scholarly journals The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF)

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Behnoosh Heshmat Ghahderijani ◽  
Ehsan Namaziandost ◽  
Mona Tavakoli ◽  
Tribhuwan Kumar ◽  
Rustem Magizov
Keyword(s):  
Dynamic Assessment ◽  
Study Data ◽  
Control Group ◽  
Interactive Approach ◽  
Convenience Sample ◽  
Efl Learners ◽  
Static Assessment ◽  
Post Test ◽  
Conventional Models ◽  
The Impact

AbstractThis study attempted to check the impact of two dynamic assessment (DA) models on speaking CAF. DA, as opposed to static assessment, is conceived as an interactive approach to assessment that integrates teaching and testing into a unified instructional engagement. To achieve the goals of this research, a convenience sample of 90 upper-intermediate male EFL learners that were randomly assigned into GDA, a C-DA, and a non-DA control group participated in the study. Before carrying out the treatment, a speaking pretest was administered to all three groups and their CAF scores were collected. Following that, the treatment using the aforementioned DA and non-DA conventional models was completed in 16 sessions. To check the impact of the treatment, a speaking post-test was given to the groups at the end of the study. Data analysis using ANOVA showed that C-DA and G-DA could significantly increase speaking CAF than the conventional non-DA instruction with C-DA being significantly better than G-DA. The results of this research propose that implementing DA, especially C-DA by the teachers, can enhance the speaking CAF of the L2 learners.

scholarly journals The Effect of Dynamic Assessment on Grammar Achievement of Iranian Third Grade Secondary School EFL Learners

2018 ◽  
Vol 8 (3) ◽  
pp. 295 ◽  
Author(s):  
Samran Daneshfar ◽  
Seyed Hesamuddin Aliasin ◽  
Ali Hashemi
Keyword(s):  
Secondary School ◽  
Dynamic Assessment ◽  
Third Grade ◽  
Control Group ◽  
Proximal Development ◽  
Efl Learners ◽  
Knowledge Based ◽  
Static Assessment ◽  
Post Test ◽  
The Difference

The present study intends to investigate the effect of dynamic assessment (DA) on EFL learners' grammar knowledge. Based on Murphy, DA originates with the workings of the Russian psychologist and its basis is rooted in his outstanding concept of the zone of proximal development (2008). Embedding instruction and assessment through mediation, DA distinguishes learning potential and promotes development in relation to this potential (Lantolf, 2009, p.360). This study inspects the difference between applying dynamic and non-dynamic (static) assessment of Third Grade Secondary School EFL learners' grammar achievement. Therefore, 86 male and female participants (in segregated groups) were investigated to explore the purpose of the study. The consequences of applying DA on both female and male learners, i.e. an experimental and a control group for each gender, were discovered through the current research. First, a pre-test, then a post-test (it was the same as the pre-test) were administered to the applicants to show the possible changes after a period of six mediated sessions. The outcomes of the study presented that dynamic assessment had a significant improvement in participants' grammar achievement.

The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (9) ◽  
pp. 1869 ◽  
Author(s):  
Lotfollah Karimi ◽  
Farshad Veisi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Post Test ◽  
And Control ◽  
The Impact

the purpose of the present study was to investigate the impact of teaching critical thinking skills on reading comprehension of Iranian intermediate EFL learners. A sample of 50 students from Arshia Language Institute in Ilam, Iran participated in this study. They were both male and female students who were selected among 80 students based on their performances on PET. The participants were randomly divided into experimental and control groups. First, the two groups were exposed to the pre-test of reading comprehension in order to evaluate their knowledge on reading before the treatment. Based on scores obtained from the Pre-test, no significance differences were observed between two groups. After that the treatment was started and the experimental group was exposed to teaching critical thinking skills. Meanwhile, traditional methods of teaching reading comprehension were used for teaching reading comprehension to the control group. Finally, post-test of reading comprehension was delivered to both groups at the end of treatment to check possible differences.  To analyze the collected data, ANCOVA was run using SPSS Software Version 16. The results showed that teaching critical thinking skills positively affect reading comprehension of intermediate EFL learners, but the interaction of gender and teaching critical thinking was not significant.

The effectiveness of written corrective feedback and the impact Lao learners’ beliefs have on uptake

2015 ◽  
Vol 38 (1) ◽  
pp. 66-84 ◽  
Author(s):  
Stephanie Rummel ◽  
John Bitchener
Keyword(s):  
Corrective Feedback ◽  
Past Tense ◽  
Control Group ◽  
Efl Learners ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Feedback Preferences ◽  
The Impact

This article presents the results of a study examining the effectiveness of written corrective feedback (CF) on the simple past tense and the impact beliefs may have on students’ uptake of the feedback they receive. A seven-week study was carried out with 42 advanced EFL learners in Vientiane, Laos. Students’ beliefs about written CF were first collected, after which they were assigned to either the control group or to groups that received written CF according to their feedback preferences. Students produced four pieces of writing (pre-test, post-test and two delayed post-tests) that responded to four different narrative prompts. The targeted grammatical feature was the simple past tense. The study found that the three feedback groups showed significant improvement in the use of the targeted feature while the control group did not. Furthermore, the results seemed to indicate that beliefs might have impacted on the extent to which the Lao students improved their linguistic accuracy because the students who received their preferred type of feedback were more successful at eliminating the targeted errors than the ones who did not.

