The Effects of ESA Elements on Speaking Ability of Intermediate EFL Learners: A Task-based Approach

2016 ◽  
Vol 6 (5) ◽  
pp. 1085
Author(s):  
Hooshang Khoshsima ◽  
Hadi Shokri
Keyword(s):  
Proficiency Test ◽  
Control Group ◽  
Efl Learners ◽  
Point Of Interest ◽  
Learning Techniques ◽  
Post Test ◽  
History Of ◽  
Teaching Learning ◽  
Experimental Group ◽  
Speaking Skills

In the history of language teaching, speaking has been the main point of interest for many researchers due to the fact that it is the first and foremost important skill by which learners are judged and needs instruction. The purpose of the present study is to investigate the development and implementation of teaching-learning techniques through the utilization of three engage, study and activate (ESA) elements involved in teaching of tasks in improving intermediate EFL learners’ speaking skills. In the current study, two intact groups of 15 participants were involved: the control group receiving regular instruction and experimental group receiving instruction through utilization of three ESA elements involved in teaching of tasks. Subjects were chosen from Chabahar Maritime University majoring in translation studies. The subjects were given a TOEFL proficiency test before the study to ensure that both are at the intermediate level of study at the outset. Then, both groups were given an FCE pretest of speaking to ensure both groups equivalence and homogeneity. After that, the control group was taught using audio-lingual method of teaching and the experimental group was taught by the utilization of ESA elements involved in teaching of speaking tasks. Finally, a posttest of speaking was administered to both groups to assess their speaking ability at the end of the study. The data analysis using independent samples t-test revealed that the subjects in the experimental group outperformed on mastering their speaking skills post-test compared with the control group.

scholarly journals The Influence of Topic Management on the Speaking Ability of Iranian Intermediate EFL Learners

2020 ◽  
Vol 9 (3) ◽  
pp. 62
Author(s):  
Sepideh Shiri ◽  
Hassan Abdilah
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Proficiency Test ◽  
Control Group ◽  
Efl Learners ◽  
Proficiency Level ◽  
Post Test ◽  
Quasi Experimental ◽  
Topic Management ◽  
Experimental Group

In English as a Foreign Language (EFL) settings where English is not the spoken language, Topic Management has been recognised as one of the factors that influence the speaking ability of learners (Du-Babcock, 1999). In Iran, many intermediate EFL learners find it very difficult to manage the speech aspect of the English language. The present study examines the influence of Topic Management on the speaking ability of Iranian intermediate EFL learners. It provides useful insights on teaching speaking skills through Topic Management to improve the speaking ability of learners. In this study, quasi-experimental design was used. 40 intermediate learners were selected and divided into two groups, the Control Group and the Experimental Group. Three tests were administered to obtain data from the participants. These were a proficiency test to check the English proficiency level of the participants, a speaking pre-test to check their speaking ability before the treatment, and a speaking post-test to check their speaking ability after the treatment. The results indicate that Topic Management has an influence on the speaking ability of Iranian EFL learners. That is, the more the student is confident in managing the topic the more he/she is able to sustain the conversation. The study concludes that Topic Management can be a facilitative approach to improving Iranian intermediate EFL learners’ speaking ability.

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 Information and Communication Technology in Teaching and Learning: Perspectives on E-Learning at Higher Education Level

2020 ◽  
Vol 8 (5) ◽  
pp. 4084-4086
Keyword(s):  
Academic Achievement ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Control Group ◽  
Post Test ◽  
Information And Communication ◽  
E Learning ◽  
Teaching Learning ◽  
Experimental Group

