Increasing EFL learner self-confidence with visualization tasks

ELT Journal ◽  
2020 ◽  
Vol 74 (2) ◽  
pp. 166-174
Author(s):  
Mutahar Al-Murtadha
Keyword(s):  
Role Models ◽  
Possible Selves ◽  
Willingness To Communicate ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Efl Learners ◽  
Self Confidence ◽  
L2 Motivation ◽  
And Control ◽  
Experimental Group

Abstract L2 linguistic self-confidence has been considered a constituent of L2 motivation, a predictor of L2 proficiency, and part of the willingness to communicate construct (WTC). However, little is known about how to increase it. This intervention study examined whether helping EFL learners visualize their ideal L2 selves enhances their L2 linguistic self-confidence. Two hundred and six Yemeni EFL learners formed the experimental and control groups. The experimental group received one visualization lesson a week for six weeks, whereas the control group received their regular lessons. The intervention structure followed the six steps of the Possible Selves Tree Program: discover, think, sketch, reflect, grow, and perform. A one-way analysis of covariance revealed that the self-confidence of the experimental group increased significantly. Qualitative data indicated that the intervention enhanced L2 linguistic self-confidence in four ways: considering the future, emulating L2 role models, increasing WTC, and using English and measuring progress. Pedagogical implications are provided.

scholarly journals The effect of peripheral learning on elementary EFL learners’ grammar improvement: The case of prepositions of time and place

2018 ◽  
Vol 7 (2) ◽  
pp. 91-100
Author(s):  
Islam Namazian Doost ◽  
Soheila Tahmasbi
Keyword(s):  
T Test ◽  
Control Group ◽  
Control Groups ◽  
Teaching Environment ◽  
Learning Abilities ◽  
Efl Learners ◽  
Post Test ◽  
Elementary Classes ◽  
And Control ◽  
Experimental Group

This study aims to investigate the possible effects of peripheral learning on elementary EFL learners’ grammar improvement: the case of prepositions of time and place. Two elementary classes were selected as experimental and control groups. Before beginning the treatment, a grammar test was administered to both the groups as a pre-test. Then, as treatment, the experimental group was exposed to realia, pictures, posters and texts, while the control group was not. After term-long treatment of 10 weeks, the two groups received the same grammar test as post-test. The results of t-test showed that the experimental group improved their grammar ability, i.e., knowledge of prepositions of time and place more than their friends in the control group. The finding of the study may open an optional path for teachers to include some peripheral materials in their teaching environment to further invest on unconscious learning abilities of the students.   Keywords: Peripheral learning, reposition of time, prepositions of place, grammar.

scholarly journals Scrambled Cloze Procedure: Does It Influence EFL Learners’ Reading Comprehension and Writing Performance?

2020 ◽  
Vol 11 (5) ◽  
pp. 815
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mino Bargnil
Keyword(s):  
Reading Comprehension ◽  
Pearson Correlation ◽  
Control Group ◽  
Writing Performance ◽  
Efl Learners ◽  
Reading And Writing ◽  
Significant Difference ◽  
Cloze Procedure ◽  
And Control ◽  
Experimental Group

The present study investigated the effect of using scrambled cloze procedure on reading and writing among intermediate EFL learners. To fulfill the purpose of the study, 60 participants were tested on a PET test, from whom 48 homogeneous participants were selected and assigned randomly to two groups of 25 and 23, as experimental and control group. Then, both groups were given a pre-test of writing and reading comprehension. During 14 sessions, the experimental group were provided with scrambled cloze samples and tasks while practicing paragraph writing and reading, whereas the control group did not, while they were practicing paragraph writing and reading. At the end, the two groups were tested in reading comprehension and writing, based on a posttest. Two raters scored the writing samples collected from two groups in the pre and posttest. Pearson correlation was used to compute the inter-rater reliability. The results showed the experimental group outperformed the control group in paragraph writing and reading comprehension. However, it was found that gender did not make a significant difference in reading comprehension and writing performance.

scholarly journals The Impact of Smartboard on Preparatory Year EFL Learners’ Motivation at a Saudi University

2017 ◽  
Vol 8 (3) ◽  
pp. 172
Author(s):  
Waqar Ahmad ◽  
Zuraina Ali ◽  
Muhammad Aslam Sipra ◽  
Imtiaz Hassan Taj
Keyword(s):  
Teaching And Learning ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Significant Difference ◽  
Literature Reviews ◽  
Preparatory Year ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Smartboards, which are now widely used in the teaching and learning process in Saudi Arabia, have turned the traditional environments of the classrooms, especially the EFL classrooms to be more interesting and encouraging. Literature reviews suggest that Saudi students usually lack motivation for studying English as a foreign language. This study tends to investigate the impact of Smartboards on preparatory year EFL learners motivation at a Saudi university. Two intact groups were selected, in which one was termed as experimental and the second as control group. The experimental group was taught using the Smartboard while the control group was taught with the traditional whiteboard, pen and book method. The treatment was given for seven weeks. A questionnaire was administered to both the groups at the beginning and the end of the study. The data was analysed using the SPSS and the results showed that there was significant difference between the experimental and control groups in terms of motivation.  