scholarly journals The impact of teaching communication strategies on EFL learners’ Willingness to Communicate

2014 ◽  
Vol 4 (1) ◽  
pp. 51-76 ◽  
Author(s):  
Abulfazl Mesgarshahr ◽  
Esmaeel Abdollahzadeh
Keyword(s):  
Communication Strategies ◽  
Language Instruction ◽  
Willingness To Communicate ◽  
Communication Strategy ◽  
Self Report ◽  
Strategy Training ◽  
Control Group ◽  
Efl Learners ◽  
Post Test ◽  
The Impact

One of the pedagogical implications of the research on the Willingness to Communicate (WTC) might be to propose practical ways of making language learners more willing to communicate in the classroom. This study investigated the impact of teaching communication strategies (CSs) on Iranian EFL learners’ WTC. To this end, 8 intact classes were included as the experimental and control groups. The control group underwent regular language instruction, while the experimental group received the treatment (i.e., communication strategy training). The self-report measurement of WTC (MacIntyre, Baker, Clément, & Conrad, 2001) was done before (pre-test) and after the treatment (post-test). The results of the independent-samples t test showed that the degree of WTC of the treatment group was significantly higher compared with that of the control group. It was concluded that teaching CSs helps learners become more willing to communicate in the classroom.

scholarly journals The Impact of Text-Messaging on EFL Freshmen's Vocabulary Learning

2011 ◽  
Vol 19 ◽  
pp. 47
Author(s):  
Ali Derakhshan
Keyword(s):  
Text Messaging ◽  
Vocabulary Learning ◽  
Text Message ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Efl Learners ◽  
Original Sentence ◽  
Significant Difference ◽  
Post Test ◽  
The Impact

<p>The present research investigates the effectiveness of text-message vocabulary learning on EFL freshmen. The results of the pretreatment interview with EFL learners showed that many of them have difficulty learning vocabulary through the traditional paperand-pencil way; therefore, text-message vocabulary learning was hypothesized to be a potential way to help EFL learners consolidate their vocabulary knowledge. To this end, 43 participants from among 85 freshmen studying in Torbat-e-Heydarieh Azad University participated in the study. The participants were divided into two groups of 21 and 22 on the basis of their proficiency. The book Check Your Vocabulary for Academic English by David Porter (2001) was taught to both groups, and they were told to make some sentences in the class to become familiar with these words; they were requested to work cooperatively in small groups of 3 or 4 in order to have the opportunity to talk more about these words. Fifteen to 20 words were introduced and taught to these students on each session. Then, the participants in the experimental group sent the researcher one text-message containing an original sentence for each word covered in the class. They were also asked to send a text-message containing a sentence to their three predetermined partners. The participants in the control group wrote one sentence using each covered word, and they were also asked to write one sentence to exchange with their three partners and bring their assignments to the class next session. The results of independent samples t-test for the post-test and the delayed post-test showed that there was no statistically significant difference between the initial vocabulary learning and the retention of the vocabulary between the two groups.</p>

scholarly journals The Effect of Oral Metalinguistic Corrective Feedback on Learners’ Knowledge of Pronoun among Iranian EFL Learners

2020 ◽  
Vol 10 (6) ◽  
pp. 672
Author(s):  
Fatemeh Azimi Amoli
Keyword(s):  
Language Learners ◽  
English Language ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Metalinguistic Feedback ◽  
Grammatical Errors ◽  
Post Test ◽  
Grammatical Judgment ◽  
The Impact

A great number of language learners claims that they are unable to produce the foreign language accurately without any grammatical errors at the end of their language course. In this study, the impact of oral metalinguistic corrective feedback, among various types of corrective feedback, on learners’ pronoun accuracy was considered. The participants were 74 EFL learners (46 females, 28 males) studying English at Safir English language institutes in Tehran. In order to homogenize the learners, Key English Test (KET) test was given to them. 60 learners were selected for the study and 14 learners were removed. Participants were randomly divided into two groups. One group received metalinguistic feedback and the other group received explicit correction feedback. Grammatical judgment test was used as a pretest and posttest. Eight reading passages from “Select Readings” were another instrument that was used for training through jigsaw task in this study. Then t-test was run to check the significance of the mean difference between pretest and post-test of groups. The results show the priority of experimental group (which received oral metalinguistic feedback) on control group (which received explicit feedback).

