scholarly journals The Effect of WeChat-Based Online Instruction on EFL Learners’ Vocabulary Knowledge

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Ehsan Namaziandost ◽  
Arash Hashemifardnia ◽  
Albina Anvarovna Bilyalova ◽  
Doris Fuster-Guillén ◽  
Jessica Paola Palacios Garay ◽  
...  
Keyword(s):  
Online Instruction ◽  
Vocabulary Instruction ◽  
T Test ◽  
Vocabulary Knowledge ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Paired Samples ◽  
Significant Difference ◽  
Experimental Group

During the COVID-19 pandemic, the use of online instruction through different mobile applications has become more common in education all over the world. Therefore, this research investigated the potential effects of using WeChat-based online instruction on Iranian EFL learners’ vocabulary knowledge. To achieve this objective, 44 Iranian intermediate subjects were picked out among 67 students based on the findings of the Oxford Quick Placement Test (OQPT). The subjects were then randomly divided into two equal groups: experimental and control. After assigning the subjects to two groups, they were pretested by a vocabulary test. Then, the experimental group received vocabulary instruction using WeChat application, while the control group received a conventional vocabulary instruction. After the instruction, a vocabulary posttest was given to both groups to assess the effectiveness of the treatment. The gathered data were analyzed through independent samples t-test, one-way ANCOVA, and paired samples t-test. The outcomes attained in this research demonstrated that there was a significant difference between the posttests of both groups in favor of the experimental group. Eventually, the conclusions and the pedagogical implications of this study were explicated.

scholarly journals Demonstration Technique to Improve Vocabulary and Grammar Element in Teaching Speaking at EFL Learners

2017 ◽  
Vol 11 (2) ◽  
pp. 26
Author(s):  
Muhammad Husnu
Keyword(s):  
T Test ◽  
Control Group ◽  
Efl Learners ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
Class Iib ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

This study aimed at examining the effectiveness of demonstration technique to improve vocabulary and grammar element in teaching speaking at EFL learners. This research applied true-experimental design. The respondents of the study were 32 students (class IIA) as experimental group and 32 students (class IIB) as control group from the second semester of Economic Departments of Hamzanwadi University in the academic year 2016-2017. To collect the data, a pre-test and a post-test were given to the EFL learners. To analyze the data, the researcher applied SPSS 17 for windows. To analyze whether there was a significant difference in the mean score between pre-test and post-test, the researcher used a paired-samples t-test to get answer of the hypothesis. After performing a paired-samples t-test, the researcher found that there was a significant difference in mean scores between experimental and control group and t-test score is higher than t-table, it meant that demonstration technique was significantly effective in teaching speaking, especially to improve the element of vocabulary and grammar in teaching speaking at EFL learners.

scholarly journals The Impact of Using Task-Based Activities on Iranian EFL Learners’ Speaking Skill

2021 ◽  
Vol 5 (1) ◽  
pp. 13-27
Author(s):  
Atefeh Shamsy ◽  
Rasoul Mombeini
Keyword(s):  
Traditional Instruction ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
Speaking Skill ◽  
The Impact ◽  
Experimental Group

This study explored the impacts of task-based activities on Iranian intermediate EFL learners’ speaking skill. To do the current study, the Oxford Quick Placement Test (OQPT) was given to 75 students and 50 intermediate participants whose scores were between 40 and 47 were selected. Then, the participants were randomly divided into two groups; one experimental group and one control group. Then they were given three topics to talk about in two minutes as a speaking pre-test.  Afterwards, the experimental group received the treatment through task-based activities while the control group received a traditional instruction. The whole instruction lasted eight sessions. In the first two sessions, the OQPT and the pre-test were administered, respectively; in five sessions, the participants received the treatment, and in the eighth session, the post-test of speaking was given to the participants of both groups to measure the effects of the treatment on their speaking improvement. The collected data were analyzed through independent and paired samples t-tests and the results indicated that the experimental group outperformed the control group on the post-test.  In other words, there was a significant difference between the speaking post-test of the two groups. The implications, the conclusions, the limitations, and the suggestions of the research were explained.  

