scholarly journals A Descriptive Study of Life Syllabus in Assessing Proficiency Level and Collocational Categories of Iranian EFL Learners

2018 ◽  
Vol 8 (3) ◽  
pp. 354
Author(s):  
Mustapha Hajebi
Keyword(s):  
Language Learners ◽  
Descriptive Study ◽  
Advanced Learners ◽  
Efl Learners ◽  
Proficiency Level ◽  
Compelling Reason ◽  
Advanced Proficiency

This research is done to prove the effect of life syllabus in assessing proficiency level and collocational categories of Iranian EFL learners. To this end, four hundred and twenty EFL learners from Yazd and Shiraz universities were selected. They were in intermediate and advanced proficiency groups. The participants were assigned into three groups of one hundred and forty learners and took each of the tests separately. The result appeared to manifest that learners’ perception improve by advanced learners who received life syllabus instructions. It also yielded compelling reason to argue that advanced participants based on life syllabus performed more efficiently compared to their intermediate peers and indicated more collocational competence. The study suggested important implications for language learners, EFL instructors and materials developers.

scholarly journals EFL Learners’ Learning Styles and Self-regulated Learning: Do Gender and Proficiency Level Matter?

2021 ◽  
Vol 12 (4) ◽  
pp. 616-623
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mohammad Shaker Khoshroudi
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Self Regulation ◽  
Moderator Variable ◽  
Efl Learners ◽  
Self Regulated Learning ◽  
Proficiency Level ◽  
Regulated Learning

The present study attempted to investigate the interdependence of self-regulated learning and language learning styles among three levels of language learners. Their gender and language proficiency level were also taken into consideration to find out the interaction between these variables. To carry out the study, the subject was selected based on the multi-stage sampling procedure. From five universities, 200 EFL learners studying TEFL, Literature, and Translation were randomly selected. Based on their scores on the TOEFL test, the participants were divided into beginner, intermediate, and advanced levels. From each level, 30 subjects were randomly selected. The research instruments were used to collect the required data for the study. After analyzing the data, the results showed a significant relationship between the EFL learners’ learning styles and their self-regulation. It was disclosed that the higher the learners’ scores on language learning styles were, the more self-regulated they were. When gender was taken into account as a moderator variable, no significant correlation between language learners’ learning styles and their gender was detected. It was found that both male and female learners were self-regulated in the same way. In addition, EFL learners’ proficiency level significantly made a difference in their self-regulation; however, it did not affect their learning styles.

The Comparative Effect of Audio-Taped and Written Homework Feedback on EFL Learners’ Speaking Complexity, Accuracy and Fluency

2021 ◽  
Vol 10 (4) ◽  
pp. 4
Author(s):  
Maryam Mashoura ◽  
Abdollah Baradaran ◽  
Ghassemi Nazanin
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Research Study ◽  
Comparative Effect ◽  
Efl Learners ◽  
Proficiency Level ◽  
Participant Selection ◽  
Dependent Variables ◽  
New Methodologies ◽  
Independent Variable

The main focus of the present study was the comparative effect of two various types of homework and feedback (Audio-Taped Homework Feedback and Written Homework Feedback) on EFL learners’ speaking complexity, accuracy and fluency. Also, there are three dependent variables including Speaking Complexity, Accuracy and Fluency. The study offered the same kind of teaching procedures to 60 female EFL learners, selected from a population of 90 individuals. All have been studying at intermediate level of English learning at the same institute for approximately 3 years. The process of participant selection was based on learners’ performance on a sample piloted test called PET, at Zabansara institution. Indeed, Due to the fact that there is a need to be able to generalize the present study’s findings to similar contexts of learning, the piloted PET test was carried out and general language proficiency level of students was measured meticulously. Moreover, the total number of the present research participants (60) was divided into one experimental groups as Audio-Taped Homework Feedback and one experimental group as Written Homework Feedback. Each individual group consisted of 30 members. 10 sessions of treatment (each 2 hours) were held for both experimental groups. The outlook of the present research study was seen as enhancement of language learners’ Speaking Complexity, Accuracy and Fluency. Hence, two models of Homework (by the participants) and Feedback (by the teacher) were carried out. The present research study included one independent variable with two modalities of Audio-Taped Homework Feedback and Written Homework Feedback. What is more, there are three dependent variables as Speaking Complexity, Accuracy, and Fluency. It is necessary to point it out that a Pre and Posttest of Speaking was administered to all individuals (participants) considering Speaking Complexity, Accuracy, and Fluency. To this end, the statistical analyses were conducted and the obtained results showed a significant influence of Audio-Taped Homework Feedback on the mentioned dependent variables, comparing with Written Homework Feedback. This research study is hoped to increase students’ general language proficiency level along with the focus on new methodologies of assignment/feedback and implementation of the findings as reference in further educational contexts.

