scholarly journals The Effect of Strategies-Based Instruction on the Improvement of EFL Learners’ Writing Quality

SAGE Open ◽  
2013 ◽  
Vol 3 (2) ◽  
pp. 215824401349422 ◽  
Author(s):  
Mohammad Rahimi ◽  
Elmira Noroozisiam
Keyword(s):  
Writing Quality ◽  
Efl Learners ◽  
Based Instruction

The Effects of Communicative Pronunciation Instruction on Suprasegmental Performance in an EFL Context

2017 ◽  
Vol 7 (10) ◽  
pp. 860
Author(s):  
Nasrin Shah Mohammad Nazari ◽  
Atefeh Sadat Mirsaeeidi
Keyword(s):  
Language Production ◽  
Explicit Instruction ◽  
Read Aloud ◽  
Control Group ◽  
Efl Learners ◽  
Efl Context ◽  
Pronunciation Instruction ◽  
Picture Description ◽  
Based Instruction ◽  
Learned Features

This study investigated the effects of communicative suprasegmental instruction on Iranian EFL learners’ pronunciation performance. To this end, 24 pre-intermediate EFL learners were randomly assigned to two groups: the experimental group receiving communicative pronunciation instruction in which after receiving conventional explicit instruction students were given communicative tasks to practice learned features, and the control group receiving only conventional explicit exercise-based instruction. The learners’ pronunciations were assessed in controlled read-aloud and communicative picture-description/picture-driven contexts in terms of two suprasegmental features (i.e. compound words stress and interrogative intonation). The results of the study revealed that the explicit exercise-based instruction was significantly effective in controlled contexts but modestly effective in communicative picture-description and picture-driven tasks. On the contrary, communicative pronunciation instruction was not only significantly effective in the controlled context but also in communicative tasks. This finding reveals that communicative suprasegmental instruction is more effective than conventional explicit instruction in both controlled and communicative language production contexts. In the end, some pedagogical implications of the findings are also discussed.

scholarly journals Content-based instruction in the flipped classroom to enhance EFL learners’ intercultural communicative competence

2021 ◽  
Vol 4 (2) ◽  
pp. 117
Author(s):  
Rohmy Husniah ◽  
Nicholas Lischynsky ◽  
Abdul Ghani Abu ◽  
Farah Natchiar
Keyword(s):  
Flipped Classroom ◽  
Qualitative Data ◽  
Communicative Competence ◽  
Private University ◽  
English Department ◽  
Classroom Setting ◽  
Intercultural Communicative Competence ◽  
Efl Learners ◽  
Based Instruction ◽  
Students Satisfaction

The use of educational technology has given rise to the flipped classroom in providing learners with opportunities for active learning and engaging with material inside and outside class. Many previous studies have reported students’ satisfaction in using the flipped classroom for medical, math, and English courses; however, research on using flipped classroom to enhance learners’ intercultural communicative competence (ICC) in the EFL classroom remains insufficient. Therefore, this paper studies a one-semester project in which learners developed their ICC skills through content-based instruction (CBI) in a flipped classroom setting. Twenty-six students in the English department of a private university in Indonesia participated in this study. Using qualitative data analysis, the results show that CBI and flipped classroom improved the participants’ ICC significantly. These results could be valuable for those who wish to conduct similar research.

scholarly journals The Impact of Genre Based Instruction on EFL Learners’ Writing Development

2020 ◽  
Vol 13 (1) ◽  
pp. 1-16
Author(s):  
Sirisuda Thongchalerm ◽  
◽  
Wisut Jarunthawatchai ◽  
Keyword(s):  
Writing Development ◽  
Efl Learners ◽  
Based Instruction ◽  
The Impact

scholarly journals EFL Writing Students’ Responses towards Teacher Feedback to Enhance Their Writing Quality

2021 ◽  
Vol 11 (1) ◽  
pp. 20
Author(s):  
Listyani Listyani
Keyword(s):  
Corrective Feedback ◽  
Teacher Feedback ◽  
Writing Quality ◽  
Writing Classes ◽  
Efl Writing ◽  
Efl Learners ◽  
Writing Students

This study deals with seventy-six students’ feelings and perceptions on the teacher feedback that they received from their writing classes. Teacher feedback is sometimes seen as something unwanted, sickening, and even frustrating. Some students do not like getting feedback from their teachers as they think that the feedback corners them, pinpointing their weaknesses and errors. This makes them full of stress and have greater anxiety. Those aspects may be the negative sides of feedback that some students perceive. As a matter of fact, if learners are willing to look deeper into the benefits of feedback that teachers give, especially in writing, they will not feel the negative sides of feedback. Instead, they will crave and wait for it. The purpose of this study is to reveal the perceptions of 76 EFL learners’ reactions towards teacher feedback that they received in their writing classes. The results of the study hopefully can inspire writing lecturers to give supportive corrective feedback, so that EFL learners’ writing can be improved.