scholarly journals Using Podcasts to Improve Second Language Comprehension in Iranian Language Classrooms

2016 ◽  
Vol 6 (2) ◽  
pp. 24
Author(s):  
Mohammad Davoudi ◽  
Mojtaba Rezaei
Keyword(s):  
Language Comprehension ◽  
Good Method ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Significant Difference ◽  
Language Classrooms ◽  
Post Test ◽  
Experimental Group ◽  
Transcript File

<p>The present study aims at investigating the influence of podcasts (POD) on language comprehension of Iranian pre-intermediate EFL learners. An Oxford Placement Test (OPT) was administered to 60 male and female university students. The participants were considered as pre-intermediate learners and were divided into two groups (one experimental group and one control group). During the fifteen sessions of the treatment, thirty podcasts were presented to the two groups. The experimental group received just the audio file of the POD, and the control group received a different treatment which was the transcript file of the same audio podcast file of the experimental group. The results of the t-tests revealed that there was no significant difference in language comprehension scores across the posttest between two groups. Based on the interview results after the post-test, all of the participants (100%) agreed that both audio and the transcripts (written texts) were useful for them and claimed that it is a good method of improving language comprehension.</p>

scholarly journals Exploring the Effectiveness of Critical Thinking on Vocabulary Learning by Malaysian EFL Learners

2016 ◽  
Vol 6 (2) ◽  
pp. 213
Author(s):  
Maryam Sharafi Nejad ◽  
Shohreh Raftari ◽  
Lin Siew Eng
Keyword(s):  
Critical Thinking ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Efl Learners ◽  
Male Undergraduate ◽  
Significant Difference ◽  
Thinking Strategies ◽  
Post Test ◽  
Experimental Group

<p>Based on the findings of previous studies which highlight the role of vocabulary knowledge  in English as a Foreign Language/English as a Second Language (EFL/ESL) learners’  learning process, this study is aimed at exploring<strong> </strong>the effectiveness of critical thinking on vocabulary learning by Malaysian EFL learners. .To achieve the purpose of this study, 60 male undergraduate EFL learners studying English at Asian EFL Academy Language Institute in Pinang were selected after administering Preliminary English Test.To examine whether there is a significant difference between experimental and control group, two parallel versions of Vocabulary Knowledge Scale (Pribakht &amp; Wesche, 1993) were used as pre-test and post-test. The participants in experimental group were instructed on how to employ critical thinking strategies on vocabulary learning. The results of the post-test showed that the experimental group who received formal instruction based on the critical thinking strategies revealed the prominent <a href="https://www.google.com.my/search?newwindow=1&amp;biw=1366&amp;bih=609&amp;q=define+development&amp;sa=X&amp;sqi=2&amp;ved=0ahUKEwjsxaLZw_nLAhVMFJQKHWTjC10Q_SoIHjAA">development</a> and interest in vocabulary learning. The t-test also indicated a significant difference between the performance of the control and experimental group.</p>

The Effects of Using Instructional Conversation Method on Oral Autonomy of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (6) ◽  
pp. 1191
Author(s):  
Sahar Ghaffari ◽  
Mohammad Ali Fatemi
Keyword(s):  
Proficiency Test ◽  
Role Playing ◽  
T Test ◽  
Control Group ◽  
Instructional Conversations ◽  
Efl Learners ◽  
Significant Difference ◽  
Instructional Conversation ◽  
The Impact ◽  
Experimental Group

