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.

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 Metacognitive Instruction on L2 Learners’ Listening Abilities and Beliefs about Listening

2015 ◽  
Vol 2 (2) ◽  
pp. 221
Author(s):  
Karim Shabani ◽  
Mahsa Heidarian
Keyword(s):  
Language Learners ◽  
Structured Interview ◽  
Study Data ◽  
Control Group ◽  
Foreign Language Learners ◽  
Metacognitive Instruction ◽  
Quantitative Data Analysis ◽  
Post Test ◽  
Listening Instruction ◽  
Experimental Group

<p class="2M-body">Framed in metacognition and sociocultural theory, the present study aims at probing the effect of metacognitive instruction on the learners’ perceptions about listening in one hand, and examining whether this pedagogical sequence of teaching listening may lead to the learners’ listening development in the course of one semester on the other. To gather desirable data, 90 (50 males and 40 females) young Iranian EFL (English as a foreign language) learners, who were studying English in a private language institute, were the potential participants of the study. Data was gathered through semi-structured interview, open-ended questionnaire, as well as KET (Key English Test) listening test. Findings highlighted the occurrence of changes in the learners’ beliefs about listening at the end of the term after they received metacognitive listening instruction. Similarly, quantitative data analysis of the pre-and post-test indicated that the participants in the experimental group outperformed those of the control group. Results revealed that metacognitive listening instruction seems to be more beneficial for less-skilled (novice) listeners to take advantage of a process-based listening instruction to improve their listening abilities.</p>

scholarly journals Enhancing Iranian EFL learners’ speaking fluency through using task-based activities

2019 ◽  
Vol 9 (1) ◽  
pp. 24-32 ◽  
Author(s):  
Arash Hashemifardnia ◽  
Hosna Rasooyar ◽  
Mehrdad Sepehri
Keyword(s):  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
The Third ◽  
Post Test ◽  
Based Instruction ◽  
Task Based Instruction ◽  
And Control ◽  
Experimental Group ◽  
Fluency Task

This study examined the effects of task-based activities on Iranian EFL learners’ speaking fluency. For this study, 50 Iranian participants were selected from students based on Oxford Quick Placement Test. The selected intermediate participants were then randomly divided into two equal groups: experimental and control. After a pre-test, a treatment was started; in the first session of the treatment, the task of ‘buying’ was given to the participants to be performed in a near authentic context. In the second, the third and the fourth sessions of the treatment, the task of ‘ordering food’, ‘ordering a bus ticket’ and ‘visiting a doctor’ were given to the participants, respectively. The control group did not receive task-based instruction. At the end of the experiment, a post-test for finding their speaking fluency was done. The findings revealed that the experimental group significantly outperformed the control group (p < 0.05). Keywords: Iranian EFL learners, speaking fluency, task-based speaking activities

scholarly journals Authentic Materials to Foster Writing Skills in College EFL Learners

2019 ◽  
Vol 12 (6) ◽  
pp. 112
Author(s):  
Mercedes Chamba ◽  
Martha Reinoso ◽  
Elena Rengifo
Keyword(s):  
Writing Skills ◽  
Communicative Language Teaching ◽  
Control Group ◽  
Authentic Materials ◽  
Efl Learners ◽  
Catholic University ◽  
Post Test ◽  
The Common ◽  
Experimental Group

Since it is a productive skill, writing is considered one of the most crucial abilities in communication; nonetheless, EFL learners have difficulty composing texts which are both communicatively and linguistically competent. This study intends to explore the benefits of using authentic materials in EFL learners, with an emphasis on writing skills. To pursue this objective, fifty-two participants were chosen randomly from a B1 level (following the Common European Framework of Reference for Languages). The participants were distributed into two groups: an experimental group and a control group. The students were majoring in various degrees at the Pontifical Catholic University of Ecuador (PUCE). In this case study, in which the application of authentic materials covered fifty percent of daily two-hour classes, data was collected through a structured pre-test, post-test, and an opinion survey. All data was analyzed using a rubric designed for this purpose. This research, which is based on the Communicative Language Teaching Approach, also deals with various concepts regarding authentic materials and researchers&rsquo; perceptions. The findings elicited positive results for students&rsquo; writing with the use of authentic materials skills and shed lights on participants&rsquo; opinions.

scholarly journals The Effect of Collaborative Writing on Iranian EFL Learners' Task Achievement in Writing and Their Perception

