Pedagogical Efficiency of Teacher-led Whole-class Scaffolding as a Pre-writing Task

2016 ◽  
Vol 6 (3) ◽  
pp. 495
Author(s):  
Nafiseh Hosseinpour ◽  
Mansour Koosha
Keyword(s):  
Control Group ◽  
Writing Proficiency ◽  
Proximal Development ◽  
Efl Learners ◽  
Content Organization ◽  
Post Test ◽  
Whole Class ◽  
Language Context ◽  
Experimental Group ◽  
Writing Task

Task-based language teaching (TBLT) can provide learners with more authentic communicative activities, particularly in foreign language context, where learners may experience few such opportunities. From the perspective of sociocultural theory (SCT), scaffolding is a process of supportive interaction that occurs when learners are communicating with each other. There are situations in which the mediation of the teacher as an expert is necessary in the scaffolding process to advance the learners’ zone of proximal development. The present study sought to extend the scope of TBLT through SCT. More specifically, it was an attempt to investigate the effects of teacher-led whole-class scaffolding as pre-task on the writing proficiency of EFL learners. To this end, fifty Iranian female learners of English at intermediate level of general English proficiency took part in the study which was based on post-test only equivalent groups design. The participants were asked to evaluate some ELT textbooks based on a checklist and write a report respectively. The control group did not receive any pre-task activities; however, the experimental group participated in scaffolding as a pre-task. The results revealed that the trial of pre-task improved the writing performance in such areas as content, organization, grammar, and vocabulary.

scholarly journals Corpus-Based Versus Traditional Collocation Learning: The Case of Iranian EFL Learners

2016 ◽  
Vol 3 (2) ◽  
pp. 103
Author(s):  
Elham Mohammadi Foomani ◽  
Karim Khalaji
Keyword(s):  
Control Group ◽  
Word Knowledge ◽  
Traditional Methods ◽  
Intermediate Students ◽  
Efl Learners ◽  
Teaching Procedure ◽  
Post Test ◽  
Experimental Group ◽  
Insight Into ◽  
Writing Task

<p>A vital aspect of word knowledge is knowledge of collocations. Regarding its central role in accurate and fluent use of words, it is essential to consider collocation learning as integral to the study of vocabulary. While different methods are proposed for teaching collocations, the efficiency of these methods is yet subject to question. This study sought to investigate the effectiveness of corpus-based learning of verb-noun collocations as opposed to the traditional methods. To this aim Collin Collocation Dictionary was used as a concordancing tool for learning collocations. Forty five upper-intermediate students divided randomly into control and experimental groups were studied. A pre-test was conducted to both groups before the experiment. Next, in 4 subsequent weeks, the experimental group was provided with 24 concordance collocations and was required to identify the collocations and miscollocations while the control group received traditional collocation training through texts. At the end of the teaching procedure a post-test as well as a writing task were administered to compare students’ collocation learning and their accurate application of collocations in the writing task. In a final step, an interview was conducted to gain insight into students’ perceptions of the design. The results indicated the experimental groups’ advantage in collocation acquisition as well as their application in writings. The interview results with seven students indicated their positive perceptions of the corpus-based design despite the reported limitations.</p>

scholarly journals Does Dictionary Use Affect Iranian EFL Learners’ Lexical Density in Writing?

2017 ◽  
Vol 1 ◽  
pp. 1-23
Author(s):  
Reza Abdi
Keyword(s):  
Placement Test ◽  
Control Group ◽  
Efl Writing ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
Lexical Density ◽  
Dictionary Use ◽  
Experimental Group ◽  
Writing Task

An important, but rare question in EFL writing is whether learners should use dictionaries or not. The problematic state of this question prompted the present study. This study assesses research on the question of "does dictionary use affect Iranian EFL learners' lexical density or not". In order to answer the above question, a total of seventy four Iranian EFL intermediate learners (male and female aged from 17 to 26) from Nasr English Institute, Ardabil, Iran took part in this research study. The participants were high school and college students whose L1 was Azari-Turkish. They were appointed to three experimental groups and one control group randomly. Since this research explored the effect of dictionary use on learners' writing, the three experimental groups were labeled as EPD, PED and EED. The study had a pre-test, post-test 1 and post-test 2 design. All four groups took a proficiency test named Solutions Placement Test. ANOVAs proved their homogeneity (F=.002, p=1.000). Then the participants completed three pieces of writing, each including a writing task with similar level and number of words but a different topic. Experimental groups had two treatment sessions after pre-test and they had a two-week interval after post-test 1. During the test, experimental group one (EPD) used English-to-Persian dictionary, meanwhile, experimental group two applied Persian-to-English dictionary and finally, experimental group three took the advantage of English-to-English dictionary. Nevertheless, the compassion group received no dictionary and no treatment sessions. To fulfill the purpose of the study, a One-way ANOVA was applied to figure out the differences among the performance of the four groups. Although, there observed tangible improvement in the scores, the results ran counter to the expectations and showed no significant difference.