scholarly journals Teaching Antonyms to Arabic-Speaking EFL Learners

2019 ◽  
Vol 14 (18) ◽  
pp. 16
Author(s):  
Abdel Rahman Mitib Altakhaineh ◽  
Maram H. Hajjo
Keyword(s):  
Control Group ◽  
Instructional Intervention ◽  
Production Test ◽  
Overhead Projector ◽  
Effective Technique ◽  
Efl Learners ◽  
Post Test ◽  
Arabic Speaking ◽  
And Control ◽  
The Impact

This study investigates the impact of different teaching techniques, e.g. projecting pictures using an overhead projector and the traditional way of teaching, in improving Arabic-speaking EFL learners’ production of antonyms in English. A production test was administered, including 20 pairs of antonyms, to assess the students’ knowledge of English antonyms before the instructional intervention. To this end, 40 grade six students were divided into two groups: treatment and control. After the instructional intervention, a Pictionary Test was implemented, including 10 pairs of antonyms as post-test to determine if projecting pictures via an overhead projector can be an effective technique in increasing students’ production of English antonyms. The results showed that the number of accurate answers provided by the treatment group (who were taught using pictures via overhead projector) was higher than that provided by the control group (who were taught via the traditional method). This suggests that the former teaching technique may have played an important role in their performance on the test. It can be concluded that teaching via overhead projector with pictures seems to be an effective instructional intervention in teaching English antonyms.

scholarly journals Social Networking Sites and Grammar Learning: The Views of Learners and Practitioners

2021 ◽  
Vol 13 (2) ◽  
pp. 215-223
Author(s):  
Dr. Tribhuwan Kumar
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Online Course ◽  
Control Group ◽  
Efl Learners ◽  
Grammar Learning ◽  
Post Test ◽  
The Impact ◽  
To Receive ◽  
Stimulation Of

This study examines the impact of online English Teachers' Stroking Behaviors on L2 grammar learning through online learning of L2 grammar for EFL learners. Sixty intermediate EFL learners were chosen for this reason and split randomly into three telegram groups. A researcher-made grammar test was administered as a pre-test prior to beginning the online course. For all three groups during one month, the determined grammar points were instructed in the same manner by one teacher. The instructor also used some pre-planned terms and phrases in the first category that suggested a positive conditional stimulation in her input during the teaching process. The researcher often used some per-planned terms and phrases with negative conditional stimulation for the next group, and the instructor provided the students with the input for the last group as the control group, suggesting no emotional themes. Another researcher-made grammar test was given as the post test for three groups at the final session. The findings showed that the positive verbal conditional stimulation of the teacher was substantially more efficient than the negative conditional stimulations; however, the negative ones were more efficient than no stimulation. Interview results revealed that, compared to receiving no stimulations, the participants prefer to receive stimulations from the instructor, including harmful ones.

scholarly journals The Impact of Flipped Classroom Instruction on Iranian Upper-Intermediate EFL Learners' Writing Skill

2019 ◽  
pp. 164-172 ◽  
Author(s):  
Parisa Abedi ◽  
Ehsan Namaziandost ◽  
Samira Akbari
Keyword(s):  
Flipped Classroom ◽  
Classroom Instruction ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Significant Difference ◽  
Writing Skill ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

This study attempted to examine the effects of flipped classroom instruction on Iranian EFL learners’ writing skill. To fulfill the objective of the study, 48 Iranian upper-intermediate participants were selected through administrating the Oxford Quick Placement Test (OQPT). Then, they were divided into two groups; one experimental group and one control group. Then, both groups were pretested by a writing test. After that, the researcher put the participants of the experimental group in a flipped classroom. The flipped classroom was equipped with Internet, computer and projector and participants in this classroom were allowed to bring their Smartphones to the classroom and use them during learning. The control group was exposed to traditional instruction in the class. This procedure continued till the last session. The results of independent samples t-test and one-way ANCOCA revealed that the experimental group outperformed the control group on the post-test. In addition, the results showed that there was a significant difference between the performances of the experimental group and the control group on the post-test.

Teaching Collocations through Web-Based Concordancing

2017 ◽  
pp. 142-156
Author(s):  
Aysel Şahin Kızıl ◽  
Abdurrahman Kilimci
Keyword(s):  
Language Learning ◽  
Control Group ◽  
Web Based ◽  
Efl Learners ◽  
Final Performance ◽  
Post Test ◽  
Instructional Settings ◽  
The Impact ◽  
Experimental Group ◽  
The Web

With the advent of language corpora and concordancing activities, teaching collocations knowledge of which is considered significant for appropriate and fluent language use has gained new dimensions within the context of technology enhanced language learning. The present study investigates the impact of web-based concordancing activities on EFL learners' achievement and retention of verb-noun collocations compared to paper based-activities. A total of 62 EFL learners participated in the study by taking a pre-test and an immediate and a delayed post-test. Results indicated that learners in experimental group outperformed the control group making significant improvement in their knowledge of verb-noun collocation immediately after the web-based practice. Although both groups regressed later, final performance of the experimental group was still better than that of control group. This study, therefore, suggests that EFL practitioners craving for creating variations in their instructional settings employ web-based concordancing activities to raise collocational competence of learners.

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