scholarly journals The Effect of Cognitive and Metacognitive Writing Strategies on Content of the Iranian Intermediate EFL Learners’ Writing

2017 ◽  
Vol 8 (3) ◽  
pp. 594
Author(s):  
Mehran Rajaee Pitenoee ◽  
Ahmad Modaberi ◽  
Elham Movafagh Ardestani
Keyword(s):  
Teaching And Learning ◽  
Metacognitive Strategies ◽  
Writing Strategies ◽  
Control Group ◽  
Efl Learners ◽  
Substantial Body ◽  
The Past ◽  
Intermediate Learners ◽  
Strategies Instruction ◽  
Cognitive And Metacognitive Strategies

Writing strategies instruction have become one of the most talked-about topics in the field of language teaching and learning when scholars found that SL/FL writing is believed to be a problem for learners. Cognitive and metacognitive strategies, as two writing strategies, have been widely researched over the past few decades. Among the substantial body of research investigating the effect of cognitive and metacognitive writing strategies, little attention has been given to the effect of cognitive and metacognitive strategies on content of the learners’ writing. This experimental investigation is conducted to explore how the cognitive and metacognitive writing strategies can affect the content of the Iranian intermediate learners’ writing. For this purpose, 75 intermediate learners were recruited to participate in this study. They were randomly assigned to three groups to form two experimental groups and one control group. Each of the cognitive and metacognitive groups was instructed by one of the cognitive and metacognitive strategies. The findings provide evidence that the intervention favor the experimental groups’ learners to create a better content for their writing. The results of this study also indicate that there was significant relationship between cognitive and metacognitive groups. In other words, the metacognitive group outperformed the cognitive one in content of the writing. The implication of this study is to indicate which of the cognitive and metacognitive strategies are most likely to be instructed to students.

scholarly journals The Impact of Smartboard on Preparatory Year EFL Learners’ Motivation at a Saudi University

2017 ◽  
Vol 8 (3) ◽  
pp. 172
Author(s):  
Waqar Ahmad ◽  
Zuraina Ali ◽  
Muhammad Aslam Sipra ◽  
Imtiaz Hassan Taj
Keyword(s):  
Teaching And Learning ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Significant Difference ◽  
Literature Reviews ◽  
Preparatory Year ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Smartboards, which are now widely used in the teaching and learning process in Saudi Arabia, have turned the traditional environments of the classrooms, especially the EFL classrooms to be more interesting and encouraging. Literature reviews suggest that Saudi students usually lack motivation for studying English as a foreign language. This study tends to investigate the impact of Smartboards on preparatory year EFL learners motivation at a Saudi university. Two intact groups were selected, in which one was termed as experimental and the second as control group. The experimental group was taught using the Smartboard while the control group was taught with the traditional whiteboard, pen and book method. The treatment was given for seven weeks. A questionnaire was administered to both the groups at the beginning and the end of the study. The data was analysed using the SPSS and the results showed that there was significant difference between the experimental and control groups in terms of motivation.  

The Efficacy of Novel Pre-activity Tasks on Macroskills: The Case of Group Discussion on Reading Comprehension

2016 ◽  
Vol 6 (4) ◽  
pp. 794
Author(s):  
Hooshang Khoshsima ◽  
Mahboobeh Khosravani
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Control Group ◽  
Main Concern ◽  
Efl Learners ◽  
Spss Software ◽  
Experimental Group

The main concern of most researchers in the field of second and foreign language teaching is lessening the problems and eliminating the hinders on the way of learning a language. The importance of reading skill in the process of teaching and learning different languages is undeniable for everyone. The main aim of this study was to examine the effects of group discussion strategy as a pre- activity task on reading ability. To this aim, 27 Iranian EFL learners, who were at the same level –intermediate- studying at Shokuh and Safir Institutes, Birjand, Iran were chosen. Two groups- one control and one experimental group- were studied. In control group the conventional method was used in teaching reading, while in experimental group, group discussion pre-activity task was administered. Both groups met the same level -Intermediate. At the end, the obtained data of the tests was analyzed by SPSS software. According to the obtained data, it can be strongly concluded that group discussion has no significant effect on reading comprehension. This study can help teachers and syllabus designers in choosing and applying an effective pre-activity task which really help the learners in reading classes.

