The effect of language proficiency on the negotiation in peer review in EFL context

The purpose of this study was to investigate the effect of language proficiency level on using negotiation categories in peer feedback in EFL context. Thirty high and thirty low proficient EFL learners participated in this study and their audiotaped negotiations were transcribed and analyzed based on Mendonça and Johnson's (1994) category. In four categories of restatement, suggestion, grammar correction, and explanation of opinion which were generated by the writers and the reviewers, although reviewers dominated the negotiation in both high and low proficient groups, in low proficient groups, the difference between the writers and the reviewer was more significant. In comprehension check and explanation categories used mainly by the writers, there was a significant difference in explanation between high and low proficient groups, but no such difference was found in comprehension check. In request for explanation category used mainly by the reviewers, no significant difference was found between the reviewers in high and low proficient group. The study has pedagogical implication for writing classes as it suggests audience awareness, critical thinking, and realization of output hypothesis as the pedagogically beneficial result of negotiation. It also suggests peer feedback as an alternative to teacher feedback. Keywords: high and low proficient EFL learners, negotiation, peer feedback.

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Communication Strategies Used by Iranian EFL Learners and English Native Speakers: Gender in Focus

International Journal of EFL ◽

10.21462/ijefl.v2i1.15 ◽

2017 ◽

Vol 2 (1) ◽

Author(s):

Layla Hajiesmaeli ◽

Laya Heidari Darani

Keyword(s):

Language Proficiency ◽

Native Speakers ◽

Communication Strategies ◽

Numerical Data ◽

Communication Strategy ◽

Male And Female ◽

Efl Learners ◽

Significant Difference ◽

Native Speakers Of English ◽

The Difference

This article was intended to explore the frequency and order of communication strategies used by Iranian male and female EFL earners as well as English native speakers while facing communication breakdowns. Furthermore, it was aimed to investigate the difference between native speakers and non-native speakers of English in their use of communication strategies. In addition, it was probed whether gender had any effects on the use of these strategies among native and non-native speakers. To this end, the data were collected through the communication strategy questionnaire distributed among 30 male and female Iranian intermediate EFL learners and 15 English native speakers. The design of this study was a quantitative one in which the questionnaire and thus numerical data were applied. To analyze the data, Cronbach alpha and independent-samples t-tests were used. The results indicated that non-verbal and social affective strategies were the most frequent strategies used by non-native speakers and native speakers of English, respectively. Furthermore, there was no significant difference between male and female Iranian EFL learners, but a significant difference between male and female English native speakers were seen. It can be concluded that language proficiency can contribute to the type and frequency of communications strategies which are used non-native speakers; likewise, it can play a significant role in gender differences in language use.

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The effect of instructing critical thinking through debate on the EFL learners’ reading comprehension

Journal of the Scholarship of Teaching and Learning ◽

10.14434/josotl.v15i4.13191 ◽

2015 ◽

pp. 21-40 ◽

Cited By ~ 3

Author(s):

Maryam Danaye Tous ◽

Abdorreza Tahriri ◽

Sara Haghighi

Keyword(s):

Reading Comprehension ◽

Critical Thinking ◽

Quantitative Research ◽

Control Group ◽

Male And Female ◽

Efl Learners ◽

Significant Difference ◽

Post Test ◽

The Difference ◽

Experimental Group

The purpose of this study was to examine the effect of instruction through debate on the male and female EFL learners’ reading comprehension, and to examine the difference between male and female EFL learners’ perception towards instructing critical thinking (CT) through debate. 88 learners, out of 120, were selected through convenience sampling method. Using a quantitative research method with experimental pre-and post-tests design, this study consisted of 44 participants in the experimental group and 44 participants in the control group. The experimental group received some treatment in the form of “the Meeting-House Debate” strategy, while the control group received no such treatment. After one month and a half treatment of experimental group, both groups participated in the post-test. Data analysis was done using descriptive and inferential statistics procedures. Findings showed that the debate strategy had statistically significant effect on the students’ reading comprehension. Also, results revealed that there was no significant difference between male and female EFL learners’ perception towards instructing CT through debate. It was concluded that instructing CT skills through debate strategy resulted in better understanding of reading texts.

