scholarly journals Effect of Elementary EFL Learners’ Negotiation on Their Classroom Participation and Grammatical Achievement

2017 ◽  
Vol 8 (2) ◽  
pp. 411
Author(s):  
Fatemeh Saboonchi ◽  
Asgar Mahmoudi
Keyword(s):  
Group Work ◽  
Multiple Choice ◽  
Classroom Participation ◽  
Grammar Instruction ◽  
Grammatical Knowledge ◽  
Efl Learners ◽  
Before And After ◽  
Efl Students ◽  
Grammar Tests ◽  
Pair Work

The principal concern of the present study was to explore the effects of two types of negotiation (group work and pair work) on the degree of elementary EFL students’ participation and its corollary impact on their grammatical achievement. Both classes in the study received grammar instruction for twenty sessions. The learners took two grammar tests before and after the treatment in the multiple-choice format. The results showed that negotiation in pairs leads to less participation but better grammatical achievement. In other words, while students in the group work negotiated more, their grammatical achievement was significantly less than the students in the pair work who participated less. It could be concluded, therefore, that while group work leads to more participation, higher grammatical knowledge is possible to be obtained by less participative students.

scholarly journals The Effect of Incidental Learning on the Comprehension of English Affixes by Arabic-Speaking EFL Learners: Acquisition and Application

2017 ◽  
Vol 15 (4) ◽  
pp. 405-423 ◽  
Author(s):  
Abdel Rahman Altakhaineh ◽  
Aseel Zibin
Keyword(s):  
Experimental Design ◽  
Incidental Learning ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Efl Learners ◽  
Before And After ◽  
Post Test ◽  
Arabic Speaking ◽  
And Control

This study aims to examine the effect of incidental learning on the comprehension of 30 English affixes by 50 Arabic-speaking EFL learners in an attempt to determine which affixes are more easily comprehended. We adopt the experimental design of a pre- and post-test to measure the participants’ knowledge of English affixes before and after the treatment, which involved taking part in the prediction of the meaning of English affixed words in context for one academic semester. To this end, we divided the 50 participants into two groups: treatment and control. We administered a 30-item multiple choice test as the pre- and post-test to determine whether the treatment helped the participants expand their knowledge of English affixes.

EFL Learners` Beliefs about Isolated and Integrated Grammar Teaching and Performance on a Grammar Recognition Test

2015 ◽  
Vol 7 (6) ◽  
pp. 108
Author(s):  
Sediqe Ebrahimi ◽  
Hossein Saadabadi Motlagh ◽  
Fatemeh Karampour
Keyword(s):  
Recognition Test ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Grammar Instruction ◽  
Focus On Form ◽  
Efl Learners ◽  
Grammar Teaching ◽  
And Performance ◽  
Grammar Tests ◽  
Teaching Grammar

<p>Approaches to teaching grammar have changed dramatically since the 1970s when communicative language teaching was proposed. An increasing number of studies have investigated the adequacy of this kind of grammar instruction. Yet, few studies have been done to look at the preferences that learners have for these methods of focus-on-form instruction and its relationship with their performance on grammar tests. The purpose of the present study is to explore Iranian EFL learners` attitudes and preferences for isolated and integrated focus-on-form and their performance on a grammar recognition test. Participants were learners studying English in a private language teaching institute. They were requested to complete the questionnaire of the isolated and integrated focus on form and answer a TOEFL grammar recognition test. The analysis of findings using descriptive statistics and T-test showed that learners did not have clear preferences for different types of focus on form and that learners` attitude towards isolated and integrated focus on form was not related to their performance. students' The findings can provide useful information for teachers and instructors learners` preferences for different approaches.</p>

EFL Students’ English Pragmatic Knowledge: Evidence from University of Gulian

2016 ◽  
Vol 6 (11) ◽  
pp. 2175
Author(s):  
Sahar Moradi ◽  
Maryam Danaye Tous ◽  
Abdorreza Tahriri
Keyword(s):  
Multiple Choice ◽  
Efl Learners ◽  
Completion Test ◽  
Efl Students ◽  
Pragmatic Knowledge

This study aimed to investigate the extent of Iranian EFL students’ pragmatic knowledge, and if there were any significant differences among EFL learners at different years of study (the freshmen, the sophomores, and the seniors) on this knowledge. To this end, 78 EFL students of University of Guilan (Rasht-Iran) were tested using a Multiple-choice Discourse Completion Test (MDCT), (Birjandi & Rezaei, 2010). The results showed that, their extent of pragmatic knowledge wasnot at satisfying level. Also, the results showed that there were significant differences between the freshmen and seniors in this regard.

