How effective are recasts in teaching /θ/ and /ð/ to EFL learners?

2018 ◽  
Vol 10 (1) ◽  
pp. 78
Author(s):  
Maryam Karami ◽  
Laya Heidari Darani
Keyword(s):  
Language Learners ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Control Group ◽  
Complex Sounds ◽  
Efl Learners ◽  
Feedback Type ◽  
Paired Samples ◽  
Before And After ◽  
And Control

This study explored the effect of recasts as corrective feedback (CF) on teaching the sounds /θ/ and /ð/ to Iranian EFL learners, which are absent in Persian. A group of 30 intermediate level students studying English were assigned randomly to the experimental group (EG) and control group (CG). The EG was instructed by giving recasts as CF; while the CG received no feedback when they were taught these sounds. In this experimental study, two teacher-made tests on sounds /θ/ and /ð/ were administered to the participants before and after the treatment. The collected data were analysed using paired-samples t tests. Language learners in the recast group outperformed those in the CG in the posttest. The results showed that recast was an effective feedback type in teaching both the sounds. Findings of the present study can help language teachers and teacher trainers in teaching these complex sounds to Iranian EFL learners.   Keywords: Corrective feedback, errors, form-focused instruction, recast, sounds /ð/ and /θ/.    

scholarly journals A Comparison of Efficiency in Teacher Correction Strategies in Iranian EFL Learners’ Speaking Improvement

2016 ◽  
Vol 6 (6) ◽  
pp. 183
Author(s):  
Roya Keshavarz ◽  
Amin Marzban
Keyword(s):  
Corrective Feedback ◽  
Placement Test ◽  
Control Group ◽  
Teaching Methodology ◽  
Moderator Variable ◽  
Efl Learners ◽  
Feedback Type ◽  
Significant Difference ◽  
And Control

<p>The present study was an attempt to investigate the effect two types of corrective feedback (i.e., recast and metalinguistic) in order to find out which one is more effective on EFL learners’ speaking improvement and also to see if gender could play a role in the relative impact of the two types of corrective feedback on learners’ speaking ability. To this end, 65 EFL learners of intermediate level in one of language institutes in Shiraz, Iran were selected and divided into three groups including two experimental groups and one control. The instruments used to collect the data included IELTS test as the pre and post tests and Oxford Placement Test (OPT) in order to obtain the homogeneity in participants’ English proficiency. The collected data were codified and entered into SPSS Software (Version 22) and were analysed using descriptive statistics, t-test, and Tukey test. The results indicated that although applying these two types of corrective feedback could have made improvement in EFL learners’ speaking ability, there was not observed any significant difference between impacts of recast and metalinguistic on EFL learners’ production. The test results also indicated that there was not any significant difference regarding gender within the three groups. This homogeneity further shows that in this study, the gender variable did not have any effect on the role of corrective feedback and it can be concluded that the observed difference between metalinguistic group, recast group, and control group is just the result of the provided corrective feedback type which has acted as the intervening variable and the moderator variable such as gender did not prove to have any effect in the outcome of this study. The findings can contribute to syllabus design and teaching methodology areas.</p>

The Effect of Recast vs. Explicit Corrective Feedback on Iranian EFL Learners' Stress Patterns Learning

2016 ◽  
Vol 6 (6) ◽  
pp. 1166
Author(s):  
Lotfollah Karimi ◽  
Nahid Esfandiari
Keyword(s):  
Language Learners ◽  
Traditional Method ◽  
Corrective Feedback ◽  
Control Group ◽  
Feedback Group ◽  
Efl Learners ◽  
And Control ◽  
Stress Patterns ◽  
Positive Effect ◽  
One Way Anova

