scholarly journals The Effect of Jigsaw Technique on Iranian Intermediate Learners’ Reading Anxiety

2021 ◽  
Author(s):  
Houman Bijani ◽  
Bahareh Hashempour
Keyword(s):  
Placement Test ◽  
Work Activities ◽  
Self Confidence ◽  
Passive Behavior ◽  
Reading Anxiety ◽  
Intermediate Learners ◽  
Learning Development ◽  
Free Environment ◽  
Pair Work ◽  
Jigsaw Technique

Abstract Student anxiety is a considered as an impediment in learning development and in particular language acquisition. Anxious students generally refuse to take part in group and pair-work activities. Accordingly, their passive behavior is a shortcoming to pedagogical cooperation and development. The present study investigated the effect of Jigsaw Technique on reading anxiety of English as a Foreign Language) EFL intermediate Iranian learners. To this end, among 157 participants 60 intermediate learners were chosen randomly based on the Oxford Quick Placement Test (OQPT) and were instructed by the employment of Jigsaw Technique. The results of the EFL Reading Anxiety Inventory (EFLRAI) questionnaire indicated that the learners’ reading anxiety considerably decreased after the treatment. Moreover, the results revealed that the employment of Jigsaw Technique were more effective than before the treatment. The findings of the study proved the usefulness of Jigsaw Technique in promoting learners’ cooperative learning, their self-confidence, as well as reducing their anxiety and creating a stress-free environment. The findings of the study have great contribution in creating pedagogical materials for learners as they can facilitate instruction and maximize comprehension accordingly.

scholarly journals Productive and Receptive Collocational Knowledge of Iranian EFL Learners at Different Proficiency Levels

2017 ◽  
Vol 6 (7) ◽  
pp. 11
Author(s):  
Fahimeh Talakoob ◽  
Mansour Koosha
Keyword(s):  
Test Scores ◽  
T Test ◽  
Placement Test ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Paired Samples ◽  
Significant Difference ◽  
Intermediate Learners ◽  
The Mean

In the present study, an attempt was made to probe into the probable difference between Iranian intermediate and advanced EFL learners' receptive and productive collocational knowledge. To this end, 60 EFL learners studying at Islamic Azad University, Isfahan Branch, including 30 advanced and 30 intermediate learners, were chosen through the Oxford Placement Test (OPT). The participants at each level of proficiency received two tests of collocations, namely receptive collocation test and productive test of collocations. Paired-samples t test showed no statistically significant difference between productive and receptive knowledge of collocations of the advanced EFL learners. However, the mean comparison between the receptive and productive collocation test scores of intermediate EFL learners revealed a significant difference. Pedagogical implications emanating from the obtained results are elaborated in the study.

Emergent vocabulary in second language socialization among learners

2015 ◽  
Vol 5 (2) ◽  
pp. 283-299
Author(s):  
Roseley Santos Esguerra ◽  
Phalangchok Wanphet
Keyword(s):  
Second Language ◽  
Language Socialization ◽  
English Proficiency ◽  
Communication Strategies ◽  
Vocabulary Knowledge ◽  
Work Activities ◽  
Communication Problems ◽  
Language Classroom ◽  
L2 Learners ◽  
Pair Work

In general, second language (L2) learners have limited vocabulary knowledge. In addition, they often have difficulty identifying, recognizing, or recalling the vocabulary necessary for a certain situation. This limitation and those three factors result in problematic talk where repair, improvement, and practice are merited. The purpose of the present study, following a conversation analytic (CA) perspective, explores how vocabulary-related communication problems are resolved when a low proficient learner (LPL) and a high proficient learner (HPL) communicate during their pair-work activities. In particular, this research studies the sequence of turns and repair in the talk. The study revealed that (1) the repair is mostly initiated by the LPL, (2) the HPL can be a crucial language source in the classroom, and (3) problems are caused by insufficient vocabulary knowledge and not comprehending a correctly-pronounced word. This study reveals the importance of students’ pair-work (especially pair-work activities when the students have disparate English proficiency) in the language classroom and suggests communication strategies.