Technology can be a powerful tool for transforming learning. To be a successful teacher one should be learner always and should have the mind to comprehend and design new methodologies in their transaction process. ELearning courseware is an effective model of teaching and learning framework that can enhance academic achievement of students. In this research, E-Learning courseware is developed for B.Ed curriculum and the effectiveness of E-Learning courseware is studied on academic achievement of Prospective teachers studying B.Ed course. 80 students studying B.Ed. course are selected as sample by convenient sampling method. 40 of which are assigned in the experimental group and 40 in the control group. Experimental Group is subjected to E-Learning courseware and the Control group is subjected to Conventional method of teaching, Pre-test – Post Test non-equivalent groups design is used for the study. Achievement test developed and validated by the researcher is administered to measure the academic achievement of the prospective teachers as pre-test and post-test. Effectiveness of E-Learning courseware is studied on academic achievement of Prospective teachers studying B.Ed course. In the analysis of data, t-test and descriptive analysis were used. Results showed that there is significant effect of ELearning courseware in enhancing the academic achievement of Prospective Teachers. This research opens new avenues in teaching learning process which can empower students.

scholarly journals Pictorial Metaplan as a Teaching aid to Improve Speaking Skills in Junior High School Students

2021 ◽  
Vol 15 (2) ◽  
pp. 209-218
Author(s):  
Deswandito Dwi Saptanto ◽  
Tri Arie Bowo ◽  
Ratih Laily Nurjanah
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Control Group ◽  
Teaching Aid ◽  
Post Test ◽  
Conventional Methods ◽  
Experimental Group ◽  
Speaking Skills

This study focuses on improving students’ abilities in learning English with the support of Pictorial Metaplan as a teaching aid. The use of this Metaplan aims to improve speaking skills in formal and non-formal contexts. This pictorial Metaplan is a realia in the form of an illustrated carpet with a theme Getting Direction. Pictorial Metaplan focuses on the topic Getting Direction and applied directly to 15 students in the 8th grade of junior high school. The implementation of the use of the Pictorial Metaplan begins with distributing questionnaires and implementing Pre- Test and Post-Test, then direct implementation of using Pictorial Metaplan combined with Total Physical Response (TPR) method. The treatment for students was carried out by dividing two class groups, the control group, and the experimental group. The control group used conventional methods, without using learning aids, while the second group used the Pictorial Metaplan as a teaching aid. Based on the results of Pre-Test and Post-Test show an increase in the results of the values before and after implementing the Pictorial Metaplan. Thus it can be concluded that learning in the experimental group using Pictorial Metaplan is more effective than learning using conventional methods.

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>

The Effects of Using Instructional Conversation Method on Oral Autonomy of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (6) ◽  
pp. 1191
Author(s):  
Sahar Ghaffari ◽  
Mohammad Ali Fatemi
Keyword(s):  
Proficiency Test ◽  
Role Playing ◽  
T Test ◽  
Control Group ◽  
Instructional Conversations ◽  
Efl Learners ◽  
Significant Difference ◽  
Instructional Conversation ◽  
The Impact ◽  
Experimental Group

This study was conducted with the aim of investigating the impact of instructional conversations on oral autonomy of Iranian English as Foreign Language (EFL) learners. Forty-nine Iranian intermediate EFL learners from three language institutes in Sarakhs were selected as the participants of the study based on their scores in Nelson Proficiency Test. Administering Nelson General Proficiency Test, participants were measured to make sure they are homogeneous. These participants were randomly assigned into to control and experimental groups.  Participants in both groups sat for Learner Oral Autonomy Questionnaire with some modifications from Kashefian's learner autonomy questionnaire (2002). Results of independent samples t-test lack of any significant difference between the two groups in oral autonomy at the outset of the study. Throughout the study which lasted for 12 sessions participants in experimental group received the treatment, instructional conversations, as a tool for teaching speaking materials. Participants in the control group were taught the same materials as those practiced in the former group through such techniques as role playing, peer dialogues, and oral presentations. Finally, the posttest being the same as the pretest was administered. Results of independent samples t-test showed that the experimental group significantly outperformed the control one in Oral Autonomy Questionnaire. The present findings provide pedagogical implications for employing instructional conversation in EFL speaking classrooms.

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.

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