2017 ◽  
Vol 7 (1) ◽  
pp. 113 ◽  
Author(s):  
Hossein Khodabakhshzadeh ◽  
Farideh Samadi
Keyword(s):  
Language Learners ◽  
Collaborative Writing ◽  
Structured Interview ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Teacher Authority ◽  
Test Of Homogeneity ◽  
The City ◽  
Experimental Group

Collaborative writing has gained interest in the last decade; however, as stated by Shin, Lidster and Sabraw (2016) more research is required to delve into various aspects of this multifarious class activity. This true experimental research examined the effect of writing collaboratively on task achievement of Iranian EFL learners in writing. Oxford Placement Test was given to 60 language learners in the city of Kashmar, Iran,  as the test of homogeneity. Considering +/-1 standard deviation of the mean score, 40 learners were chosen to pursue the purpose of the study. These learners formed an experimental group and a control group with 20 participants in each. Collaborative writing was implemented in the experimental group and individual writing was used in the comparison group. The participants in the experimental group were later interviewed and their perception toward collaborative writing was investigated. The findings of the study through t-test revealed that the experimental group participants outperformed the ones in the control group in terms of task achievement. In addition, the results of the semi-structured interview through thematic analysis revealed that most participants found collaborative writing effective in terms of motivation, peer feedback, comprehensive view over the topic, changing ineffective writing habits, and vocabulary learning; though peer authority and teacher authority were considered as inhibiting factors. Pedagogical implications are discussed.

scholarly journals The Effects of Using Podcast on Listening Comprehension among Iranian Pre-intermediate EFL Learners

2017 ◽  
Vol 6 (6) ◽  
pp. 57 ◽  
Author(s):  
Islam NamazianDost ◽  
Ghassem Bohloulzadeh ◽  
Rezvan Rahmatollahi
Keyword(s):  
Listening Comprehension ◽  
Placement Test ◽  
Control Group ◽  
Homogeneity Test ◽  
Efl Learners ◽  
English Classes ◽  
Post Test ◽  
Listening Ability ◽  
Experimental Group ◽  
Better Than

The purpose of the present study was to explore the effects of using podcast on listening comprehension among Iranian pre-intermediate EFL learners. To fulfill the objectives of the study a Homogeneity test (Oxford Quick Placement Test) was administered among 90 students at the pre-intermediate level of Poyesh language Institute and finally 60 participants were selected. Then, they were non-randomly divided into two sub­groups, namely control and experimental groups.  Before starting the treatment, a validated teacher-made listening comprehension test was administered to students as pre-test to assess the participants' listening comprehension at the beginning of the course. Then, the experimental group received the treatment, which was teaching listening comprehension through using podcasts while the control group was taught using traditional methods of teaching listening with no multimedia source. After 20 sessions of treatment, the two groups were administered the same teacher-made listening test as post-test. Data were analyzed by Paired and Independent Samples t-­test. The findings showed that the experimental group significantly performed better than the control group. Generally, the experimental groups outperformed the control groups. The results suggest that podcasts can be used in English classes to develop listening ability among Iranian EFL learners.

scholarly journals The Effect of Neuro-Linguistic Programming (NLP) on Reading Comprehension in English for Specific Purposes Courses

2018 ◽  
Vol 6 (1) ◽  
pp. 79 ◽  
Author(s):  
Fahimeh Farahani
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Language Learners ◽  
English For Specific Purposes ◽  
Control Group ◽  
Efl Learners ◽  
Course Content ◽  
Sensory Learning ◽  
Scant Attention ◽  
Experimental Group

Neuro-Linguistic Programming (NLP) has potential to help language learners; however, it has received scant attention. The present study was an attempt to investigate the effect of NLP techniques on reading comprehension of English as a Foreign Language (EFL) learners at an English for Specific Purposes (ESP) course. To achieve this goal, two intact classes of students were selected to form an experimental group (n=30) and a control group (n=30). A reading pretest (based on the course content) was given to all participants. The sensory learning styles of the participants were diagnosed using Reid's (1987) leaning style questionnaire, and the participants in the experimental group were familiarized with NLP techniques to be able to implement these techniques in their reading. In the control group, the conventional approach to teach ESP reading was used. Considering the analysis of posttest results through ANCOVA, it was found that implementation of NLP techniques can have significant effect on reading comprehension of Iranian undergraduate EFL learners. Pedagogical implications are discussed.

scholarly journals The Impact of Flipped Classroom Instruction on Iranian Upper-Intermediate EFL Learners' Writing Skill