scholarly journals The Role of Traditional and Virtual Scaffolding in Developing Speaking Ability of Iranian EFL Learners

2016 ◽  
Vol 6 (2) ◽  
pp. 43
Author(s):  
Seyyed Hassan Mirahmadi ◽  
Sayyed Mohammad Alavi
Keyword(s):  
Language Learners ◽  
Placement Test ◽  
Efl Learners ◽  
Proficiency Level ◽  
Efl Students ◽  
Convenience Sampling ◽  
Spss Software

<p>The present study attempted to investigate the effect of the four scaffolding techniques, namely Hard, Soft (Saye &amp; Brush, 2002), Reciprocal (Holton &amp; Clarke, 2006), and Virtual (Yelland &amp; Masters, 2007), on the speaking ability of the Iranian EFL language learners and their fluency, lexicon, grammar and pronunciation. To this end, the four scaffolding techniques were classified into the two groups of Traditional (Hard, Soft and Reciprocal) and technology-mediated (Virtual). 120 Maritime students at Kharg Azad University (IAU-Kharg) were selected as participants based on convenience sampling. At the onset, an Oxford Placement Test was given to the students to place them in the same proficiency level, Intermediate. 10 students were found as outliers who remained as intact members of the groups throughout the study. Eventually, the 110 homogeneous students were randomly assigned to the four scaffolding groups. A pretest of speaking ability was run to the students prior to the scaffolding treatments lasting for 8 weeks (16 sessions). After the treatments, the students completed a posttest of speaking. Having analyzed the data through SPSS software, it was found that under the influence of the four scaffoldings, not only did the Iranian EFL students outperformed in the posttest of speaking, but they also showed a significant improvement in their fluency, grammar, lexicon, and pronunciation. Thus, the findings of this current study extended earlier understandings of scaffolding in an EFL environment and will contribute to the advancement of future courses in terms of their scaffolding pedagogical aspects.</p>

Does the passé composé influence L2 learners’ use of English past tenses?

2018 ◽  
Vol 4 (1) ◽  
pp. 23-53 ◽  
Author(s):  
Sandra C. Deshors
Keyword(s):  
Contextual Information ◽  
Present Perfect ◽  
Advanced Learners ◽  
Fine Grained ◽  
Proficiency Level ◽  
Form Function ◽  
Usage Patterns ◽  
Advanced Proficiency ◽  
Past Tenses ◽  
Passe Compose

Abstract This study explores the uses of the present perfect (PP) and simple past (SP) by French learners of English and assesses how those uses differ from those in native English and those of the passé composé (PC) in native French which, semantically, overlaps with PP and SP. Methodologically, the study is based on over 3,000 contextualized occurrences of PP, SP and PC, and includes cluster and collostructional analyses. Overall, relatively native-like form-function mappings in interlanguage emerge from the analyses, suggesting that, semantically, advanced learners have integrated the uses of past tenses and that the influence of the PC is relatively weak. Further, at an upper-intermediate to advanced proficiency level, learners have integrated the fine-grained contextual information characteristic of the use of English past tenses. Ultimately, the study shows how different methodological designs can lead to varying conclusions on the (non-)nativelike usage patterns of PP in interlanguage.

scholarly journals A Corpus-Based Comparative Study of Chinese EFL Learners’ Use of Temporal Metaphor in English

2019 ◽  
Vol 9 (4) ◽  
pp. 51
Author(s):  
Yi Guo
Keyword(s):  
Language Learners ◽  
Native Speakers ◽  
Conceptual Metaphor ◽  
Semantic Knowledge ◽  
Cultural Knowledge ◽  
L1 Transfer ◽  
Efl Learners ◽  
Proficiency Level ◽  
English Major ◽  
Native Speakers Of English