scholarly journals Individual, Pair and Group Writing Activity: A Case Study of Undergraduate EFL Student Writing

2019 ◽  
Vol 12 (10) ◽  
pp. 1
Author(s):  
Chittima Kaweera ◽  
Rattana Yawiloeng ◽  
Khomkrit Tachom
Keyword(s):  
Group Work ◽  
Collaborative Writing ◽  
Student Writing ◽  
Writing Teachers ◽  
Self Confidence ◽  
Efl Students ◽  
Group Members ◽  
Pair Work ◽  
Different Levels

The present study aimed to compare between individual and collaborative writing (pair and group of four) activities of 72 EFL students. The subjects of the study were assigned to produce their tasks by these three activities. Qualitative method was employed by using interview of nine students drawn from students with different levels of English proficiency (low, fair and high). It was focused on their perspectives towards skills practiced during working on written tasks: writing, thinking, participation, communication as well as their satisfaction of these activities. The results from content analysis demonstrated that overall the students practiced participation skills when doing individual and pair work. The students practiced writing skills when joining group work. With regard to the students&rsquo; satisfaction, low proficiency students in low group were likely to enjoy coauthoring activity either pair or group work. Their satisfaction seemed to increase according to the number of group members. This is important for writing teachers to provide this activity for low proficiency students as this may lower the students&rsquo; anxiety and foster their self-confidence, compared with completing tasks individually. On the contrary high proficiency students seemed to enjoy writing alone and were fairly satisfied group work. These students were likely to be more confident when performing the tasks individually or experienced some problems that might impede working collaboratively.

scholarly journals TEACHING SPEAKING: EXPLORING METHOD OF TEACHING AND ORAL CORRECTIVE FEEDBACK IN EFL LEARNERS’ CLASSROOM

2019 ◽  
Vol 3 (2) ◽  
pp. 10
Author(s):  
Aldha Williyan
Keyword(s):  
Language Learning ◽  
Group Work ◽  
Role Play ◽  
Corrective Feedback ◽  
Communicative Language Teaching ◽  
English Teacher ◽  
Efl Learners ◽  
Oral Corrective Feedback ◽  
Pair Work ◽  
Vast Area

This study investigates teaching speaking in EFL learners' classroom as teaching speaking is a vast area of research.  This study, however, limits the focus to types of methods and oral corrective feedback.  This study involves two groups of participants, namely a group of EFL learners and an English teacher.  This qualitative study employs observation.  Afterward, the unstructured interview with the English teacher is conducted to give further data.  Through the observation, it is found that the teacher does some particular activities in teaching speaking.  The lesson is opened by group work and the teacher conducts a dialogue and chain drill.  The lesson eventually is closed by pair work and role play.  The analysis shows that the teacher uses several methods in doing those five activities.  Those are communicative language teaching, audio-lingual method, and cooperative language learning.  From those three, the audio-lingual method dominates the class activities. Additionally, this study finds that the teacher employs several types of oral corrective feedback.  Those are recast, explicit correction, clarification requests, and elicitation. These findings indicate that there is a relationship between methods and oral corrective feedbacks used by the teacher.

scholarly journals The Effect of Different Planning Conditions versus Explicit Grammar Instruction on Teenage EFL Learners’ Oral Production of a Picture Promoted Task and Grammar Gain

2021 ◽  
Author(s):  
Karim Sadeghi ◽  
Azadeh Hamidi Mogaddam
Keyword(s):  
Control Group ◽  
Knowledge Gain ◽  
Grammar Instruction ◽  
Oral Performance ◽  
Efl Learners ◽  
Online Planning ◽  
Before And After ◽  
Task Conditions ◽  
Grammatical Judgment ◽  
Task Oriented

Abstract This study examined the effects of three task conditions on teenage EFL learners’ oral performance of a picture prompted task and their grammatical knowledge gain. To this end, 34 EFL learners were randomly assigned into three experimental groups, namely online planning, pre-planning, and explicit instruction, and one control group. Pictures were employed as prompts to implement the tasks in all groups. A Grammatical Judgment Test was used to compare students’ knowledge of simple present passive structure before and after the treatment. Learners’ oral task performance was measured in terms of Complexity, Accuracy, and Fluency (CAF). The findings demonstrated significant differences among groups as for CAF measures. However, no significant differences were spotted in GJT posttest scores. The paper calls for the incorporation of diverse prompt-based planning conditions in task-oriented teaching practices in order to target learners' higher levels of oral competence.