2019 ◽  
pp. 164-172 ◽  
Author(s):  
Parisa Abedi ◽  
Ehsan Namaziandost ◽  
Samira Akbari
Keyword(s):  
Flipped Classroom ◽  
Classroom Instruction ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Significant Difference ◽  
Writing Skill ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

This study attempted to examine the effects of flipped classroom instruction on Iranian EFL learners’ writing skill. To fulfill the objective of the study, 48 Iranian upper-intermediate participants were selected through administrating the Oxford Quick Placement Test (OQPT). Then, they were divided into two groups; one experimental group and one control group. Then, both groups were pretested by a writing test. After that, the researcher put the participants of the experimental group in a flipped classroom. The flipped classroom was equipped with Internet, computer and projector and participants in this classroom were allowed to bring their Smartphones to the classroom and use them during learning. The control group was exposed to traditional instruction in the class. This procedure continued till the last session. The results of independent samples t-test and one-way ANCOCA revealed that the experimental group outperformed the control group on the post-test. In addition, the results showed that there was a significant difference between the performances of the experimental group and the control group on the post-test.

scholarly journals The Effect of Two Pre- task Activities: Pre- taught Vocabulary and Brainstorming on Intermediate EFL Learners’ Reading Comprehension

2017 ◽  
Vol 7 (1) ◽  
pp. 86
Author(s):  
Masoud Khalili Sabet ◽  
Abdorreza Tahriri ◽  
Somayeh Rostami Shirkoohi
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Placement Test ◽  
Control Group ◽  
Attitude Questionnaire ◽  
Intermediate Students ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Post Test ◽  
Experimental Group

The primary purpose of the present study was to investigate the effectiveness of two pre- task activities of reading: pre- taught vocabulary and brainstorming in EFL learners’ reading comprehending.  To this end, three intact classes in a private English Institute in Tehran, were selected from a population of 60 English learners.  Based on their scores on Oxford Placement Test (OPT), the students were randomly assigned into two experimental groups and one control group and a pre-test was run at the beginning of the course. At outset of the course a pre- test was run among three groups.  The researcher instructed the experimental groups in 16 weeks, one session a week and lasting 40 minutes in each session. The first experimental group benefited from pre- taught vocabulary, while the second experimental group benefited from brainstorming as a pre- task and the third group did not receive any pre- task activities in the reading class. At the end of the course, a post- test with the same items of the pre- test was run to determine the improvement of EFL intermediate students’ reading comprehension changes and an attitude questionnaire was planned to determine the learners’ attitudes toward the pre- task activities.    The results of paired sample t- test indicated that the use of pre- taught vocabulary and also brainstorming enhanced the scores of  the first experimental and second experimental groups’  post- tests ; moreover, ANOVA results revealed a significant increase in reading comprehension scores  of the first and the second  experimental groups’ post- tests compared to the control group’ post-test scores.  The results of attitude questionnaire demonstrated the pupils’ positive attitudes toward the use of pre- task activities. 

The Writing Performance of Iranian EFL Learners in the Light of Metadiscourse Awareness

2016 ◽  
Vol 7 (5) ◽  
pp. 923 ◽  
Author(s):  
Sima Farhadi ◽  
Nader Asadi Aidinloo ◽  
Zahra Talebi
Keyword(s):  
Language Learners ◽  
Control Group ◽  
Writing Performance ◽  
Intermediate Students ◽  
Writing Ability ◽  
Efl Learners ◽  
Writing Test ◽  
Writing Skill ◽  
Post Test ◽  
Experimental Group

In the framework of language teaching, the writing skill requires to be encouraged during the language learners’ course of study. Since metadiscourse markers help transform a tortuous piece of text into a coherent and reader-friendly one, knowledge about the metadiscourse, amongst other things, is used to improve writing skill. The current study aimed to investigate the influence of instruction of metadiscourse markers on intermediate EFL learners’ writing performance by using metadiscoursal taxonomies proposed by Hyland (2005). For this purpose, a pet test was administrated to 60 intermediate students in Iran Language Institute in Urmia. Having being homogenized by Preliminary English Test (PET), they were assigned randomly into two groups. Both the control and the experimental group sat for a pretest of writing test in the form of a cloze test which aimed to measure the learners’ initial knowledge of writing performance. The experimental group was exposed to explicit instruction of metadiscourse markers for seven successive sessions. On the other hand, the control group didn’t receive any instruction.  Eventually,  a post  test  designed to evaluate  their  writing  ability  with the focus of  metadiscourse markers  was  administered to both groups. The findings implied generally that the implementation of metadiscourse markers (via instruction) significantly improves EFL learners’ writing ability.

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