The present study was conducted to compare the effect of recast and explicit corrective feedback on Iranian EFL learners' stress patterns learning. After administering a Nelson test, 60 intermediate female learners out of 80 were selected from intact classes at Iranian, Eram, Jouya, and zaban Sara Language Institutes in Islam Abad Gharb, Iran. These sixty participants were randomly assigned to three groups namely, recast group (G1), explicit corrective feedback group (G2), and control group (G3), each consisting of twenty participants. After that a piloted researcher-made pretest concerning stress patterns on words and sentences was administered to the participants. Then, one of the experimental groups was treated via recast and the other one via explicit corrective feedback, and the control group via traditional method of teaching stress patterns. After the treatment, a piloted posttest administered to all groups. To analyze the data ANCOVA and One-way ANOVA were run and the results revealed that both recast and explicit corrective feedback had positive effect on the learners' stress patterns learning. However, the effect of recast was stronger than that of the explicit corrective feedback. Pedagogically, teachers, syllabus designers, and language learners may use the findings of this study in their practice.

scholarly journals Effect of Paper and E-Dictionaries on Iranian EFL Learners' Reading Comprehension

2017 ◽  
Vol 6 (5) ◽  
pp. 199
Author(s):  
Shiva Grami ◽  
Mahmood Hashemian
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Learners ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Test Results ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Paired Samples ◽  
Treatment Design

The purpose of this study was to investigate the effects of paper and e-dictionaries on Iranian intermediate learners' reading comprehension. To this end, 90 female English Foreign language learners were randomly selected and assigned into 2 experimental groups (e-dictionaries and paper dictionaries groups) and 1 control group. All the groups took a pretest using no dictionaries. After 2 weeks of treatment design for the experimental groups, all the 3 groups took part in the posttest. The experimental groups did their task with their relevant dictionaries, whereas the control group did their task without using any kind of dictionary. Data were analyzed through analysis of covariance (ANCOVA) and paired samples t test. Results showed that the participants’ reading comprehension improved from the pretest to the posttest in both experimental groups. Results also indicated that the learners in the e-dictionaries group outperformed those in the paper dictionaries group. The outcome of study reveals that e-dictionaries could improve students’ reading comprehension by motivating them, shortening the time of searching words and reading a text, and increasing the number of look ups. 

scholarly journals The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness

2021 ◽  
Vol 2021 ◽  
pp. 1-12
Author(s):  
Maryam Ebrahimi ◽  
Siros Izadpanah ◽  
Ehsan Namaziandost
Keyword(s):  
Language Learners ◽  
Peer Assessment ◽  
Language Teachers ◽  
Metacognitive Awareness ◽  
Placement Test ◽  
Control Group ◽  
Self Assessment ◽  
Efl Learners ◽  
The Impact ◽  
Metacognitive Awareness Inventory

One of the most significant current discussions in writing is self-assessment and peer assessment. This study aimed to investigate the impact of writing self-assessment and peer assessment on autonomy and metacognitive awareness of Iranian EFL learners. One hundred and twenty participants were selected using convenience sampling. Four instruments were used in this test: (1) Nelson placement test; (2) Metacognitive Awareness Inventory (MAI); (3) Zhang and Li’s autonomy questionnaire; and (4) rubric. A quasiexperimental design was used in this study. They were divided into two experimental groups, self-assessment (N = 40) and peer assessment (N = 40), and one control group (N = 40). Collected data were tested and compared using covariance analysis (ANCOVA). Results from the tests indicated that both self-assessment and peer assessment are effective ways to improve autonomy and metacognition awareness of EFL learners in the completion of writing tasks. Findings also showed that self-assessment was more effective than peer assessment and the results showed that the types of assessments increased the learners’ knowledge in the writing, teaching, lexicography, spelling, grammar, and similar models and were significantly effective in developing their writing skills. The findings of the present research study might have some implications for researchers, instructors, language teachers, and language learners.

scholarly journals Demonstration Technique to Improve Vocabulary and Grammar Element in Teaching Speaking at EFL Learners

2017 ◽  
Vol 11 (2) ◽  
pp. 26
Author(s):  
Muhammad Husnu
Keyword(s):  
T Test ◽  
Control Group ◽  
Efl Learners ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
Class Iib ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

