The Impact of Project-Based Language Learning on Iranian EFL Learners Comparison/Contrast Paragraph Writing Skills

2016 ◽  
Vol 6 (9) ◽  
pp. 510-524 ◽  
Author(s):  
Hossein Sadeghi ◽  
Morteza Biniaz ◽  
Hassan Soleimani
Keyword(s):  
Language Learning ◽  
Writing Skills ◽  
Efl Learners ◽  
The Impact

scholarly journals The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

2021 ◽  
pp. 1-114
Author(s):  
Alanoud Ahmed Aldukhi
Keyword(s):  
Writing Skills ◽  
Intermediate School ◽  
Efl Learners ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Descriptive Writing ◽  
Experimental Group ◽  
Rotation Model

The present study investigated the impact of the station rotation model (SRM) on enhancing students’ descriptive writing skills. It adopted the quasi-experimental pre-post test control/ experimental group design. The tools of the study included a pre/post- descriptive writing skills test, and open-ended questionnaire. The participants of the study were selected randomly, 40 female students enrolled in the twelfth intermediate school in Riyadh. Students of the experimental group received the descriptive writing skills instructions in nine sessions based on the SRM, two of them were for training. The study results revealed statistically significant differences at 0.05 level between the mean scores of the control and the experimental groups on the post test in favor of the experimental group in overall descriptive writing skills as well as in each descriptive writing skill. The researcher recommended that there is a real necessity from educators and teachers to prepare appropriate curriculums that involve implementing the station rotation model inside the classrooms, in a way that corresponds with teachers’ ability and students’ need, aiming to gain the mentioned advantages.

scholarly journals Enhancing Elementary Level EFL Students’ Reading Comprehension and Writing Skills through Extensive Reading Enrichment Program

2015 ◽  
Vol 3 (2) ◽  
pp. 28
Author(s):  
Rania Adel Ibrahim Ahmed ◽  
Hussam Rajab
Keyword(s):  
Saudi Arabia ◽  
Reading Comprehension ◽  
Statistical Analysis ◽  
Primary School ◽  
Writing Skills ◽  
Arab Countries ◽  
Extensive Reading ◽  
Convenience Sample ◽  
Efl Learners ◽  
The Impact

<p>This quasi-experimental, longitudinal, quantitative study investigated the impact of Extensive Reading (ER) on developing second language (L2) reading comprehension and writing skills among primary school EFL learners in two Arab countries, Egypt and Saudi Arabia. The study is based on an experiment conducted over a nine-month period on a convenience sample of 112 primary school students <em>(n=112</em>) divided into five groups, three experimental groups and two control group, where the students belonged to two different private schools in Egypt and two different international schools in two cities in Saudi Arabia. The experiment, in the form of an enrichment ER program, used graded readers for young learners and was designed to foster ER for pleasure. The study, guided by three hypotheses, incorporated two types of statistical analysis tests, paired samples t-tests and one-way analysis of variance (ANOVA). The statistical analysis tests performed indicated marked improvement in English proficiency in the two experimental groups, with particular reference to reading comprehension and writing. A number of pedagogical implications and recommendations for future research are given. Additionally, the study highlights the issue related to insufficient exposure to English for young Arab EFL learners in their daily lives, which, unfortunately, seems to cause relapses in their L2 intake, despite having an age advantage.</p>

The interplay of avatar identities, self-efficacy, and language practices

2020 ◽  
Author(s):  
Julian Chen
Keyword(s):  
Language Learning ◽  
Second Life ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Language Practices ◽  
Structured Interviews ◽  
Multiple Sources ◽  
Efl Learners ◽  
Learning And Teaching ◽  
The Impact

Abstract This study intends to examine English as a foreign language (EFL) learners’ attitudes toward practicing English in Second Life (SL) and to unpack the effects of avatar identities on EFL learners’ sense of self-efficacy and language practices. Nine EFL learners worldwide participated in a task-based course in SL, using avatars to carry out SL-related tasks while interacting with peers and the teacher via voice chat. Qualitative data were triangulated from multiple sources: learner reflective journals, a post-course survey, and semi-structured interviews. Three major themes emerged: (1) the effects of masked identity on learning, (2) the impact of telepresence and copresence on learning, and (3) the perceived attitudes toward avatar affinity. Findings implicate that the avatar form renders masked identities to safeguard learners’ self-efficacy and empower their language practices. It also opens up a research avenue on the impact of avatar identities on language learning and teaching in 3D virtual environments.