This study was conducted with the aim of investigating the impact of instructional conversations on oral autonomy of Iranian English as Foreign Language (EFL) learners. Forty-nine Iranian intermediate EFL learners from three language institutes in Sarakhs were selected as the participants of the study based on their scores in Nelson Proficiency Test. Administering Nelson General Proficiency Test, participants were measured to make sure they are homogeneous. These participants were randomly assigned into to control and experimental groups.  Participants in both groups sat for Learner Oral Autonomy Questionnaire with some modifications from Kashefian's learner autonomy questionnaire (2002). Results of independent samples t-test lack of any significant difference between the two groups in oral autonomy at the outset of the study. Throughout the study which lasted for 12 sessions participants in experimental group received the treatment, instructional conversations, as a tool for teaching speaking materials. Participants in the control group were taught the same materials as those practiced in the former group through such techniques as role playing, peer dialogues, and oral presentations. Finally, the posttest being the same as the pretest was administered. Results of independent samples t-test showed that the experimental group significantly outperformed the control one in Oral Autonomy Questionnaire. The present findings provide pedagogical implications for employing instructional conversation in EFL speaking classrooms.

scholarly journals Effect of Elaborative Text Modification on Pre-intermediate Male and Female EFL Learners’ Reading Comprehension

2017 ◽  
Vol 8 (2) ◽  
pp. 337
Author(s):  
Shahram Esfandiari Asl ◽  
Asgar Mahmoudi
Keyword(s):  
Reading Comprehension ◽  
Placement Test ◽  
Control Group ◽  
Control Groups ◽  
Male And Female ◽  
Efl Learners ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Experimental Group ◽  
Reading Comprehension Ability

The current study was carried out to investigate whether elaborative text modification improves reading comprehension ability of pre-intermediate male and female EFL learners. To do this, 60 pre-intermediate learners were chosen based on their performance on a standard version of Longman's New Opportunities Placement Test. The participants also received a piloted version of a researcher-made reading comprehension test as the pretest to ascertain their homogeneity. The participants were then divided into two equal groups to represent the experimental and the control groups. Each group was further subdivided into male and female groups. Five reading passages in two formats (unmodified and elaborated) were administered to the participants in five weeks which was followed by a posttest. The experimental group received the elaborated texts, while the control group received the unmodified baseline texts. The results of a Two-way ANOVA indicated no significant effect for gender but there was a significant difference between the experimental and the control groups' reading comprehension. Findings of the study suggest that elaborative text modification can be a worthy option in EFL reading classes.

scholarly journals Productive and Receptive Collocational Knowledge of Iranian EFL Learners at Different Proficiency Levels

2017 ◽  
Vol 6 (7) ◽  
pp. 11
Author(s):  
Fahimeh Talakoob ◽  
Mansour Koosha
Keyword(s):  
Test Scores ◽  
T Test ◽  
Placement Test ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Paired Samples ◽  
Significant Difference ◽  
Intermediate Learners ◽  
The Mean

In the present study, an attempt was made to probe into the probable difference between Iranian intermediate and advanced EFL learners' receptive and productive collocational knowledge. To this end, 60 EFL learners studying at Islamic Azad University, Isfahan Branch, including 30 advanced and 30 intermediate learners, were chosen through the Oxford Placement Test (OPT). The participants at each level of proficiency received two tests of collocations, namely receptive collocation test and productive test of collocations. Paired-samples t test showed no statistically significant difference between productive and receptive knowledge of collocations of the advanced EFL learners. However, the mean comparison between the receptive and productive collocation test scores of intermediate EFL learners revealed a significant difference. Pedagogical implications emanating from the obtained results are elaborated in the study.