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Developing Young EFL Learners' Writing Skill in Wikis' Collaborative Environment

Computer-Assisted Language Learning ◽

10.4018/978-1-5225-7663-1.ch067 ◽

2019 ◽

pp. 1396-1427 ◽

Cited By ~ 1

Author(s):

Roya Khoii ◽

Zahra Arabsarhangi

Keyword(s):

Language Proficiency ◽

Vocabulary Test ◽

Vocabulary Retention ◽

Efl Learners ◽

Collaborative Environment ◽

Significant Difference ◽

Lexical Approach ◽

Teaching Learning ◽

The Impact ◽

Experimental Group

In this chapter the impact of corpus-based vocabulary teaching/learning on vocabulary retention among EFL learners with different levels of language proficiency is studied. Four groups of students (two experimental and two control) participated in the study. The experimental groups received vocabulary instruction based on the techniques and procedures of the lexical approach. The control groups were taught with conventional techniques of vocabulary teaching. Vocabulary learning and retention were assessed by two vocabulary tests taken immediately after the treatment and with a 2-month delay respectively. The result showed that the lower proficiency experimental group outperformed other groups in the first vocabulary test, while in the second vocabulary test no significant difference was found between the experimental groups with different language proficiencies.

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Developing Young EFL Learners' Writing Skill in Wikis' Collaborative Environment

Handbook of Research on Individual Differences in Computer-Assisted Language Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-8519-2.ch015 ◽

2015 ◽

pp. 344-373

Author(s):

Roya Khoii ◽

Zahra Arabsarhangi

Keyword(s):

Language Proficiency ◽

Vocabulary Test ◽

Vocabulary Retention ◽

Efl Learners ◽

Collaborative Environment ◽

Significant Difference ◽

Lexical Approach ◽

Teaching Learning ◽

The Impact ◽

Experimental Group

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The Effect of Individualized Technology-Mediated Feedback on EFL Learners’ Argumentative Essays

International Journal of Applied Linguistics & English Literature ◽

10.7575/aiac.ijalel.v.7n.3p.125 ◽

2018 ◽

Vol 7 (3) ◽

pp. 125 ◽

Cited By ~ 1

Author(s):

Fatemeh Soltanpour ◽

Mohammadreza Valizadeh

Keyword(s):

Corrective Feedback ◽

Experimental Treatment ◽

Control Treatment ◽

Efl Learners ◽

Significant Difference ◽

Paper Form ◽

Quasi Experimental ◽

The Difference ◽

Argumentative Essays

This quantitative quasi-experimental study, which followed a pretest-posttest-delayed posttest design, was aimed at investigating the effect of individualized technology-mediated feedback (henceforth, ITMF) on the overall quality of Iranian EFL learners’ argumentative essays. The effect of ITMF, as the experimental treatment, was compared with the common written corrective feedback (henceforth, CWCF) strategies as the control treatment. 57 learners, studying at general EFL courses at upper-intermediate level, formed the participants. They were assigned to two groups: ITMF and CWCF, which, in this study, is meant as the pen-and-paper form of direct and indirect feedback. Each group received six sessions of treatment. The writing tasks and tests were all of argumentative type. First, whether there was any significant difference between the ITMF and CWCF in the overall quality of the essays was investigated. The ITMF group significantly outperformed the CWCF one. Then, whether the difference between the groups varied over time was explored, and it was revealed that the ITMF was still significantly superior over the CWCF. Next, whether there would be any significant change in the ITMF in the long term was examined, and no change was seen. The study supports the advocates of screencasting feedback, revision and teacher-learner negotiation following the feedback.