Exploring EFL Learners' Preferences, Perceived Needs, and Perceptions about Language Learning Strategies

2016 ◽  
Vol 7 (6) ◽  
pp. 1128
Author(s):  
Maryam Alsadat Mortazavi ◽  
Hamed Barjesteh
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Language Education ◽  
Language Experience ◽  
Efl Learners ◽  
Perceived Needs ◽  
Academic Level ◽  
Significant Difference ◽  
The Impact

This study was to investigate the impact of language experience and academic level on the perceived needs of Iranian undergraduate EFL learners. Two groups of Iranian TEFL female students (freshmen and senior) were compared regarding their preferences, perceived needs and perceptions of different activity types about language learning. To collect data, Sihong's (2007) needs analysis questionnaire for English language needs was utilized. Thirty two freshman and twenty nine senior MA students with the age range of 25-35 were considered as the subject of this study. They were asked to fill out the questionnaire through email and they were given the confidence that the collected data would remain anonymous. Results revealed that there was a significant difference between freshman and senior EFL learners in their preferences, needs and opinions about various types of activities, and various aspects of language education. The findings also revealed that freshmen students required more practice in grammar and pronunciation than vocabulary for them. The most difficult components of language were pronunciation, vocabulary and grammar respectively; however, the senior students reported that vocabulary and grammar were the most difficult component of language skill and pronunciation was the least one.

scholarly journals The Impact of Mobile Game-Based Language Learning Apps on EFL Learners’ Motivation

2019 ◽  
Vol 12 (4) ◽  
pp. 49 ◽  
Author(s):  
Nada Gamlo
Keyword(s):  
Language Learning ◽  
Game Based Learning ◽  
Learner Motivation ◽  
Efl Learners ◽  
Mobile Game ◽  
Perceptions Of Students ◽  
King Abdulaziz University ◽  
Efl Students ◽  
Period Data ◽  
The Impact

This study examines the effect of integrating mobile-game based language learning applications (MGBLLAs) on Saudi female English as a Foreign Language (EFL) students&rsquo; motivation to learn English. It explores the perceptions of students regarding the pedagogical value of the following free MGBLLAs: Game books: Great Reader, Game to learn English - EnglishTracker, and Learn English Vocabulary Pop Quiz. A group of thirty Saudi female beginner level students, aged from 18-20 years old and enrolled for their foundation year at King Abdulaziz University (KAU) participated in the study. The study was carried out over a seven week period. Data were collected using two questionnaires. A pre-MGBLLAs integration questionnaire was modified to determine students&rsquo; motivations for learning English. A post-MGBLLAs integration questionnaire designed by the author was also issued. It was utilized to explore the perceptions of students regarding the use of the three mobile game-based language learning apps, and to discover any impact on learner motivation. The results of the pre-MGBLLAs integration revealed that the EFL students were motivated to learn English. However, their motivation was high instrumental motivation, because it is taught as a compulsory course in their foundation year and they must achieve high scores to be able to start studying their preferred major. Significantly, the findings of the post-MGBLLAs integration questionnaire revealed that students perceived the three apps as beneficial for learning and improving motivation. These results contribute to the literature regarding mobile game based learning, and EFL students&rsquo; motivation.

scholarly journals Social Network Communication: Emojis and EFL learners’ Writing Issues

2021 ◽  
Author(s):  
Jeehaan Algaraady ◽  
Mohammad Mahyoob
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Writing Skills ◽  
Text Messages ◽  
Written Language ◽  
P Value ◽  
Qualitative And Quantitative Analysis ◽  
Anova Analysis ◽  
Efl Learners ◽  
Interpersonal Communications

