self-paced reading study of language processing and retention comparing guided induction and deductive instruction

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Paul A. Malovrh ◽  
James F. Lee ◽  
Stephen Doherty ◽  
Alecia Nichols
Keyword(s):  
Language Learners ◽  
Language Processing ◽  
Time On Task ◽  
Processing Instruction ◽  
Pedagogical Intervention ◽  
Foreign Language Learners ◽  
Post Test ◽  
Reading Study ◽  
Guided Inductive

The present study measured the effects of guided-inductive (GI) versus deductive computer-delivered instruction on the processing and retention of the Spanish true passive using a self-paced reading design. Fifty-four foreign language learners of Spanish participated in the study, which operationalised guided-inductive and deductive approaches using an adaptation of the PACE model and processing instruction (PI), respectively. Results revealed that each experimental group significantly improved after the pedagogical intervention, and that the GI group outperformed the PI group in terms of accuracy on an immediate post-test. Differences between the groups, however, were not durative; at the delayed post-test, each group performed the same. Additional analyses revealed that the GI group spent over twice as much time on task during instruction than the PI group, with no long-term advantages on processing, calling into question the pedagogical justification for implementing GI at a curricular level.

scholarly journals The Long-term Effects of Instruction on EFL Learners' Use of Complaining Formulas

10.29007/5xsb ◽  
2018 ◽  
Author(s):  
Alicia Martínez-Flor ◽  
Esther Usó-Juan
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Future Research ◽  
Long Term Effects ◽  
Positive Role ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Over Time

Studies analysing the positive role of pragmatic instruction in formal settings have increased over the last decades. Within this area of interventional pragmatics, some studies have particularly examined whether the effectiveness of the instruction implemented is sustained over time. In order to shed more light on the long-term effects of instruction, this research investigates English as a Foreign Language learners’ use of complaining formulas not only after immediately receiving instruction, but also two months later. Results show that learners keep using a variety of appropriate complaining formulas two months after having participated in the instructional period. These findings are discussed and directions for future research suggested.

scholarly journals Improving Upper-intermediate EFL Learners’ Communicative Competence through Authentic Materials

2019 ◽  
Vol 9 (8) ◽  
pp. 956
Author(s):  
Mohammad Hossein Keshmirshekan
Keyword(s):  
Language Learners ◽  
Communicative Competence ◽  
Placement Test ◽  
Control Group ◽  
Authentic Materials ◽  
Efl Learners ◽  
Course Content ◽  
Foreign Language Learners ◽  
Post Test ◽  
Experimental Group

The present study aimed to investigate the effects of authentic materials on enhancing Iranian English as a foreign language learners' communicative competence. To this end, 106 upper-intermediate participants out of 136 were selected based on their performance an Oxford Placement Test (OPT) and randomly assigned to two equal groups- one experimental group and one control group. Then a pre-test was administered to assess the participants' communicative competence at the beginning of the course. Then, the experimental group received the treatment. The control group was taught the course content using the regular communicative method through which students received teacher-course from the textbook. After the treatment, the two groups took the post-test. The data analysis through paired and independent sample t-tests revealed that the experimental group outperformed the control group on the posttest. In other words, teaching authentic materials showed to have a significant effect on improving learners' communicative competence. The implications, limitations, and suggestions of this study are explained at the end of the study.

scholarly journals THE IMPACTS OF EXPLICIT INSTRUCTIONS ON COHESIVE DEVICES ON IMPROVING READING COMPREHENSION

2018 ◽  
Vol 34 (4) ◽  
Author(s):  
Bo Thi Ly
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Learners ◽  
Training Procedure ◽  
Survey Questionnaire ◽  
Foreign Language Learners ◽  
Experimental Teaching ◽  
Cohesive Devices ◽  
Post Test ◽  
Comprehension Tests

This action research examines the effectiveness of an explicit cohesive device training procedure on improving foreign language learners’ reading comprehension. The research was carried out in a six-week experimental teaching procces for a class of 24 non-English majored students with the aid of two main data collection instruments, including two reading comprehension tests (a pre-test and a post-test) and a survey questionnaire. The data was mainly analyzed quantitatively using the Paired Sample T-tests. The overall result revealed that there was a significant improvement on students’ reading comprehension, which indicated that the technique worked well and was found effective in the study.

scholarly journals Engaging Foreign Language Learners in a Web 2.0-Mediated Collaborative Learning Process

2015 ◽  
Vol 17 (2) ◽  
pp. 137-146 ◽  
Author(s):  
Gabriel Eduardo Cote Parra
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Shared Knowledge ◽  
Classroom Setting ◽  
Pedagogical Intervention ◽  
Face To Face ◽  
Foreign Language Learners ◽  
The Face ◽  
Supporting Tool ◽  
Points Of View