Dynamics of Fluency, Lexical Resources and Language Awareness: Investigating the Role of Pre-speaking Strategies Instruction

2017 ◽  
Vol 7 (10) ◽  
pp. 912
Author(s):  
Nasim Abdi ◽  
Mehran Davaribina
Keyword(s):  
Strategic Planning ◽  
Control Group ◽  
Language Awareness ◽  
Lexical Resources ◽  
Planning Time ◽  
Efl Learners ◽  
Strategies Instruction ◽  
And Control ◽  
Experimental Group

The purpose of the present study was to find out the effect of using pre-speaking strategies coupled with strategic planning on Iranian EFL learners’ fluency, lexical resources and language awareness. The study involved 70 intermediate male and female learners divided into two groups-experimental and control. Prior to the main phase of the study, Nelson test was carried out to check the homogeneity of the participants. In the pre-test stage, a picture-cued narrative task was administered to the two groups. Next, during ten treatment sessions the experimental group received pre-speaking strategies instruction and strategic planning with ten minutes of planning time while the control group did not receive them. To answer the research questions, Independent-samples t-test and Mann-Whitney U test were used. Data analyses showed the experimental group outperformed the control group. Therefore, for effective speaking, strategic planning should be coupled with pre-speaking strategies.

scholarly journals The Effect of Metacognitive and Cognitive Writing Strategies on Iranian Elementary Learners’ Writing Achievement

2016 ◽  
Vol 6 (3) ◽  
Author(s):  
Amir Reza Nemat Tabrizi ◽  
Mehran Rajaee
Keyword(s):  
Experimental Investigation ◽  
Treatment Effect ◽  
Strategy Use ◽  
Writing Strategies ◽  
Writing Achievement ◽  
Significant Treatment Effect ◽  
Significant Treatment ◽  
The Past ◽  
The Impact ◽  
Cognitive And Metacognitive Strategies

<p>Learners' strategy use has been widely researched over the past few decades. However, studies which focus on the impact of cognitive and metacognitive strategies on primary learners are somewhat rare. Therefore, the focus of this paper is to provide an experimental investigation to explore the effect of cognitive and metacognitive writing strategies on Iranian elementary learners’ writing. To this end, 75 elementary learners were recruited to participate in this study. The findings show that the intervention achieved a significant treatment effect on both experimental groups including cognitive and metacognitive writing strategies groups. Furthermore, it was found that the metacognitive group outperformed the cognitive one.  </p>

scholarly journals The Role of Web-based Language Teaching on Vocabulary Retention of Adult Pre-intermediate EFL Learners

2018 ◽  
Vol 9 (2) ◽  
pp. 372 ◽  
Author(s):  
Mustapha Hajebi ◽  
SeddiQ Taheri ◽  
Farhad Fahandezh ◽  
Hosain Salari
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Web Based ◽  
Efl Learners ◽  
Language Class ◽  
Significant Difference

This research is done to prove the effect of web-based language learning on the vocabulary improvement of the subjects of the study and to seek the attitudes of the learners on the use of web-based approach in the language class. In order to ensure the homogeneity of the students, a modified Michigan test (version1997) was presented and students were divided into one experimental group (n1=33) who learned their course vocabularies making use of free vocabulary learning sites of IELTS English language learning site every day for 8 weeks and one control group (n2=33) who received ordinary classroom instructions each session. The result appeared to manifest that learners’ perception improve by incorporating web based instruction in language learning classroom. It also indicated a significant difference between experimental and control group with regard to their vocabulary knowledge. WBL instruction enhanced EFL learners' vocabulary knowledge. The findings of this study may offer some implications for language teaching and learning. To begin with, these findings can be beneficial for language learning curriculum designers to present tasks that enrich both the language of the students and their motivation to apply on-line web sites for autonomous learning of language.