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A Comparative Study of Vocabulary Learning Strategies Employed by Iranian Undergraduate and Postgraduate EFL Learners with a Focus on Motivation

Indonesian Journal of EFL and Linguistics ◽

10.21462/ijefll.v1i1.2 ◽

2016 ◽

Vol 1 (1) ◽

Cited By ~ 1

Author(s):

Abdullah Sarani ◽

Habib Shirzaei

Keyword(s):

Learning Strategies ◽

Language Proficiency ◽

Major Part ◽

Language Skills ◽

Vocabulary Learning ◽

Efl Learners ◽

Reading And Writing ◽

Vocabulary Learning Strategies ◽

Significant Difference ◽

Efl Teachers

Vocabulary is viewed as a major part of language proficiency as it allows learners to use four language skills: listening, speaking, reading, and writing. The present study was carried out to compare Iranian undergraduate and postgraduate EFL learners’ use of vocabulary learning strategies. After that the study tried to see if there was any difference between highly-motivated and low-motivated learners with regard to vocabulary use. Finally, it aimed at investigating the differences between the Iranian EFL male and female learners’ use of vocabulary learning strategies. A group of 150 Iranian undergraduate and postgraduate EFL learners (75 males and 75 females) both at BA and MA levels from Zahedan universities were selected randomly. The participants’ ages ranged between18 to 42. The data were obtained through two questionnaires: Taxonomy of Vocabulary Learning Strategies developed by Schmitt (1997) and Gardner’s (1985) Attitude/ Motivation Test Battery (AMTB). The findings of the study showed that there was a significant difference between undergraduate and postgraduate EFL learners’ use of vocabulary learning strategies. Also, there was a difference between highly-motivated learners and low-motivated learners’ use of vocabulary learning strategies. Moreover, the results showed that the interaction between the learners’ gender and motivation was significant. The results are theoretically and pedagogically significant for EFL teachers and applied linguists

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Promoting Thai EFL Learners’ Ability to Self-correct Errors in Written English Sentences through Games

English Language Teaching ◽

10.5539/elt.v13n6p118 ◽

2020 ◽

Vol 13 (6) ◽

pp. 118

Author(s):

Kanyakorn Sermsook ◽

Jiraporn Liamnimitr ◽

Vikrom Chantarangkul

Keyword(s):

Language Learning ◽

Learning Outcome ◽

T Test ◽

Average Score ◽

Writing Classes ◽

Efl Learners ◽

English Writing ◽

Paired Samples ◽

Significant Difference ◽

Language Classes

Games have been widely accepted as an effective tool for language learning. They help learners achieve better learning outcome and create a learning atmosphere which contribute to learners’ learning. The present study, hence, employed games to help EFL learners write better in English. In the present study, games were used to encourage Thai EFL learners to self-correct errors found in their English sentences. After five weeks of learning with games, the learners’ ability to self-correct errors was observed. Their posttest average score (x =18.65, S.D.=6.05) was higher than the pretest one (x =13.58, S.D.=6.45). The results from the paired samples t-test indicated a statistically significant difference at the 0.01 level which meant that games helped promote this group of learners to self-correct errors in written English sentences. Furthermore, the learners reported that they enjoyed English writing classes with games because they motivated them to learn English in a relaxing class. The learners’ good interaction and collaboration were also observed during the games. The findings from this study imply that games should be incorporated in language classes for learners’ positive learning outcome.

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Leessnelheid Bij Verschillende Leestaken in Moedertaal en Vreemde Taal

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.25.06dee ◽

1986 ◽

Vol 25 ◽

pp. 47-60

Author(s):

Joke Deering ◽

J.P.G. Ickenroth ◽

L.J.A. Nienhuis

Keyword(s):