<p>The purpose of this action research was to explore the types of interactions that foreign language learners experience while using a wiki as a supporting tool for a face-to-face research course. This design allowed me to play a dual role: first, I studied my own classroom setting and students. Second, I implemented a pedagogical intervention based on a collaborative online learning interaction. The data were gathered from participants’ posts, and the findings revealed that class tasks promoted an asynchronous voluntary interaction among participants in which they shared knowledge and experiences while expressing the opinions and points of view that enabled them to actively participate in the face-to-face class.</p><p>El propósito de esta investigación acción fue explorar el tipo de interacciones que estudiantes de lenguas extranjeras presentaron al utilizar una wiki como herramienta de soporte de un curso presencial. Este diseño me permitió desempeñar un doble papel. Por una parte, estudié mi propio salón de clase y estudiantes; por otra, implementé una intervención pedagógica con base en una interacción colaborativa en línea. La información se recolectó por medio de 128 aportes hechos por los participantes. Los hallazgos revelan que las actividades de clase permitieron una interacción asincrónica voluntaria entre los participantes en la cual ellos compartieron saberes y experiencias, a la vez que expresaron opiniones y puntos de vista que les permitieron participar activamente en la clase presencial.</p>

scholarly journals The Effect of Metacognitive Instruction on L2 Learners’ Listening Abilities and Beliefs about Listening

2015 ◽  
Vol 2 (2) ◽  
pp. 221
Author(s):  
Karim Shabani ◽  
Mahsa Heidarian
Keyword(s):  
Language Learners ◽  
Structured Interview ◽  
Study Data ◽  
Control Group ◽  
Foreign Language Learners ◽  
Metacognitive Instruction ◽  
Quantitative Data Analysis ◽  
Post Test ◽  
Listening Instruction ◽  
Experimental Group

<p class="2M-body">Framed in metacognition and sociocultural theory, the present study aims at probing the effect of metacognitive instruction on the learners’ perceptions about listening in one hand, and examining whether this pedagogical sequence of teaching listening may lead to the learners’ listening development in the course of one semester on the other. To gather desirable data, 90 (50 males and 40 females) young Iranian EFL (English as a foreign language) learners, who were studying English in a private language institute, were the potential participants of the study. Data was gathered through semi-structured interview, open-ended questionnaire, as well as KET (Key English Test) listening test. Findings highlighted the occurrence of changes in the learners’ beliefs about listening at the end of the term after they received metacognitive listening instruction. Similarly, quantitative data analysis of the pre-and post-test indicated that the participants in the experimental group outperformed those of the control group. Results revealed that metacognitive listening instruction seems to be more beneficial for less-skilled (novice) listeners to take advantage of a process-based listening instruction to improve their listening abilities.</p>

scholarly journals Classroom-oriented research: Processing Instruction (findings and implications)

2017 ◽  
Vol 52 (3) ◽  
pp. 343-359 ◽  
Author(s):  
Alessandro Benati
Keyword(s):  
Eye Tracking ◽  
Language Processing ◽  
Experimental Research ◽  
Research Trends ◽  
Grammar Instruction ◽  
Processing Instruction ◽  
Pedagogical Intervention ◽  
On Line ◽  
Reading Measures ◽  
Oriented Research

This paper firstly presents and examines the pedagogical intervention called Processing Instruction (PI). Secondly, it reviews and discusses the main findings of the empirical research conducted to measure the relative effects of PI. Current research trends within the PI research framework will be outlined. Experimental research investigating the effects of this pedagogical intervention in language teaching, and grammar instruction in particular, has primarily used listening and reading measures (so-called ‘off-line measures’) to elicit how learners comprehend and process sentences. On-line measurements, such as eye tracking and self-paced reading, have now been incorporated into PI research to measure language processing more directly. Finally, this paper provides specific guidelines and procedures for teachers on when and how to use PI.

Integrating learner corpora and natural language processing: A crucial step towards reconciling technological sophistication and pedagogical effectiveness

ReCALL ◽  
2007 ◽  
Vol 19 (3) ◽  
pp. 252-268 ◽  
Author(s):  
Sylviane Granger ◽  
Olivier Kraif ◽  
Claude Ponton ◽  
Georges Antoniadis ◽  
Virginie Zampa
Keyword(s):  
Language Learners ◽  
Language Processing ◽  
Error Detection ◽  
Mother Tongue ◽  
Learner Corpus ◽  
Pos Tagging ◽  
Foreign Language Learners ◽  
Learner Corpora ◽  
Wide Range ◽  
Learner Language