This paper adopted a corpus-based approach to compare the uses of the conceptual metaphor &ldquo;TIME IS MONEY&rdquo; between Chinese non-English major college students and native speakers of English. The results revealed no direct correspondence between frequency of metaphorical use and proficiency level of English. While EFL learners differed with native speakers in terms of the diversity of metaphorical uses, the patterns of high-frequency uses were similar between the two groups. Chinese EFL learners were prone to produce unidiomatic metaphorical expressions that literally make sense. These expressions could be the mixed results of negative L1 transfer and insufficient L2 proficiency, especially the lack of adequate semantic knowledge in English. To language learners, conceptual metaphor in L2 cannot be randomly created, but has to be acquired with the help of the cultural knowledge embedded in the metaphorical expressions.

scholarly journals On the Acquisition of Derivational Suffixes by Kuwaiti EFL Learners

2017 ◽  
Vol 13 (17) ◽  
pp. 223
Author(s):  
Maye A. Alotaibi ◽  
Abdullah M. Alotaibi
Keyword(s):  
English Proficiency ◽  
First Language ◽  
Choice Test ◽  
Production Test ◽  
Advanced Learners ◽  
Efl Learners ◽  
Proficiency Level ◽  
Significant Difference ◽  
Comprehension Skills ◽  
L1 Influence

This study aims to test the extent to which 90 Kuwaiti EFL learners are aware of the correct use of derivational suffixes in English. It also identifies the mains reasons of the errors that Kuwaiti EFL learners may make. In addition, it investigates whether the English proficiency level of the participants plays a role in their answers on the test. To this end, the participants were tested twice in this study; a multiple-choice test was used to check their comprehension skills, whereas a fill-in the blank test was used to measure their ability to produce the correct derivational suffixes in English. Following data analysis, the results reveal that Kuwaiti EFL learners are fairly aware of the correct use of English derivational suffixes to a certain degree; the total mean on both tests (comprehension = 70% and production = 56%) is 63%. The participants obtained higher percentage of correct answers on the comprehension test (mean= 70%) compared to the production test (mean = 56%). Additionally, the t-test shows that the participants’ English proficiency level plays a central role in their comprehension and production of these suffixes. The performance of the Advanced Learners (ALs) (comprehension = 77% and production = 62%) is better than that of the Intermediate Learners (ILs) (comprehension = 64% and production = 48%) on the tests. In particular, there is a statistically significant difference between the answers of ALs and ILs on both tests. Regarding the types of error made by the participants, I argued that the most noticeable ones are due to: (1) the modification that non-neutral derivational suffixes cause when they are attached to the word (stems/roots); and (2) first language (L1) influence. Finally, the study concludes with some recommendations for further research.

scholarly journals The Use of Inflectional Morphemes by Kuwaiti EFL Learners

2016 ◽  
Vol 6 (3) ◽  
pp. 32
Author(s):  
Abdullah M. Alotaibi
Keyword(s):  
Negative Transfer ◽  
English Proficiency ◽  
First Language ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Advanced Learners ◽  
Efl Learners ◽  
Proficiency Level ◽  
Significant Difference ◽  
Inflectional Morphemes

<p>This research paper aims to test the extent to which 100 Kuwaiti EFL learners are aware of the correct use of inflectional morphemes in English. It also explores the main causes of the errors that Kuwaiti EFL learners may make. Additionally, it checks whether the English proficiency level of the participants plays a role in their answers on the test. To this end, a multiple-choice test was used to measure the participants’ ability to use the correct inflectional morphemesin English. Following data analysis, the results reveal that Kuwaiti EFL learners are aware of the correct use of the inflectional morphemes in English to a certain degree (total mean=65.5%). Additionally, the t-test shows that the participants’ English proficiency level plays a central role in their comprehension of these morphemes. In particular, there is a statistically significant difference between the answers of the advanced learners (ALs) (73.5%) and intermediate learners (ILs) (57.5%). The number of correct answers provided by ALs is higher than that provided by ILs. Regarding the types of errors made by the participants, it has been argued that the most noticeable ones are due to first language (L1) negative transfer and the irregularity of some types of inflectional morphemes in English. Finally, the study concludes with some pedagogical implications and recommendations for further research.</p>

