the Fourth Grade literary

2018 ◽  
Vol 220 (2) ◽  
pp. 245-276
Author(s):  
Lecturer. Akeel Abbod Faleh
Keyword(s):  
Cognitive Abilities ◽  
Cognitive Model ◽  
Multiple Choice ◽  
Fourth Grade ◽  
Achievement Test ◽  
Female Students ◽  
Control Group ◽  
Search Results ◽  
The Impact ◽  
Experimental Group

        This study was conducted in the province of Diyala, targeted know the impact of the specimen knowledge in the collection of geographical material and retained when students fourth grade literary To achieve the aim of the research chose researcher sample of schools Diyala province consisted of 60 female students were distributed across the experimental groups and the control group, after a parity statistical among students groups , promising researcher experiment kits of targets behavioral and lesson plans, then a promising achievement test be 40 paragraph of multiple choice and pans marked by honesty and consistency and objectivity, a layer researcher at the end of the experiment, and reached higher than students in the experimental group to the control group. In light of the search results researcher recommended that the attention of teachers of general subjects of social and material especially paradigm of knowledge, in order to fit with the mental and cognitive abilities of the students. He proposed to hold subsequent studies complementary research

scholarly journals The impact of utilizing the Quran evidences in collecting the subject of The Islamic Arabic History and heading towards them by 2nd year intermediate students

2018 ◽  
Vol 1 (126) ◽  
pp. 294-325
Author(s):  
Ahmad Niima Resan
Keyword(s):  
Statistical Significance ◽  
Test Method ◽  
Second Grade ◽  
Control Group ◽  
Research Subjects ◽  
Partial Control ◽  
Islamic History ◽  
Intermediate Students ◽  
The Impact ◽  
Experimental Group

The present research aims to identify the impact of the use of Quranic evidence in the collection of Arab Islamic history and towards it among second grade students. In order to achieve this, the researcher adopted a experimental design in the field of experimental designs with partial control. The sample consisted of 64 students, (B) to represent the experimental group, which is taught in the Quranic test method (32) students and (d) to represent the control group, which is taught in the traditional way The researcher conducted the equivalence between the two research groups, and the statistical results proved the parity of the two groups. The researcher formulated the behavioral goals for the research subjects and prepared the teaching plans, the test and the measurement of the direction, and then presented them all to the experts and verified the truthfulness and consistency and applied the final achievement test, Data processing statistically, there is a difference of statistical significance for the benefit of the experimental group, and accordingly the researcher made a number of suggestions and recommendations.

scholarly journals The Impact of Immediate and Delayed Corrective Feedback on Iranian EFL Learners’ Willingness to Communicate

2017 ◽  
Vol 6 (6) ◽  
pp. 28
Author(s):  
Mahtab Zadkhast ◽  
Majid Farahian
Keyword(s):  
Corrective Feedback ◽  
Willingness To Communicate ◽  
Control Group ◽  
Immediate Feedback ◽  
Intermediate Students ◽  
Efl Learners ◽  
Group 2 ◽  
The Impact ◽  
Experimental Group ◽  
Group 1

The present study investigated the impact of immediate and delayed corrective feedback on Iranian EFL learners’ willingness to communicate. To attain the purpose of the study, 45 females intermediate students that were roughly selected according to their previous grades and their assigned  level in language school were chosen to participate in this study. Then they were divided to three equal groups: Experimental group 1(immediate feedback), Experimental group 2 (delayed feedback) and control group. In the first session, WTC questionnaire (MacIntyre ,2001 modified by Pourya Baghaei and Ali Dourakhshan) was administered to all groups as pretests. In group 1 the students’ errors were corrected by the teacher immediately after committing but in the second group, the students’ errors were written by the teacher and her comments were given to them when they finished their tasks. For the control group, the routine procedure of New Headway intermediate was followed. After about 12 sessions WTC was repeated as posttests. The findings revealed that immediate and delayed corrective feedback have a significant effect on EFL students’ level of WTC. The results, also demonstrated that experimental group 1 (immediate feedback) outweighed the other two groups in relation to their WTC. The findings have implication for pedagogy as well as further research.

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 THE IMPACT OF VISUAL STIMULI ON THE CONTENT OF WRITING IN TAMIL LANGUAGE: A STUDY AMONG USM UNDERGRADUATES

2022 ◽  
pp. 36-45
Author(s):  
RONI KAE MERY PRANCHIS ◽  
AJUNTHA KUPPAN
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Visual Stimuli ◽  
Control Group ◽  
Teaching Resources ◽  
Learning And Teaching ◽  
Foreign Language Learners ◽  
Graphics Software ◽  
The Impact ◽  
Experimental Group

Visual images are increasingly appearing in learning and teaching resources, delivered across a range of media in a variety of formats: digitally Web-based material and multimedia as well as print and as transparencies. The proliferation of image-rich resources is due to the wide availability of digital images and access to the technology and graphics software that facilitates the creation and delivery of visual materials. The main aim of this research is to investigate the role of visual stimuli in enhancing writing skills among USM undergraduates who are taking Tamil as foreign language. Writing is an important skill often emphasized among foreign language learners. However, most foreign language learners face difficulties to pen down their thoughts. The respondents of this research are pursuing LAT 300 (Tamil Language III) course at the School of Languages, Literacies and Translation and are divide into two groups, experimental and control group. The methods used is written assignment; topic with visual stimuli for experimental group and topic without stimuli for control group. The written assignments were graded using the university’s grading rubric. In the questionnaire, the respondents were also asked to give feedback on the use of visual stimuli in writing. The findings of this study revealed that the experimental group performed better as they were given visuals. The experimental group respondents highlighted that they needed stimuli to motivate and trigger their background knowledge on the essay topics. It is hoped that this study will aid language teachers and practitioners to utilize visuals as a support in the teaching of Tamil Language as foreign language.

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