scholarly journals The Impact of Teaching Vocabulary through “Kik” Application on Improving Intermediate EFL Learner’s Vocabulary Learning

2018 ◽  
Vol 5 (1) ◽  
pp. 22 ◽  
Author(s):  
Saeedeh Rajayi ◽  
Mahpareh Poorahmadi ◽  
Mahpare Poorahmadi
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Instruction ◽  
Control Group ◽  
Vocabulary Test ◽  
Efl Learners ◽  
Independent Variable ◽  
And Control ◽  
The Impact ◽  
Considerable Body ◽  
Experimental Group

A considerable body of research has been conducted on effective vocabulary instruction to improve vocabularylearning. However, no research has been done to empirically document the link between teaching vocabulary through“Kik’ application and vocabulary learning. Thus, this study was conducted to fill this gap in research related to thisphenomenon. To this effect, 61 intermediate EFL learners from Joyandegan language institute were selected throughconvenience sampling and randomly assigned to two groups; experimental and control group. In this pretest, posttestexperimental study, only the experimental group received training through “Kik” application. The comparison of thescores of Teacher Made Vocabulary Test showed that the scores of experimental group were higher than those of thecontrol group. The comparison of the scores of Teacher Made Vocabulary Test showed that the scores ofexperimental group were higher than those of the control group. This provided a statistically significant relationshipbetween the independent variable, teaching vocabulary through “Kik” application, and vocabulary learning which isthe dependent variable. The results of this study point to a probability that on using of “Kik” for teaching vocabularyand the results of this study showed that using “Kik” for teaching can have a significant impact on EFL learners’vocabulary learning.

scholarly journals The Effect of Using Approximation and Appealing for Help Techniques on Learning Speaking Skill among Iranian Intermediate EFL Learners

2017 ◽  
Vol 8 (6) ◽  
pp. 1195
Author(s):  
Islam NamazianDoost ◽  
Asadallah Hashemifardnya ◽  
Nasrin Panahi
Keyword(s):  
Target Population ◽  
Role Playing ◽  
Control Group ◽  
Efl Learners ◽  
Post Test ◽  
Speaking Skill ◽  
Post Hoc ◽  
And Control ◽  
Experimental Group ◽  
Better Than

This study examined the effects of using approximation and appealing for the help techniques on learning speaking skill among Iranian intermediate EFL learners. First sixteen participants out of 120 were chosen for the target population. The participants were then randomly assigned to three equal groups- two experimental groups and one control group. The groups were pretested by a speaking pre-test. Regarding the treatment, the experimental groups were taught by using the communicative approach techniques including approximation and appealing for the help. One experimental group received instruction on how to appeal for the help if their competence cannot come up with the exact word. The other experimental group received instruction on how to compensate failure in conversation by using approximate words. For example, in case of forgetting the exact word they used an approximate word or phrase like using "boat" instead of "ship" or "pipe" for "water pipe". However, the participants in the control group received traditional activities in learning speaking such as question and answer, topic discussion, dialogs and role playing. The treatment took 10 sessions of 45 minutes each under the guidance of the supervisor. Then, the control group and the experimental groups took the post-test of pet. After collecting the data, they were analyzed through using One-way Anova and Post-hoc Scheffe Test- Multiple Comparisons. The findings showed that both experimental groups outperformed than the control group. The results showed that those students who received appealing for the help treatment were better than approximation group and control group.

scholarly journals The Effect of Using Authentic Texts on Iranian EFL Learners' Incidental Vocabulary Learning: The Case of English Newspaper

2019 ◽  
Vol 2 (5) ◽  
pp. 422-432
Author(s):  
Goodarz Shakibaei ◽  
Fatemeh Shahamat ◽  
Ehsan Namaziandost
Keyword(s):  
Vocabulary Learning ◽  
T Test ◽  
Control Group ◽  
Authentic Texts ◽  
Efl Learners ◽  
Incidental Vocabulary ◽  
Post Test ◽  
Incidental Vocabulary Learning ◽  
And Control ◽  
Experimental Group

This study intended to investigate the effect of using authentic texts on Iranian EFL learners' incidental vocabulary learning. To this end, a population of 52 Iranian female EFL learners aged 15 to 17 was selected. They were two intact classes; experimental group (25 students) and control group (27 students). Both groups received a pretest at the first session. Regarding the treatment, the authentic reading texts selected from World News for students of English, Level1 was taught to the experimental group while the texts selected from book 1 was taught to the control group. After a month post-test were run among all of the participants in both control and experimental groups to find out the possible effects of the treatment on the participants' vocabulary improvement. The analysis of data paired samples t-test and independent samples t-test showed that there was a significant difference between the post-tests of experimental and control groups. The experimental group outperformed the control group on the post-test.