Language Proficiency ◽

Mother Tongue ◽

Reading Speed ◽

Neutral Condition ◽

Intermediate Group ◽

Significant Difference ◽

The Difference ◽

Dutch Literature ◽

Advanced Readers ◽

High Level

In this research a comparison was made of reading speed in mother tongue (Dutch) and foreign language (French). Subjects were two groups of Dutch university students in the 3rd or 4th year of their study: students of French language and literature (advanced group), and students of history and Dutch literature (intermediate group) respectively. There was no beginners group since all the the students involved had passed through a six year high school French curriculum. Texts of about 150 words (adapted from introductory handbooks, an encyclopedia and a political magazine) were presented in segments of about 1 sentence on a microcomputer screen. Self paced reading rate was registered segment by segment. After each text subjects were asked to give a short summary of the text they had read. The summary was recor-ded on tape. All the texts contained two interwoven topics. Texts were presented to the two groups of students with different reading tasks: 1. Read the text and give a summary (neutral condition) 2. Read the text and give a summary of what it says about topic χ 3. Read the text and give a summary of what it says about topic y As expected, no significant difference was found between the two groups in Dutch. In the neutral condition the intermediate readers read twice as fast in Dutch as in French. The difference for the advanced readers was a factor 1,3. In the topic oriented Dutch and French reading tasks subjects generally had a faster reading speed in the irrelevant segments. An additional analysis of the results revealed that in the topic oriented French reading tasks only the faster readers (=faster mother tongue readers) had a faster reading speed in the irrelevant segments. The slower readers made no or little difference between relevant and irrelevant segments in the French texts. It was concluded that for slower readers the use of efficient strategies in topic oriented reading tasks is only possible beyond a fairly high level of language proficiency.

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The Impact of Corpus-Based Vocabulary Teaching/Learning on Vocabulary Retention across Language Proficiency Levels

Handbook of Research on Individual Differences in Computer-Assisted Language Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-8519-2.ch017 ◽

2015 ◽

pp. 402-424

Author(s):

Ghodrat Momeni

Keyword(s):

Language Proficiency ◽

Vocabulary Test ◽

Vocabulary Retention ◽

Efl Learners ◽

Significant Difference ◽

Lexical Approach ◽

Teaching Learning ◽

The Impact ◽

Experimental Group ◽

Different Levels

In this chapter the impact of corpus-based vocabulary teaching/learning on vocabulary retention among EFL learners with different levels of language proficiency was studied. Four groups of students (two experimental and two control) participated in the study. The experimental groups received vocabulary instruction based on the techniques and procedures of the lexical approach. The control groups were taught with conventional techniques of vocabulary teaching. Vocabulary learning and retention were assessed by two vocabulary tests taken immediately after the treatment and with a 2-month delay respectively. The result showed that the lower proficiency experimental group outperformed other groups in the first vocabulary test, while in the second vocabulary test no significant difference was found between the experimental groups with different language proficiencies.

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From Narativity to Criticality: Developing EFL Learners’ Critical Thinking Skills through Short Narratives/Stories Reading

Education and Linguistics Research ◽

10.5296/elr.v2i1.8952 ◽

2016 ◽

Vol 2 (1) ◽

pp. 98 ◽

Cited By ~ 1

Author(s):

Ashkan Pashangzadeh ◽

Moussa Ahmadian ◽

Hooshang Yazdani

Keyword(s):

Critical Thinking ◽

Language Learning ◽

Language Proficiency ◽

Course Design ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Human Beings ◽

Efl Learners ◽

Learning And Teaching ◽

The Difference

Regarding the ever presence of narratives/stories in almost all aspects of human beings’ lives and the significance of Critical Thinking (CT) as an important factor in directing students to avenues of success in both educational and non-educational contexts, this study attempted to investigate the effectiveness of reading short narratives in EFL learners’ CT skills development. To this end, 59 undergraduate EFL learners majoring in English translation participated in the study. Taking into consideration the participants’ homogeneity in language proficiency and CT skills, 54 were finally selected and put into two experimental and control groups, namely, Narrative and Non-narrative groups, and 27 participants in each group. Short narrative and non-narrative (expository) texts, as elicitation tasks, were used for Narrative and Non-narrative groups respectively. Using a learner oriented approach, communicative reading strategies were incorporated into the course design for both groups. Statistical results, under the influence of 12 treatment sessions, indicated the out-performance of Narrative group, in comparison with Non-narrative one, from the pretest to the post-test (California Critical Thinking Skills Test, CCTST). Possible explanations for the difference in participants’ CT skills and potential pedagogical implications of the findings for language learning and teaching have been discussed.

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