scholarly journals Listening self-efficacy beliefs, L2 listening proficiency, and listening strategy training

2020 ◽  
Vol 9 (2) ◽  
pp. 1-14
Author(s):  
Hamideh Hamdi Khosroshahi ◽  
Ali Merç
Keyword(s):  
Language Learning ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Metacognitive Strategies ◽  
Strategy Training ◽  
Control Group ◽  
Listening Proficiency ◽  
L2 Listening ◽  
Proficiency Scores ◽  
Cognitive And Metacognitive Strategies

Self-efficacy plays an important role in language learners’ performances in language learning. Studies report that explicit teaching of strategies, self-efficacy, and better learner performance are interdependent concepts. This entails the fact that language teachers should focus on the first two in order to increase the learners’ performance. The aim of this study is to find out how teaching cognitive and metacognitive strategies affect EFL learners’ performances and self-efficacy beliefs in listening comprehension tasks. Ninety students participated in this study, thirty of whom were part of the control group. Their listening self-efficacy and listening proficiency were measured before and after a four-week training. During the intervention sessions, instructors taught cognitive and metacognitive strategies in an explicit way, which included teacher modeling and teacher feedbacks. The results revealed that learners’ listening proficiency scores increased while their self-efficacy scores did not change significantly after the training. These findings led to the conclusion that low self-efficacy does not necessarily lead to low listening proficiency. Another finding was that teaching only cognitive and metacognitive strategies does not help learners with their self-efficacy in a short time period. Implications and suggestions for L2 listening are provided considering the results of the study.

scholarly journals The Effect of Online Learning on Grammatical Accuracy among EFL Upper-intermediate Learners

2020 ◽  
Vol 11 (6) ◽  
pp. 1011
Author(s):  
Mohsen Mahmoudi
Keyword(s):  
Online Learning ◽  
Experimental Approach ◽  
Smart Phone ◽  
Control Group ◽  
Online Classroom ◽  
Efl Learners ◽  
Intermediate Learners ◽  
Grammatical Accuracy ◽  
Teaching Grammar ◽  
Experimental Group

The present study sought to investigate the effectiveness of online learning via smart phone on Iranian EFL learners’ grammatical accuracy improvement. A number of 20 upper-intermediate male and female EFL learners selected as the population. The population selected from Pishtazan English Institute of Janah, a city in Hormozgan province of Iran. To achieve this aim, the researcher adopted the experimental approach. The researcher chose two groups of the upper intermediate learners: one group consisting of (10) students was used as an experimental group and the other also consisting of (10) students was used as the control group. The traditional method was used in teaching grammar to the control group, while the online classroom was used to the experimental group. To analyze the data the frequencies and percentage of each item in the questionnaires computed with the aid of SPSS. The findings showed that there were significant differences between the experimental and the control groups and the experimental group who use online classroom had better performance. The finding of this study is to support the implement of useful ideas and new materials into Iran curriculum and teaching policies to benefit from the boring technologies in the Iran context.

scholarly journals Podcast Effects on EFL Learners’ Listening Comprehension

2018 ◽  
Vol 5 (2) ◽  
pp. 151
Author(s):  
Abdul Rahman ◽  
Haryanto Atmowardoyo ◽  
Kisman Salija
Keyword(s):  
High School Students ◽  
Listening Comprehension ◽  
Teaching And Learning ◽  
T Test ◽  
Target Language ◽  
Control Group ◽  
School Students ◽  
Significance Level ◽  
Efl Learners ◽  
And Control