scholarly journals The Use of Course Review Horray (CRH) Strategy to Promote Students' Self-Confidence in Learning Vocabulary

EDULANGUE ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 68-82
Author(s):  
Kamarudin Kamarudin ◽  
Tawali Tawali ◽  
Muhammad Muhlisin
Keyword(s):  
English Language ◽  
Control Group ◽  
Seventh Grade ◽  
Huge Number ◽  
Self Confidence ◽  
Post Test ◽  
Quasi Experimental ◽  
Speak Up ◽  
And Control ◽  
Experimental Group

This research aims at finding out whether Course Review Horray strategy has effect to promote students’ self-confidence in learning vocabulary at the seventh grade students of MA NW Senyiur Keruak Lotim or not. This research rises since the use of English vocabulary plays crucial roles of mastering English language. Students will gain a huge number of benefits in which they can cope with various vocabulary items. For instance; students will automatically convince their self to speak up fluently where they know much of variety of vocabulary. This phenomenon comes up along with students of MA NW Senyiur Keruak Lotim. This research was a quasi-experimental with two group pre-test and post-test design. The population was all the students of the seventh grade at MA NW Senyiur Keruak Lotim consisted of 74 students from 3 classes. The samples of this research were 2 classes consisted of 25 students each group.  The experimental group was treated by using Course Review Horray strategy and control group was using Engage Study and Activate Strategy. The instruments of collecting the data were vocabulary test and questionnaire. After the data analysis completed, it was found that the questionnaire of students’ percentage was 56% the students got qualification A as criteria Student master 90%-100% of all indicators, 24% students get qualification as B master 80%-89% of all indicators, 16% students get qualification as C master 65%-79% of all indicators, 4% students get qualification as D master 55%-64% and 0% students got qualification as E master 0%-54% of all indicators. The number of T-test score was (2.865) > T-table (2.011). So, Course Review Horray (CRH) has effect towards students’ self-condident in learning English vocabulary

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 The Motivational Impact of Enhancing Reading Comprehension through Pictorial Fictions on the Involvement of Iranian EFL Students in Writing Activities

2021 ◽  
Vol 5 (1) ◽  
pp. 82-87
Author(s):  
Fereydoon Rasouli ◽  
Omid Ahmadi
Keyword(s):  
Reading Comprehension ◽  
Academic Writing ◽  
Male Students ◽  
Control Group ◽  
Efl Learners ◽  
Efl Students ◽  
Indirect Feedback ◽  
Two Stages ◽  
And Control ◽  
Experimental Group

Determining the motivational impact of enhancing reading comprehension, through pictorial fictions, on the EFL students to involve them more in writing activities, is the prime purpose of the present study. The study took place in the Iranian Language Institute (ILI), the branch of Mahabad. Key English Test (KET) administrated to a hundred students to select the subjects of the present study. Finally, 60 male students were selected and randomly divided into the experimental and control groups. The experimental group received pictorial fictions as treatment, utilizing input reading comprehension enhancement through typographic elements, and direct and indirect feedback provided to them, while the control group received pictorial fiction texts without such inputs, then to collect the intended data, the "Academic Writing Motivation Questionnaire" (AWMQ) was administered to both groups separately in two stages of pre-tests and post-tests. The results showed that enhancing reading comprehension has a significant motivational impact on the writing engagement of Iranian EFL learners.

scholarly journals The Effect of Reading Short Stories on Learning English Collocation among Pre-Intermediate EFL Learners

2018 ◽  
Vol 9 (1) ◽  
pp. 102 ◽  
Author(s):  
Lida Mohammadnejad
Keyword(s):  
Short Stories ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Spss Software ◽  
And Control ◽  
Experimental Group ◽  
Learning English

One of the most problematic areas for foreign language learning is collocation. Iranian EFL learners mostly complain about being unable to talk voluntarily in class since they are not able to produce collocations and new vocabularies because they have of feeling anxious. This study aimed at investigating the effect of reading short stories on learning English collocations among pre-intermediate EFL Learners. The study had an experimental design and the sample of the study consisted of 54 students chosen from the results of a placement test to determine the pre-intermediate level students in Simin Language Institute in Sari. They were placed into 2 groups of experimental and control. Data of the study were collected through a collocation test used as pretest and posttest. The teacher assessed the effect of reading short stories on learning English collocations among pre intermediate EFL learners. The collected data were analyzed through statistical methods by SPSS software version 21. Results showed that the experimental group outperformed the control group on the measure. This indicated that reading short stories had a statistical significant effect on EFL learners’ collocation learning. Results had implications for teachers, learners and material developers. 

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