This study aims to find out the impacts of using emojis by EFL learners on their writing skills and highlight the learners’ attitudes towards this new communication phenomenon. It discusses the different uses of emojis in social media apps, investigates the reasons for the rise of using emojis in everyday social interaction, and to which extent the occurrence of this pictographic script can substitute the written language. A qualitative and quantitative analysis has been applied in this investigation where a survey-based questionnaire was distributed among 143 EFL learners in Taibah University in Saudi Arabia. Descriptive statistics and ANOVA (analysis of variables) are used to analyze the obtained data. The results show that the p-value of the study variables is equal to one which is much bigger than alpha and there is no big difference between the variables’ estimation in the participants’ responses, i.e. the emojis’ use in texting affects the use of the language. Moreover, the findings display that the use of emojis and short forms (contractions and acronyms) in text messages form a real threat to the standard and non-standard languages. The outcomes of this study make it clear this new sort of communication may replace mainly languages where social media users found that emojis best represent their feelings and thoughts. This research concluded that the use of emojis has an important role in interpersonal communications, however, standard writing skills would be negatively affected using these newly emerged communication tools. The consequences of these impacts are aptly evidenced in the form of spelling, structural errors, and weakness of expressions in EFL learners’ language learning.

scholarly journals Intelligibility: The Goal of Language Learning and Teaching

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Sayyed Rashid Shah ◽  
Abdullah Al-Bargi
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Structured Interviews ◽  
Post Intervention ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Native Speakers Of English ◽  
The Impact

<p>This action research study investigates the intelligibility of Saudi EFL learners’ speeches in relation to the Lingua Franca Core (LFC). This study is carried out in an EFL class of 15 Saudi learners. One native and four non-native speakers of English performed the role of evaluators. A mixed-method approach was adopted to collect and analyze quantitative and qualitative data. The learners’ scores in their pre and post-intervention speeches led to the understanding of the impact of LFC on leaders’ speeches. The scores were awarded by five evaluators responding to a five-point Likert scale questionnaire while judging learners’ intelligibility. The results showed moderate improvement in the learners’ post-intervention speeches in terms of intelligibility. This procedure was followed by semi-structured interviews conducted with individual evaluators/listeners who rated post-intervention speeches as well-organized, lengthier and planned, delivered fluently and confidently in spite of insignificant improvement in the production of LFC features. Based on the findings, it can be recommended that LFC can have little or no impact on the learners’ pronunciation, thus intelligibility should be the goal of language teaching and learning in EFL settings.</p>

An Account of Iranian Intermediate EFL Learners’ Vocabulary Retention and Recall Through Spaced and Massed Distribution Instructions

2021 ◽  
pp. 002205742110319
Author(s):  
Ehsan Namaziandost ◽  
Mohammad Hasan Razmi ◽  
Anastasia Atabekova ◽  
Tatyana Shoustikova ◽  
Bibigul H. Kussanova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Spacing Effect ◽  
Foreign Language Learning ◽  
The Body ◽  
Receptive Vocabulary ◽  
Control Group ◽  
Efl Learners ◽  
Instruction Group ◽  
The Impact

There has been an ongoing debate on the effectiveness of spaced and massed distribution instruction in second/foreign language learning. A number of studies in the literature have investigated the impacts of spacing effect on English as a Foreign Language (EFL) learners’ vocabulary acquisition. This study aims to expand the body of existing research by exploring the impact of spaced versus massed distribution instruction on EFL learners’ vocabulary recall and retention. To this end, the Oxford Quick Placement Test (OQPT) was administered to 120 Iranian EFL students to determine their level of English proficiency. Accordingly, 75 intermediate students were selected and randomly assigned to three equivalent groups: two experimental groups, namely spaced instruction ( n = 25) and massed instruction ( n = 25), and one control group ( n = 25). After administering a pretest, the participants in both experimental groups received two different modes of instruction. The massed instruction group attended one intensive session to learn each set of target vocabularies; the spaced instruction group, on the contrary, had three sessions at irregular time intervals to learn the same vocabularies. The control group studied the same vocabularies but received no vocabulary-focused instructions. Overall, 180 vocabularies were taught to the students during a 12-week period (15 vocabularies per week). The instructions in each group took 60 min each week. Using a pretest, posttest, and delayed posttest design, the students first took a receptive vocabulary pretest before the treatment. One week after the treatment, a receptive vocabulary posttest was administered. Finally, after a 4-week interval, the students took the delayed posttest. The results revealed that the spaced instruction group significantly outperformed the massed instruction group on both immediate and delayed posttests. The findings lend support to the modulation of spaced instruction into the curricula in instructional settings as a valuable vocabulary instruction technique to promote vocabulary learning in real classroom environments.

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