The Effect of Writing Practice on Improving Speaking Skill among Pre-intermediate EFL Learners

2018 ◽  
Vol 8 (12) ◽  
pp. 1690 ◽  
Author(s):  
Ehsan Namaziandost ◽  
Akram Abdi Saray ◽  
Fariba Rahimi Esfahani
Keyword(s):  
Test Data ◽  
T Test ◽  
Control Group ◽  
Writing Proficiency ◽  
Efl Learners ◽  
Speaking Proficiency ◽  
Post Test ◽  
Speaking Skill ◽  
Writing Practice ◽  
Experimental Group

The productive skills of a language are writing and speaking which share resembling elements. However, there has been rare endeavor to examine the effect of writing practice on the speaking improvement of the learners. This study investigated the effect of writing practice on improving speaking skill among pre-intermediate EFL learners. To this end, the researcher selected two pre-intermediate intact classes and randomly assigned them in two equal groups; one experimental group (n=25) and one control group (n=25). Then, both groups were pretested through a Key English Test. Afterwards, the respondents of the experimental group received the treatment which was learning speaking skill through writing practice. The control group was deprived of the treatment and they were taught in the classroom using traditional methods of teaching. After 20 sessions of treatment, the two groups were administered another sample of the Key English Test as post-test. Data were analyzed by Paired and Independent Samples t-test. The results indicated that not only writing proficiency, but also the speaking proficiency of the experimental group had significantly improved. The findings revealed that the experimental group significantly outperformed the control group (p < .05) on the post-test.

scholarly journals The Effect of Aural and Visual Storytelling on Vocabulary Retention of Iranian EFL Learners

2017 ◽  
Vol 10 (4) ◽  
pp. 92
Author(s):  
Maryam AminAfshar ◽  
Ahmad Mojavezi
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Vocabulary Test ◽  
Vocabulary Retention ◽  
Visual Storytelling ◽  
Efl Learners ◽  
Post Test ◽  
Experimental Group ◽  
Do So

EFL learners at all ages and proficiency levels are usually confronted with various problems in vocabulary learning and retention. This study sought to introduce strategies for improvement of vocabulary learning and retention. Therefore, the effects of using aural/visual storytelling on Iranian EFL learners’ vocabulary learning and retention were investigated. To do so, 50 intermediate female EFL learners were randomly assigned to two groups. After the administration of teacher made English Vocabulary Test as the pre-test, aural storytelling method was used for the control group, and visual storytelling method was used for the experimental group. After three months of instruction, the aforementioned teacher made English Vocabulary Test, as the post-test, was given to the students of both groups to assess their improvements. Two weeks after post-test, they were given a delayed post-test to measure their retention of English vocabulary knowledge. The reliability of the English Vocabulary Test using Cronbach's Alpha was estimated equal to 0.80. Finally, Using ANCOVA, the results revealed that, the experimental group’s participants outperformed those of control group in both learning and retention of English vocabulary. So, it can be noted that the training program according to visual could have impressive impact on the learning and retention of vocabulary knowledge.

scholarly journals Using Podcasts to Improve Second Language Comprehension in Iranian Language Classrooms

2016 ◽  
Vol 6 (2) ◽  
pp. 24
Author(s):  
Mohammad Davoudi ◽  
Mojtaba Rezaei
Keyword(s):  
Language Comprehension ◽  
Good Method ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Significant Difference ◽  
Language Classrooms ◽  
Post Test ◽  
Experimental Group ◽  
Transcript File

<p>The present study aims at investigating the influence of podcasts (POD) on language comprehension of Iranian pre-intermediate EFL learners. An Oxford Placement Test (OPT) was administered to 60 male and female university students. The participants were considered as pre-intermediate learners and were divided into two groups (one experimental group and one control group). During the fifteen sessions of the treatment, thirty podcasts were presented to the two groups. The experimental group received just the audio file of the POD, and the control group received a different treatment which was the transcript file of the same audio podcast file of the experimental group. The results of the t-tests revealed that there was no significant difference in language comprehension scores across the posttest between two groups. Based on the interview results after the post-test, all of the participants (100%) agreed that both audio and the transcripts (written texts) were useful for them and claimed that it is a good method of improving language comprehension.</p>

scholarly journals The effect of peripheral learning on elementary EFL learners’ grammar improvement: The case of prepositions of time and place

2018 ◽  
Vol 7 (2) ◽  
pp. 91-100
Author(s):  
Islam Namazian Doost ◽  
Soheila Tahmasbi
Keyword(s):  
T Test ◽  
Control Group ◽  
Control Groups ◽  
Teaching Environment ◽  
Learning Abilities ◽  
Efl Learners ◽  
Post Test ◽  
Elementary Classes ◽  
And Control ◽  
Experimental Group

This study aims to investigate the possible effects of peripheral learning on elementary EFL learners’ grammar improvement: the case of prepositions of time and place. Two elementary classes were selected as experimental and control groups. Before beginning the treatment, a grammar test was administered to both the groups as a pre-test. Then, as treatment, the experimental group was exposed to realia, pictures, posters and texts, while the control group was not. After term-long treatment of 10 weeks, the two groups received the same grammar test as post-test. The results of t-test showed that the experimental group improved their grammar ability, i.e., knowledge of prepositions of time and place more than their friends in the control group. The finding of the study may open an optional path for teachers to include some peripheral materials in their teaching environment to further invest on unconscious learning abilities of the students.   Keywords: Peripheral learning, reposition of time, prepositions of place, grammar.