Undoubtedly the Internet sources are absolutely beneficial to the senior high school students since they carried the target language together in itself. The present study aimed to explore podcast effects on EFL learners’ listening comprehension. This study involved sixty students chosen from the eleventh grade students of the science department at SMU Negeri 1 luwu in 2017/2018 academic years. They divided into two groups, namely the experimental and control group. The listening comprehension test and the open-ended questions administered to fulfil the objectives of the study. The quantitative data were analysed by utilizing paired and independent samples t-test, and the qualitative data was analysed through an open coding technique by identifying, naming, and describing the phenomena of the gathered data. The quantitative results indicated that the use of podcast was more effective than the use of non-podcast. It was proven by the value of the mean score from both of the groups (53.73 ˃ 37,46). The different (df) of  those two mean scores was statistically significant based on the the t - test value at 0.05 significance level. The probability value was smaller than significant level (0.000 < 0.05). In other words, the result of hypothesis testing found that t-value = 4.791 was higher than t-table = 2.000 (p=0.05, df =58). Ha was accepted and Ho was rejected. In addition, the result of open-ended question analysis highlighted that podcast was attractive in the teaching and learning of English as a foreign language listening comprehension.Podcast, Listening Comprehension, Learning Interest

scholarly journals The Impact of Metacognitive Strategies on Jordanian EFL Learners’ Writing Performance

2018 ◽  
Vol 8 (6) ◽  
pp. 328 ◽  
Author(s):  
Tamer Mohammad Al-Jarrah ◽  
Noraien Mansor ◽  
Radzuwan Ab Rashid
Keyword(s):  
Writing Instruction ◽  
Metacognitive Strategies ◽  
School Level ◽  
Rank Test ◽  
Future Research ◽  
Control Group ◽  
Writing Performance ◽  
Efl Learners ◽  
The Impact ◽  
Experimental Group

One of the most challenging aspects of foreign language learning is writing. Writing is the most demanding and complicated aspect of language system. Writing requires the collective effort of orthographic, graphomotor and other linguistic skills with the inclusion of semantics, syntax, spelling, and writing conventions without being restricted to the aforementioned skills. The Improvement of cognitive psychology, metacognition has drawn the focus of an increasing number of researchers&rsquo; and paved way for recent dimensions on EFL writing, particularly in the aspect of writing achievement. Due to the fact that the method possesses a highly-placed executive aptness which comprises of formulation, supervision, and assessment, this study attempts to investigate the influence of using metacognitive strategies on Jordanian EFL learners&#39; writing performance. Forty four students were randomly selected from secondary school level to partake in experimental control of the study. The researcher made use of the intervention program based on CALLA model of teaching in classroom. The experimental group (EG) received metacognitive strategies-based writing instruction whereas the control group (CG) received only the routine writing instruction (Product Approach). After five weeks of instruction, both groups were post-tested and at the end of program which lasted for twelve weeks, the students carried out another post-test. Data were submitted to the independent Mann-Whitney U test followed by Wilcoxon Signed-Rank test analysis. The results showed that there was a positive effect in the experimental group&#39;s writing performance. The findings of this study have implications for pedagogy as well as for future research.

scholarly journals The Efficacy of Corrective Feedback on L2 Writings of EFL Students

2017 ◽  
Vol 8 (1) ◽  
pp. 110 ◽  
Author(s):  
Senanur ÇINAR
Keyword(s):  
Teaching And Learning ◽  
Corrective Feedback ◽  
Reliability And Validity ◽  
Private University ◽  
Control Group ◽  
Efl Learners ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group ◽  
Made In

Errors have been perceived as problems within the process of teaching and learning a language. However, especially in writing, learners are able to benefit from their errors with the help of corrective feedback. The purpose of this study is to investigate the effectiveness of explicit corrective feedback in Turkish EFL learners’ writing. The participants of the study were 43 intermediate level Turkish EFL students at a private university in Turkey. There were one experimental, 21 students, and one control group, 22 students. As the data collection both groups were administered a pre-test, a post-test and a delayed post-test as a paper and pencil tests. The experimental group received explicit corrective feedback with extended comments on their errors, and the control group received no feedback. Their errors were only underlined without providing correction. The number of errors that each group made in the writings was compared to each other. In order to ensure the reliability and validity, the participants were administered a 5 Likert scale questionnaire after the writing sessions. The results revealed that the experimental group who received explicit corrective feedback made fewer errors than the control group who did not receive feedback on their L2 writings. Besides that, the experimental group made fewer mistakes in their tests compared to the previous ones. Thus, the findings of the questionnaire revealed that students had a positive view about corrective feedback their L2 writings especially if it has extended comments.

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