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

THE EFFECT OF METACOGNITIVE INSTRUCTION ON MAXIMIZING EFL LEARNERS’ METACOGNITIVE AWARENESS IN LISTENING

2018 ◽  
Vol 7 (1) ◽  
pp. 8-17
Author(s):  
Mahsa Assadi
Keyword(s):  
Experimental Research ◽  
Listening Comprehension ◽  
Intervention Program ◽  
Metacognitive Awareness ◽  
Listening Test ◽  
Efl Learners ◽  
Metacognitive Instruction ◽  
Before And After ◽  
Comprehension Ability ◽  
The Impact

This study reports a pre-experimental research on the impact of metacognitive instruction on EFL learners’ metacognitive awareness and their listening performance. To obtain the goal of the study, a group of 30 Iranian intermediate EFL learners, including 14 males and 16 females, were selected randomly. Their ages range from 20 to 24. The participants took part in 16 weeks’ intervention program based on metacognitive pedagogical sequence consisted of five stages. The metacognitive awareness listening questionnaire (MALQ), and a listening test were also used to find changes in metacognitive awareness and listening performance before and after the treatment. The results of comparing pre and posttests scores revealed that metacognitive instruction raised the learners’ metacognitive awareness and helped them improve their listening comprehension ability.

The Effect of Using Flipped Classroom Model to Improve Iraqi EFL Learners’ Pronunciation in English at University Level

2020 ◽  
Vol 1 (40) ◽  
pp. 631-654
Author(s):  
Khaldoon Waleed Husam Al-Mofti
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Efl Learners ◽  
English Pronunciation ◽  
Before And After ◽  
Quasi Experimental ◽  
University Level ◽  
The University ◽  
And Control ◽  
Experimental Group

For Iraqi EFL learners who are studying English pronunciation in a traditional instruction method often requires more effort and hard work. Thus, using new methods of teaching such as the flipped classroom model (FCM) is necessary to facilitate learning and improve performance. Hence, this study reports on explanatory research that investigates the effect of using the FCM in the teaching of English pronunciation for Iraqi EFL learners at the university level. The study implemented mixed research methods for data collection in a quasi-experimental analysis. Therefore, two tests were conducted on the assigned groups to measure the effect of the FCM before and after the intervention. Besides, a questionnaire and interviews were used on the experiment group students to collect data about their perceptions of the FCM. The study length (lasted)  was 15 weeks and is comprised of 60 students from the department of English, College of Arts at the University of Anbar. The students were divided into two groups, experimental, and control with 30 students in each group. The findings revealed that there was a significant statistical difference between the two groups in favour of the experimental group with better performance, indicating that the FCM has considerably assisted the Iraqi EFL learners to improve their English pronunciation. Moreover, the students expressed their positive feedback and satisfaction on the use of the FCM in their responses to the questionnaire and the interviews. As such, the current study recommends further research to study the effect of applying the FCM in areas and disciplines other than language learning.

An exploration of target L2 morphemes in the oral production of young EFL learners in Croatia

2020 ◽  
Author(s):  
Jelena O'Reilly ◽  
Eva Jakupčević
Keyword(s):  
Foreign Language ◽  
Research Area ◽  
Simple Construction ◽  
L2 Acquisition ◽  
Efl Learners ◽  
Oral Production ◽  
The Past ◽  
Base Form ◽  
Production Study ◽  
Efl Students

Although the second language (L2) acquisition of morphology by late L2 learners has been a popular research area over the past decades, comparatively little is known about the acquisition and development of morphology in children who learn English as a foreign language (EFL). Therefore, the current study presents the findings from a longitudinal oral production study with 9/10-year-old L1 Croatian EFL students who were followed up at the age of 11/12. Our results are largely in line with the limited research so far in this area: young EFL learners have few issues using the be copula and, eventually, the irregular past simple forms, but had considerable problems with accurately supplying the 3rd person singular -s at both data collection points. We also observed a be + base form structure, especially at the earlier stage, which appears to be an emergent past simple construction.

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