scholarly journals PENERAPAN MODEL KOOPERATIF TIPE STAD UNTUK MENINGKATKAN KEMAMPUAN PEMBELAJARAN PKN SISWA KELAS VI SDN 018 KUOK

2019 ◽  
Vol 10 (1) ◽  
pp. 23
Author(s):  
Darnayus Darnayus
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Group Work ◽  
Learning Model ◽  
Learning Activity ◽  
Learning Readiness ◽  
Work Activities ◽  
Self Confidence ◽  
Post Test

The aim of this classroom action research was to improve the student’s ability in PKN. The sample respondents were 17 students of SDN 018 Kuok. Before the treatment was conducted, the sample was given pre-test and after the treatment, post-test was also held. The results showed that the application of the STAD type cooperative learning model with cycle 1 of the disciplinary aspects of student learning activity 73.45; learning readiness 72,75; courage 74,10; responsibility aspects 85.75; learning readiness 84.44; courage 86.41; responsibility 83.05 and understanding of tasks 85.19 while the behavior of group work activities cooperation aspects 69.44; solve problems 66.66; confidence 63.89 and the work of the group 86.11, the second cycle increased cooperation 86.11; solve problems 86.11; self-confidence 83.33 and group work results 97.22 while the learning outcomes of the first cycle of 52.94% experienced an increase of 94.12% and the average class 72.33 increased in cycle 2 to 84.47. So, the application of the STAD type cooperative learning model can improve the behavior of student learning activities and the behavior of group work activities at each meeting so that student learning outcomes also increase.

scholarly journals Willingness to Communicate and Second Language Proficiency: A Correlational Study

2021 ◽  
Vol 11 (9) ◽  
pp. 517
Author(s):  
Pornapit Darasawang ◽  
Hayo Reinders
Keyword(s):  
Language Proficiency ◽  
Willingness To Communicate ◽  
Placement Test ◽  
Strongly Correlated ◽  
Second Language Proficiency ◽  
English Classes ◽  
Self Confidence ◽  
Proficiency Level ◽  
The Relationship ◽  
Do So

This study attempts to answer one straightforward question: “what is the relationship between students’ proficiency level and their willingness to communicate?”, i.e., their “readiness to enter into discourse at a particular time with a specific person or persons”, using an L2 Understanding the link between proficiency and WTC is important as a great deal of effort is expended by teachers worldwide on encouraging learners to engage in L2 interaction more. If their willingness to do so depends (in part) on their proficiency level at the time, this may affect what type of activities and instruction are to be provided in class, especially compulsory English classes where students have less autonomy and motivation. To establish this relationship, we correlated 1836 Thai university students’ English Placement Test scores with their level of WTC as measured through a three-part survey instrument, with WTC operationalised as “self-perceived willingness to communicate”, “communicative self-confidence”, and “self-perceived L2 use”. We found a weak to moderate correlation between WTC and language proficiency, with the construct of “self-confidence” being the most strongly correlated. We discuss some of the implications of these findings in relation to EFL teaching.

scholarly journals An Exploration of Libyan Learners’ Attitudes Towards Pair Work Activity in English Language Learning Development

2020 ◽  
Vol 11 (2) ◽  
pp. 37
Author(s):  
Ameen Omran Saleh Almanafi ◽  
Rabha Hassan Alghatani
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
Structured Interview ◽  
Structured Interviews ◽  
Work Activity ◽  
Learning Development ◽  
One Year ◽  
Pair Work ◽  
Quantitative And Qualitative Methods