AbstractLearner corpora, electronic collections of spoken or written data from foreign language learners, offer unparalleled access to many hitherto uncovered aspects of learner language, particularly in their error-tagged format. This article aims to demonstrate the role that the learner corpus can play in CALL, particularly when used in conjunction with web-based interfaces which provide flexible access to error-tagged corpora that have been enhanced with simple NLP techniques such as POS-tagging or lemmatization and linked to a wide range of learner and task variables such as mother tongue background or activity type. This new resource is of interest to three main types of users: teachers wishing to prepare pedagogical materials that target learners' attested difficulties; learners themselves for editing or language awareness purposes and NLP researchers, for whom it serves as a benchmark for testing automatic error detection systems.

scholarly journals Teaching Vocabulary with Graphic Novels

2016 ◽  
Vol 9 (9) ◽  
pp. 95 ◽  
Author(s):  
Ahmet Basal ◽  
Talat Aytan ◽  
Ibrahim Demir
Keyword(s):  
Language Learners ◽  
Native Speakers ◽  
Graphic Novels ◽  
Computer Software ◽  
Graphic Novel ◽  
Academic English ◽  
Foreign Language Learners ◽  
Idiomatic Expressions ◽  
Post Test ◽  
Quasi Experimental

<p>Mastery of idiomatic expressions by foreign language learners is often equated with the fluency of native speakers of that language. However, learning these idiomatic expressions is one of the significant problems experienced by learners. The present quasi-experimental study conducted over four weeks in the ELT department of a Turkish university aims to investigate the effectiveness of teaching idioms via graphic novels compared to teaching them via traditional activities. The most frequent and useful forty figurative idioms from the Michigan Academic English Spoken Corpus (MICASE) were used in a script and the script was converted to a graphic novel with the use of a computer software. The results revealed that participants in the experimental group who had learned idioms through the graphic novel performed significantly better on the post-test, indicating the efficiency of the graphic novel in vocabulary teaching. The study also offers recommendations for the use of graphic novels in the teaching of vocabulary.</p>

Pragmatic development in L2 use of criticisms

2005 ◽  
Vol 5 ◽  
pp. 163-194 ◽  
Author(s):  
Thi Thuy Minh Nguyen
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Processing ◽  
Speech Act ◽  
Native Speaker ◽  
Pragmatic Competence ◽  
Pragmatic Development ◽  
Efl Context ◽  
Foreign Language Learners ◽  
Per Se

This paper presents a study of the development of L2 pragmatic competence in the speech act of criticisms. Data were collected from three proficiency groups of Vietnamese foreign language learners of English via a conversation elicitation task and a written questionnaire. An interview was also conducted to probe into the learners’ pragmatic decision-making. Results show that the strongest difference among the learners lay in the area of modifiers to criticisms, rather than in the criticism strategies per se. Specifically, as the learners became more proficient in the L2, they mitigated their criticisms more often, thanks to a better control over language processing. However, they still lagged far behind the native speaker group in the frequency of their use of mitigators. These proficiency effects were explained by the EFL context, which probably did not much facilitate pragmatic development, given the learners’ insufficient exposure to the target norms.

scholarly journals Optimizing auditory input for foreign language learners through a verbotonal-based dichotic listening approach

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Xirui Cai ◽  
Andrew Lian ◽  
Nattaya Puakpong ◽  
Yaoping Shi ◽  
Haoqiang Chen ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Processing ◽  
Dichotic Listening ◽  
Event Related Potential ◽  
Hemispheric Dominance ◽  
Foreign Language Learners ◽  
Language Input ◽  
The Right ◽  
The Brain

AbstractThe quality of the physical language signals to which learners are exposed and which result in neurobiological activity leading to perception constitutes a variable that is rarely, if ever, considered in the context of language learning. It deserves some attention. The current study identifies an optimal audio language input signal for Chinese EFL/ESL learners generated by modifying the physical features of language-bearing audio signals. This is achieved by applying the principles of verbotonalism in a dichotic listening context. Low-pass filtered (320 Hz cut-off) and unfiltered speech signals were dichotically and diotically directed to each hemisphere of the brain through the contralateral ear. Temporal and spatial neural signatures for the processing of the signals were detected in a combined event-related potential (ERP) and functional magnetic resonance imaging (fMRI) experiment. Results showed that the filtered stimuli in the left ear and unfiltered in the right ear (FL-R) configuration provided optimal auditory language input by actively exploiting left-hemispheric dominance for language processing and right-hemispheric dominance for melodic processing, i.e., each hemisphere was fed the signals that it should be best equipped to process—and it actually did so effectively. In addition, the filtered stimuli in the right ear and unfiltered in the left ear (L-FR) configuration was identified as entirely non-optimal for language learners. Other outcomes included significant load reduction through exposure to both-ear-filtered FL-FR signals as well as the confirmation that non-language signals were recognized by the brain as irrelevant to language and did not trigger any language processing. These various outcomes will necessarily entail further research.

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