Language aptitude and language awareness: Polyglot perspectives

2021 ◽  
pp. 1-21
Author(s):  
Kenneth Hyltenstam
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Awareness ◽  
Language Aptitude ◽  
Proficiency Level ◽  
Strong Motivation ◽  
Advanced Proficiency ◽  
Oral Interaction

Abstract This paper discusses the notion of language aptitude as a factor contributing to successful language acquisition achievements in polyglots. The difficulty in distinguishing between what is, indeed, language aptitude and what is language awareness is the main focus of the paper. A polyglot is operationalized here as a person who, after puberty, (a) acquired/learned at least six new languages (L2s), (b) commands at least six L2s at an intermediate or advanced proficiency level, and (c) presently uses these languages relatively unimpededly in oral interaction. The article draws specifically on a controlled investigation of ten polyglots who were extensively interviewed and tested for language aptitude, motivation, language awareness, and use of language learning strategies. Results show well above average, often outstanding, aptitude scores and an immediate preference for explicit learning. It appears that the combination of strong motivation and high levels of language aptitude and language awareness is what makes polyglots unusually successful second language learners. This paper suggests that language aptitude is both a prerequisite for developing high levels of language awareness and (since the two concepts are partially overlapping), much of the dynamism sometimes ascribed to aptitude is indeed awareness.

scholarly journals The Comprehension of Synonyms by Saudi EFL Learners: Acquisition and Pedagogical Implications

2017 ◽  
Vol 6 (3) ◽  
pp. 58
Author(s):  
Majed Alanazi
Keyword(s):  
English Proficiency ◽  
Native Speakers ◽  
Multiple Choice ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Chi Square ◽  
Advanced Learners ◽  
Efl Learners ◽  
Proficiency Level

This study investigates 40 Saudi EFL learners’ receptive knowledge of synonyms in English. It also tests whether the participants’ English proficiency level plays a role in their comprehension of English synonyms. To achieve this, the researcher designed a multiple-choice test to measure Saudi EFL learners’ ability to recognise the correct English synonym in contextualised sentences. In order to test whether the English proficiency level of the participants plays a role in their comprehension of English synonyms, the participants were divided on the basis of their scores on the Oxford Placement Test into two groups: 20 Advanced Learners (ALs) and 20 Intermediate Learners (ILs). Twenty native speakers of English (NSs) acted as the control group. The native speakers’ answers on the multiple-choice test were considered as the accurate answers. The answers provided by the ALs and ILs were compared to those provided by the NSs to determine whether the answers of the former approximate those of the latter. A Chi-square test was employed to determine whether the differences between the three groups, ALs, ILs and NSs on the multiple-choice test were statistically significant. The results reveal that the answers supplied by the ILs differed statistically from those of NSs on all items on the multiple-choice test, whereas those provided by the ALs differed significantly from those of the NSs on eight items. The results also show that participants’ English proficiency level may not have played a role in their ability to recognise the correct synonym on all items on the test. The researcher argued that the main sources of error were interference habits from the participants’ first language (L1), lack of awareness of the semantic differences between the synonyms in English and lack of familiarity with English collocations. The study concluded with some pedagogical implications for ESL/EFL teachers in the context of teaching English synonyms to L2 students. 

scholarly journals Cloze Test and C-test Revisited: Appraising Collocational Competence on Second Language Learners’ Performance

2019 ◽  
Vol 2 (1) ◽  
pp. 50
Author(s):  
Mustapha Hajebi ◽  
Hosna Zarei
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Quantitative Research ◽  
Second Language Learners ◽  
Male And Female ◽  
Efl Learners ◽  
Advanced Proficiency ◽  
Cloze Test

The current study tried to investigate the particular role of the text in EFL learners’ performance on three types of tests, i.e. cloze test, C-test and open-ended test. This study aimed at comparing three test types of cloze test, C-test and open-ended test in measuring collocational knowledge of Iranian EFL learners. This was a quantitative research. This type of research placed more emphases on collecting data in the form of numbers. To this end, 84 Persian EFL learners were selected. They were both male and female with intermediate and advanced proficiency groups. The results showed that advanced participants in all of these three tests performed much more efficiently compared to their intermediate peers and indicated more collocational competence. The findings of this study had some implications for language learners, EFL instructors and material developers.

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