This research paper aimed to investigate Libyan learners’ attitudes towards pair work activity in their learning process. Furthermore, this research established the reasons for their attitudes, how this activity affects their learning process, and how Libyan learners can be encouraged to participate in this activity. Mixed approaches of quantitative and qualitative methods were used for data collection, by means of a questionnaire and a semi-structured interview. The questionnaire was distributed online to 59 Libyan learners, In addition, semi-structured interviews were conducted with four Libyan learners to discuss their attitudes in more detail. The study explores both gender, among participants the majority were male Libyan learners (61%) than female Libyan learners (39%). The Most of them were in the 25-34 years old (72.9%) and (62.7%) have been studying English for more than one year. Based on the findings of the current research, it could be said that 79.3% of students found pair work positive / very positive while less than 7% of learners found pair work very negative / negative. Eventually, The findings showed that most of learners acknowledged that participating in pair work is very useful, the analyzed date illustrates that 74.5% of students found pair work helpful / very helpful; while 79.3% found pair work positive / very positive. In addition, the attitudes of male and female learners are similar. This statement was highlighted by both males and females participants of the study. Also the four interviewees stressed that pair work helped them to improve their speaking skills and facilitated their communication.

scholarly journals On the Causes and Countermeasures of Chinese Learners’ English Reading Anxiety

2021 ◽  
Vol 12 (6) ◽  
pp. 1034-1038
Author(s):  
Xiaoli Gan
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Cultural Awareness ◽  
Text Comprehension ◽  
Foreign Language Learning ◽  
Humanistic Psychology ◽  
Emotional Factors ◽  
Self Confidence ◽  
English Reading ◽  
Reading Anxiety

Based on Humanistic Psychology and Krashen’s Affective Filtering Hypothesis, this study explores the effects on English reading anxiety among Chinese students, and corresponding countermeasures are put forward to it. English reading anxiety, one of the emotional factors that have a great effect on foreign language learning, mainly refers to the feeling of not being able to achieve desired goal or overcome a mental obstacle. The results indicate that Chinese English learners suffer English reading anxiety in text comprehension, and the psychological, cultural and text factors are the main causes leading to it. Based upon the findings, its advisable to lower the learners’ affective filter and promote their self-confidence as well as cultivate their cross-cultural awareness in future English reading teaching.

scholarly journals Investigating the Effect of Cooperative Learning and Competitive Learning Strategies on the English Vocabulary Development of Iranian Intermediate EFL Learners

2016 ◽  
Vol 9 (11) ◽  
pp. 6 ◽  
Author(s):  
Neda Fekri
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Vocabulary Development ◽  
Competitive Learning ◽  
Placement Test ◽  
Control Group ◽  
Intermediate Students ◽  
Intermediate Learners ◽  
Experimental Group ◽  
Better Than

<p>The current study investigated the effect of cooperative and competitive learning strategies on the acquisition of English vocabulary development by Iranian EFL intermediate learners. In addition, it explored what type of theses strategies was more effective. In such doing, utilizing an Oxford Placement Test (OPT), 45 out of 77 Iranian EFL intermediate learners from four language institutes in Tehran, Iran, were randomly selected. Then, the selected participants were equally divided into three groups, i.e. a control group and two experimental groups, (N=15). On experimental group was taught via cooperative learning, and the other experimental group was taught via competitive learning. The obtained results were analyzed via one-way ANOVA and independent sample t-test. The results revealed that both of these strategies were effective in English vocabulary development by Iranian EFL intermediate students. Furthermore, the findings indicated that the performance of the experimental group via cooperative strategy was better than their counterpart in the experimental group whom was taught via competitive strategy.</p>

scholarly journals Self-efficacy, performance and the role of blended learning

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Liz Warren ◽  
Dawn Reilly ◽  
Agnieszka Herdan ◽  
Yong Lin
Keyword(s):  
Blended Learning ◽  
Self Efficacy ◽  
Student Experience ◽  
Discussion Forums ◽  
Content Type ◽  
Online Platform ◽  
Self Confidence ◽  
The Individual ◽  
Free Environment