The Effect of Employing Electronic Portfolio on Iranian EFL Learners’ Writing Skill

2016 ◽  
Vol 7 (4) ◽  
pp. 746 ◽  
Author(s):  
Nona Masaeli ◽  
Azizeh Chalak
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Electronic Portfolio ◽  
Language Teachers ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Significant Difference ◽  
Writing Skill ◽  
Experimental Group

A superior method of language teaching is what all researchers and language teachers look for. In order to facilitate the process of language learning, technological tools can be helpful. The present study aimed to investigate the effect to employing electronic portfolio on Iranian EFL learners’ writing skill in a language institute in Isfahan, Iran in summer 2014. To find the homogeneity of subjects, the Oxford Quick Placement Test was administered and the subjects were divided into experimental and control groups. The experimental group received the treatment which was employing the electronic portfolio, while the control group had the conventional context of language classes. At the end of the study, the obtained scores on the pretests and post-tests were analyzed. Independent t-tests were run to compare the collected scores in the two groups. The results of the study showed significant difference between the experimental group and the control group. The findings of the study can bear implications for EFL student, teachers, policy makers, university and institute organizations, and syllabus designers.

Enhancing Speaking Ability through Intervening Scaffolding Strategies

2016 ◽  
Vol 6 (11) ◽  
pp. 2191 ◽  
Author(s):  
Seyedeh Zahra Arfaei Zarandi ◽  
Behzad Rahbar
Keyword(s):  
T Test ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Scaffolding Strategies ◽  
And Control ◽  
Experimental Group ◽  
Statistical Results ◽  
Do So

The present study set out to investigate the effect of intervening scaffolding strategies on Iranian EFL learners’ speaking ability. To do so, a sample of 60 Iranian EFL learners were selected based on their performance on Oxford Placement Test (OPT). The participants were then randomly assigned to two equal groups of experimental and control. The experimental group was taught speaking through intervening scaffolding by providing flexible opportunities for learners to use their knowledge, skills, and strategies in different contexts and for different purposes. Control group received routine techniques of speaking instruction. Based on the statistical results of the independent sample t-test, intervening scaffolding strategies had been proved to be successful in enhancing speaking ability of EFL learners

scholarly journals Sagittal changes in lower incisors by the use of lingual arch

2013 ◽  
Vol 18 (3) ◽  
pp. 29-34 ◽  
Author(s):  
Helen Carolina Becker Letti ◽  
Susana Maria Deon Rizzatto ◽  
Luciane Macedo de Menezes ◽  
Chalana Sangalli Reale ◽  
Eduardo Martinelli de Lima ◽  
...  
Keyword(s):  
Permanent Dentition ◽  
T Test ◽  
Control Group ◽  
Orthopedic Treatment ◽  
Paired Samples ◽  
Significant Difference ◽  
Space Maintenance ◽  
Caucasian Patients ◽  
Experimental Group ◽  
Lower Incisors

OBJECTIVE: The objective of this study was to evaluate a sagittal variation on the lower incisors with the use of the lingual arch on the transition from mixed to permanent dentition. METHODS: The sample was constituted of 44 Caucasian patients (26 girls and 18 boys), divided in two groups: CG, control group, monitoring the lower arch space with no orthodontic/orthopedic treatment during the rated period (n = 14); EG, experimental group, presenting anterior inferior mild crowding and installation of the lingual arch for space maintenance (n = 30). The position of the lower incisors was analyzed on computerized cephalometric tracings performed at the beginning of the monitoring (T1) and at the end, on the permanent dentition (T2). In order to evaluate the position of the incisors it was used Tweed and Steiner measurements: IMPA, 1.NB and 1-NB. The alterations were analyzed through the "t" test for paired samples, while the differences between the groups were analyzed through the "t" test for independent samples, as for sexual dimorphism. RESULTS: The values in T2 were greater in relation to T1 for all measurements on EG (IMPA, p = 0.038; 1.NB, p = 0.007 and 1-NB, p < 0.0001). On comparing the differences (T2-T1) between CG and EG, it can be gauged differences significantly superior for measure 1.NB (p = 0.002) and 1-NB (p < 0.0001) on EG. There was no statisticaly significant difference between genres. CONCLUSION: It was concluded that the lower incisors were projected after using the lingual arch to control the space on the transition from mixed to permanent dentition, however, within acceptable standards, not having difference between genres.

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