scholarly journals Exploring syntactic complexity and its relationship with writing quality in EFL argumentative essays

2019 ◽  
Vol 20 (1) ◽  
pp. 68-81
Author(s):  
Farzaneh Shadloo ◽  
Hesamoddin Shahriari Ahmadi ◽  
Behzad Ghonsooly
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Syntactic Complexity ◽  
Writing Quality ◽  
Efl Learners ◽  
Syntactic Features ◽  
Development Scheme ◽  
Language Writing ◽  
Argumentative Essays ◽  
Different Levels

Abstract To predict syntactic complexity in second/foreign language writing, some studies have advocated the use of T-unit and clausal subordination measures while others have argued for the use of phrase-based measures. This study seeks to identify syntactic features that can be regarded as discriminators among different levels of writing quality. For this purpose, a corpus of argumentative essays by EFL learners was compiled and then the essays were rated and placed into three groups of high-rated, mid-rated, and low-rated essays. The corpus was then coded and analysed for both phrasal and clausal features. The phrasal features were manually coded based on the development scheme hypothesized by Biber, Gray and Poonpon (2011) for academic writing, and the clausal features were analysed using the online L2 Syntactic Complexity Analyzer developed by Lu (2010). A separate ANOVA test was used to compare the three groups of essays for each of the phrasal and clausal features. The findings of the current study demonstrated that subordination and dependent clauses were not good indicators of different writing qualities in our corpus. Also, the pattern of noun phrase complexity predicted by Biber et al. (2011) was not observed across argumentative essays from three different levels of writing quality.

scholarly journals TURKISH EFL LEARNERS’ REFLECTIONS ON CORPUS-BASED LANGUAGE TEACHING

2016 ◽  
Vol 6 (1) ◽  
pp. 21 ◽  
Author(s):  
Tugba Simsek
Keyword(s):  
Native Speaker ◽  
Language Teaching ◽  
Real Life ◽  
Positive Perception ◽  
Structured Interviews ◽  
Efl Learners ◽  
Life Data ◽  
Real Life Data ◽  
Based Instruction ◽  
Teaching Instruction

The aim of this study is investigating Turkish EFL learners’ reflections on corpus-based language teaching; what kind of benefits or drawbacks they have experienced during a corpus-based implementation, and what possible suggestions they can make about this particular experience of theirs. The data was collected through minute papers and semi-structured interviews; and content analysis was conducted for data analysis. The results indicated that the participants found the corpus-based instruction very effective especially thanks to the fact that they could interact with real life data directly. They emphasized that interacting with genuine native speaker language made them more motivated and interested in the classroom. In terms of drawbacks, they stated that sometimes the concordances were difficult to understand. Nevertheless, the learners had a positive perception of corpus-based language teaching instruction. Keywords: Corpus-Based Language Teaching; EFL Learners; Reflection

scholarly journals The Impact of Task-Based Approach on EFL Learner’s Performance

2016 ◽  
Vol 3 (2) ◽  
pp. 301
Author(s):  
Dr. Omer Elsheikh Hago Elmahdi
Keyword(s):  
Relevant Literature ◽  
The Other ◽  
Factors Affecting ◽  
Efl Learners ◽  
Other Hand ◽  
Speaking Skill ◽  
Based Instruction ◽  
Task Based Instruction ◽  
The Impact ◽  
Teaching Instruction

<p><em>The aim of this study is to investigate the extent to which task-based instruction affecting EFL learners’ performance. This paper covers the impact of task approach on EFL learners’ performance. It shades light on the relevant literature reviewed and studies on TBLT. At the same time, t</em><em>he speaking skill and s</em><em>peaking sub-skills are introduced as a base for t</em><em>eaching and developing speaking activities. On the other hand, the paper reflects on implementing task-based instruction and the p</em><em>rinciples for implementation by drawing a framework for implementation, and factors affecting implementation of TBI. On the above findings, the researcher recommends that teaching instruction should be given more attention in EFL classes in the light of using task-based approach. Also the researcher suggests that further research is needed to explore more in the effectiveness of task-based programs on EFL learner’s performance as well as its fluency.</em></p>

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