This study aimed at examining the effectiveness of demonstration technique to improve vocabulary and grammar element in teaching speaking at EFL learners. This research applied true-experimental design. The respondents of the study were 32 students (class IIA) as experimental group and 32 students (class IIB) as control group from the second semester of Economic Departments of Hamzanwadi University in the academic year 2016-2017. To collect the data, a pre-test and a post-test were given to the EFL learners. To analyze the data, the researcher applied SPSS 17 for windows. To analyze whether there was a significant difference in the mean score between pre-test and post-test, the researcher used a paired-samples t-test to get answer of the hypothesis. After performing a paired-samples t-test, the researcher found that there was a significant difference in mean scores between experimental and control group and t-test score is higher than t-table, it meant that demonstration technique was significantly effective in teaching speaking, especially to improve the element of vocabulary and grammar in teaching speaking at EFL learners.

scholarly journals The Effect of Oral Metalinguistic Corrective Feedback on Learners’ Knowledge of Pronoun among Iranian EFL Learners

2020 ◽  
Vol 10 (6) ◽  
pp. 672
Author(s):  
Fatemeh Azimi Amoli
Keyword(s):  
Language Learners ◽  
English Language ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Metalinguistic Feedback ◽  
Grammatical Errors ◽  
Post Test ◽  
Grammatical Judgment ◽  
The Impact

A great number of language learners claims that they are unable to produce the foreign language accurately without any grammatical errors at the end of their language course. In this study, the impact of oral metalinguistic corrective feedback, among various types of corrective feedback, on learners’ pronoun accuracy was considered. The participants were 74 EFL learners (46 females, 28 males) studying English at Safir English language institutes in Tehran. In order to homogenize the learners, Key English Test (KET) test was given to them. 60 learners were selected for the study and 14 learners were removed. Participants were randomly divided into two groups. One group received metalinguistic feedback and the other group received explicit correction feedback. Grammatical judgment test was used as a pretest and posttest. Eight reading passages from “Select Readings” were another instrument that was used for training through jigsaw task in this study. Then t-test was run to check the significance of the mean difference between pretest and post-test of groups. The results show the priority of experimental group (which received oral metalinguistic feedback) on control group (which received explicit feedback).

scholarly journals The Impact of Individualized Homework Assignment on Iranian Intermediate EFL Learners’ Motivation

2018 ◽  
Vol 8 (1) ◽  
pp. 129
Author(s):  
Hamed Abbasi Mojdehi ◽  
Davood Taghipour Bazargani
Keyword(s):  
Learning Style ◽  
American English ◽  
Language Teachers ◽  
Control Group ◽  
Private Language ◽  
Efl Learners ◽  
Age Range ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study was designed to investigate the effectiveness of applying individualized homework assignments on Iranian intermediate level EFL learners’ motivation. To achieve this objective, 60 learners in the 16-21 age range who were studying at two private language institutes in Rasht, Iran, were selected from 122 participants based on their performance on QPT. The participants were randomly assigned to experimental and control groups. A pretest piloted before with an accepted reliability index was administered to both groups. Next, the experimental group received the treatment for 20 sessions (doing homework materials specifically designed based on each learner’s interests and preferred learning style). Meanwhile, the control group received a placebo which was the use of exercises in the workbook of the coursebook American English File 3 (Second Edition) as homework assignments. The posttest of motivation was then administered to both groups. The results showed significantly higher scores on motivation test for experimental group at the end of the course. Based on the findings of this study, language teachers can utilize individualized homework assignments to motivate their learners for doing their homework more willingly.