PurposeThis paper aims to investigate the mathematics self-efficacy of students who are non-maths specialists. The project explores the student experience in the context of a maths module with a blended design, comprising both online content and face-to-face teaching. The aim was to reflect on the role of blended learning in this context.Design/methodology/approachUsing a mixed-method analysis, the study uses data gathered via student surveys and discussion forums, as well as module grades, to provide evidence regarding whether the online component of the module enables students to master the required maths skills. The data are examined under four themes that emerged as critical to improving the self-efficacy of students: flexibility, the interactivity of the online platform, the module's blended design and the functionality of the platform.FindingsThe findings are that the blended approach increases academic self-efficacy in the area of mathematics, also enhancing the student experience. These benefits arise from the combination of allowing the individual mastery of technical skills in the private and stress-free environment provided by the online platform and access to social resources in the classroom setting.Originality/valueThe paper details the influence of self-efficacy on academic performance and the effectiveness of a blended learning approach, in the area of mathematics. It provides insight into the importance of providing multiple opportunities for students to become autonomous as they develop academic self-confidence through the mastery of maths skills.

scholarly journals A Comparative Study of the Effectiveness of Two Strategies of Etymological Elaboration and Pictorial Elucidation on Idiom Learning: A Case of Young EFL Iranian Learners

2016 ◽  
Vol 9 (8) ◽  
pp. 140 ◽  
Author(s):  
Mahsa Sadat Mousavi Haghshenas ◽  
Mahmood Hashemian
Keyword(s):  
Comparative Study ◽  
Equal Size ◽  
Placement Test ◽  
Control Group ◽  
Effective Strategy ◽  
Intermediate Learners ◽  
L2 Learners ◽  
Etymological Elaboration

<p>This study examined the effect of etymological elaboration, pictorial elucidation, and integration of these 2 strategies on idiom learning by L2 learners. A total number of 80 homogeneous intermediate learners studying English at 3 language institutes in Isfahan, Iran, were selected. The intermediate participants were selected as the result of administering an Oxford Placement Test (OPT) to them. Then, the participants were divided into 4 groups of equal size, that is, control, etymological, pictorial, and etymological/pictorial groups. Before the experiment, all the participants took a pretest to ensure their unfamiliarity with the idioms. The idioms that were known even by 1 participant were crossed out, and finally 30 idioms were chosen for instruction. Then, the experimental groups received their relevant treatments during 15 sessions, whereas the control group learners learned idioms through definitions and example sentences. After the implementation of the experiment, the 4 groups, once again, sat for a test (i.e., the immediate posttest) to see whether the treatments had improved idiom learning. Finally, the data were analyzed by an independent samples <em>t </em>test and one-way between-groups ANOVA. Results showed that all the 3 strategies significantly improved the participants’ idiom learning. Results also pointed to the fact that the etymological elaboration/pictorial elucidation strategy was the most effective strategy on idiom learning.</p>

scholarly journals Individual, Pair and Group Writing Activity: A Case Study of Undergraduate EFL Student Writing

2019 ◽  
Vol 12 (10) ◽  
pp. 1
Author(s):  
Chittima Kaweera ◽  
Rattana Yawiloeng ◽  
Khomkrit Tachom
Keyword(s):  
Group Work ◽  
Collaborative Writing ◽  
Student Writing ◽  
Writing Teachers ◽  
Self Confidence ◽  
Efl Students ◽  
Group Members ◽  
Pair Work ◽  
Different Levels

The present study aimed to compare between individual and collaborative writing (pair and group of four) activities of 72 EFL students. The subjects of the study were assigned to produce their tasks by these three activities. Qualitative method was employed by using interview of nine students drawn from students with different levels of English proficiency (low, fair and high). It was focused on their perspectives towards skills practiced during working on written tasks: writing, thinking, participation, communication as well as their satisfaction of these activities. The results from content analysis demonstrated that overall the students practiced participation skills when doing individual and pair work. The students practiced writing skills when joining group work. With regard to the students&rsquo; satisfaction, low proficiency students in low group were likely to enjoy coauthoring activity either pair or group work. Their satisfaction seemed to increase according to the number of group members. This is important for writing teachers to provide this activity for low proficiency students as this may lower the students&rsquo; anxiety and foster their self-confidence, compared with completing tasks individually. On the contrary high proficiency students seemed to enjoy writing alone and were fairly satisfied group work. These students were likely to be more confident when performing the tasks individually or experienced some problems that might impede working collaboratively.

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