scholarly journals Exploring the Effectiveness of Critical Thinking on Vocabulary Learning by Malaysian EFL Learners

2016 ◽  
Vol 6 (2) ◽  
pp. 213
Author(s):  
Maryam Sharafi Nejad ◽  
Shohreh Raftari ◽  
Lin Siew Eng
Keyword(s):  
Critical Thinking ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Efl Learners ◽  
Male Undergraduate ◽  
Significant Difference ◽  
Thinking Strategies ◽  
Post Test ◽  
Experimental Group

<p>Based on the findings of previous studies which highlight the role of vocabulary knowledge  in English as a Foreign Language/English as a Second Language (EFL/ESL) learners’  learning process, this study is aimed at exploring<strong> </strong>the effectiveness of critical thinking on vocabulary learning by Malaysian EFL learners. .To achieve the purpose of this study, 60 male undergraduate EFL learners studying English at Asian EFL Academy Language Institute in Pinang were selected after administering Preliminary English Test.To examine whether there is a significant difference between experimental and control group, two parallel versions of Vocabulary Knowledge Scale (Pribakht &amp; Wesche, 1993) were used as pre-test and post-test. The participants in experimental group were instructed on how to employ critical thinking strategies on vocabulary learning. The results of the post-test showed that the experimental group who received formal instruction based on the critical thinking strategies revealed the prominent <a href="https://www.google.com.my/search?newwindow=1&amp;biw=1366&amp;bih=609&amp;q=define+development&amp;sa=X&amp;sqi=2&amp;ved=0ahUKEwjsxaLZw_nLAhVMFJQKHWTjC10Q_SoIHjAA">development</a> and interest in vocabulary learning. The t-test also indicated a significant difference between the performance of the control and experimental group.</p>

scholarly journals The Role of Persian Elaboration on Incidental Vocabulary Learning from Reading by EFL Learners

2018 ◽  
Vol 8 (1) ◽  
pp. 28
Author(s):  
Shahin Vaezi ◽  
Aso Biri ◽  
Farhang Moradi
Keyword(s):  
Learning Experience ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Incidental Vocabulary ◽  
Post Test ◽  
Incidental Vocabulary Learning ◽  
Experimental Group

This study attempted to tap into the potential of reading for incidental vocabulary learning by exposing EFL learnersto elaborated texts. This study was also concerned with investigating learners’ attitudes toward using elaboratedpassages in their reading classes. To this end, 38 students were selected as the participants of this research anddivided into two groups. Students attending the experimental group (N=20) read Persian elaborated texts in whichthe Persian meanings of the specified target words were provided in apposition to them. On the other hand, studentsof the control group (N=18) were required to read the non-elaborated version of the aforementioned texts. Generally,the results of the post-test pointed to the effectiveness of this approach in incidental vocabulary learning, and theparticipants of the experimental group were found to gain a significant vocabulary improvement in comparison to thecontrol group. Furthermore, the interview suggested that students held positive attitudes to reading elaborated textsand regarded them as effective in their vocabulary learning experience. The findings of this study have implicationsfor material developers who need to reconsider the role of modified materials.

scholarly journals The Effect of Using Approximation and Appealing for Help Techniques on Learning Speaking Skill among Iranian Intermediate EFL Learners

2017 ◽  
Vol 8 (6) ◽  
pp. 1195
Author(s):  
Islam NamazianDoost ◽  
Asadallah Hashemifardnya ◽  
Nasrin Panahi
Keyword(s):  
Target Population ◽  
Role Playing ◽  
Control Group ◽  
Efl Learners ◽  
Post Test ◽  
Speaking Skill ◽  
Post Hoc ◽  
And Control ◽  
Experimental Group ◽  
Better Than

This study examined the effects of using approximation and appealing for the help techniques on learning speaking skill among Iranian intermediate EFL learners. First sixteen participants out of 120 were chosen for the target population. The participants were then randomly assigned to three equal groups- two experimental groups and one control group. The groups were pretested by a speaking pre-test. Regarding the treatment, the experimental groups were taught by using the communicative approach techniques including approximation and appealing for the help. One experimental group received instruction on how to appeal for the help if their competence cannot come up with the exact word. The other experimental group received instruction on how to compensate failure in conversation by using approximate words. For example, in case of forgetting the exact word they used an approximate word or phrase like using "boat" instead of "ship" or "pipe" for "water pipe". However, the participants in the control group received traditional activities in learning speaking such as question and answer, topic discussion, dialogs and role playing. The treatment took 10 sessions of 45 minutes each under the guidance of the supervisor. Then, the control group and the experimental groups took the post-test of pet. After collecting the data, they were analyzed through using One-way Anova and Post-hoc Scheffe Test- Multiple Comparisons. The findings showed that both experimental groups outperformed than the control group. The results showed that those students who received appealing for the help treatment were better than approximation group and control group.

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.

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