The Effect of Learning-oriented Assessment on Learning Pronunciation among Iranian EFL Learners

2018 ◽  
Vol 6 (2) ◽  
pp. 63
Author(s):  
Leila Ashegh Navaie
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Oral Communication ◽  
Language Teachers ◽  
Control Group ◽  
Efl Learners ◽  
Conventional Curriculum ◽  
Language Classes ◽  
Language Proficiency Test ◽  
The City

Oral communication is one of the main reasons language learners attend language classes. As pronunciation is among the most significant aspects of oral communication, this study attempted to see how learning-oriented assessment (LOA) could affect pronunciation learning of Iranian EFL learners. To this end, 64 language learners in a private language institute in the city of Amol, Iran, were given NELSON language proficiency test as homogeny test. A total of 40 learners were selected and assigned to two groups. Both groups were given a researcher-made pronunciation test at the beginning and two pronunciation tests (immediate and delayed tests) at the end of the treatment. The control group participants followed the conventional curriculum of the language center and the experimental group learners went through LOA treatment. The findings of the study revealed that LOA can positively affect pronunciation learning of Iranian EFL learners. In addition, it was observed that LOA has a significant effect on the participants’ retention of pronunciation knowledge. This study can have pedagogical implications for language teachers and teacher trainers.

Enhancing EFL learners’ vocabulary learning through formative assessment: Is the effort worth expending?

2018 ◽  
Vol 8 (2) ◽  
pp. 239-264
Author(s):  
Masoomeh Estaji ◽  
Mostafa Mirzaii
Keyword(s):  
Formative Assessment ◽  
Language Learners ◽  
Vocabulary Learning ◽  
Control Group ◽  
Lexical Knowledge ◽  
Efl Learners ◽  
Widespread Agreement ◽  
Group Interviews ◽  
And Control ◽  
Experimental Group

AbstractDespite widespread agreement among ELT researchers that vocabulary lies at the heart of communicative competence, currently no consensus exists as to how learning of previously presented lexical items can be guaranteed. Given the inconclusiveness of findings, the present study attempted to delve into the differences in the learning of target vocabulary through formative assessment. To this end, 58 EFL learners assigned to two groups (the experimental and control group) took a vocabulary pretest. The target vocabulary was explicitly presented to both groups, and the experimental group underwent formative assessment of this vocabulary through such techniques as concept mapping, oral questioning, and vocabulary quizzes. In order to probe deep into the perceptions of formative assessment, two focus-group interviews were held with 14 participants of the experimental group. Finally, both groups sat a posttest whose results revealed that the participants in the experimental group outperformed the control group in terms of vocabulary learning. The findings showed that formative assessment can enable language learners to apply their newly gained lexical knowledge with syntactic correctness and semantic appropriateness. The interviews indicated that participants had a positive attitude toward formative assessment.

scholarly journals The Effect of Oral Summary of Short Stories on Iranian Intermediate EFL Learners’ Vocabulary Learning: With a Focus on Gender

2016 ◽  
Vol 6 (6) ◽  
pp. 129
Author(s):  
Amir Reza Nemat Tabrizi ◽  
Setareh Abbasi
Keyword(s):  
Short Stories ◽  
Language Learners ◽  
Proficiency Test ◽  
Vocabulary Learning ◽  
Language Teachers ◽  
Control Group ◽  
Efl Learners ◽  
Course Content ◽  
Oral Production ◽  
Language Courses

<p>This study investigated the effect of producing oral summary of short stories by language learners on vocabulary learning of EFL learners at intermediate level and the possible different effect of this classroom activity on male and female participants. In order to pursue the purpose of the study, one hundred twenty Iranian EFL learners were given Nelson proficiency test as the proficiency test and pretest. Seventy five learners were chosen as the participants for the study who formed one control group and two experimental groups. After twenty sessions of treatment, the participants were given a piloted version of a researcher-made test based on the vocabulary used in the short stories. The findings of the study proved that oral production of short stories can have a positive effect on vocabulary learning among intermediate learners, but the effect of this mode of teaching was not different on male or female language learners. The findings of the study could be used by language teachers who aim at conducting learner-centered language classes and material producers who aim at increasing the outcome of language courses by opting suitable course content.</p>

Sign in / Sign up

Export Citation Format

Share Document