scholarly journals The Effect of Different Planning Conditions versus Explicit Grammar Instruction on Teenage EFL Learners’ Oral Production of a Picture Promoted Task and Grammar Gain

2021 ◽  
Author(s):  
Karim Sadeghi ◽  
Azadeh Hamidi Mogaddam
Keyword(s):  
Control Group ◽  
Knowledge Gain ◽  
Grammar Instruction ◽  
Oral Performance ◽  
Efl Learners ◽  
Online Planning ◽  
Before And After ◽  
Task Conditions ◽  
Grammatical Judgment ◽  
Task Oriented

Abstract This study examined the effects of three task conditions on teenage EFL learners’ oral performance of a picture prompted task and their grammatical knowledge gain. To this end, 34 EFL learners were randomly assigned into three experimental groups, namely online planning, pre-planning, and explicit instruction, and one control group. Pictures were employed as prompts to implement the tasks in all groups. A Grammatical Judgment Test was used to compare students’ knowledge of simple present passive structure before and after the treatment. Learners’ oral task performance was measured in terms of Complexity, Accuracy, and Fluency (CAF). The findings demonstrated significant differences among groups as for CAF measures. However, no significant differences were spotted in GJT posttest scores. The paper calls for the incorporation of diverse prompt-based planning conditions in task-oriented teaching practices in order to target learners' higher levels of oral competence.

scholarly journals The Effect of Brain-Based Teaching on Young EFL Learners’ Self-Efficacy

2017 ◽  
Vol 10 (5) ◽  
pp. 158 ◽  
Author(s):  
Parastoo Alizadeh Oghyanous
Keyword(s):  
Language Learning ◽  
Self Efficacy ◽  
Foreign Language Learning ◽  
Teaching Approach ◽  
Control Group ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Before And After ◽  
Group A ◽  
Age Range

The present study aimed to investigate the effect of brain-based teaching on the self-efficacy of young EFL learners. The initial participants of the study were 90 learners within the age range of 13-16 who were selected based on convenience sampling. Theses 90 young EFL learners were given a Flyers test the scores of which were used to choose 60 homogeneous learners whose scores fell within the range of +/- one standard deviation from the mean. The 60 selected learners were then divided into an experimental and a control group. A Self-Efficacy Questionnaire for Children (SEQ-C), developed by Muris (2001) was administered to the participants in both groups before and after the treatment after being translated into Persian and piloted for reliability check. To implement brain-based teaching in the experimental group, the researcher taught the lessons based on the three techniques of Brain Based Teaching Approach (BBTA). The three techniques used were Relaxed Alertness (RA), Orchestrated Immersion (OI) and Active Processing (AP) in line with Thomas and Swamy (2014). The results of statistical analyses indicated that brain-based teaching approach had a significant effect on students’ self-efficacy. The findings of the study can have implications for both students and EFL teachers in the realm of foreign language learning and teaching.

scholarly journals The Effect of Listening Strategy Instruction on Iranian Pre-intermediate EFL Learners’ Listening ability

2018 ◽  
Vol 7 (3) ◽  
pp. 188
Author(s):  
Farzaneh Ghaed sharaf ◽  
Melika Mobaraki ◽  
Maryam Rabani Nia
Keyword(s):  
Language Learning ◽  
Listening Comprehension ◽  
Lesson Plan ◽  
Strategy Instruction ◽  
Control Group ◽  
Efl Learners ◽  
Before And After ◽  
Listening Ability ◽  
Listening Strategies ◽  
Age Range

Listening comprehension plays an important role in the process of language learning as it is one of the four major skills in language acquisition. This study was conducted to investigate the effectiveness of listening strategy instruction on improving listening comprehension of Iranian EFL learners. To achieve this goal, forty students studying at Birjand University were participated in the current study. All of thestudents were within the age range of 18 to 22. Then, they were non-randomly divided into two groups, as a control and an experimental group. Theexperimental was taught based on a guide lesson plan regarding listening strategies while the control group did not receive any treatment. The listening section of TOEFL was utilized to measure the listening performance of the participants before and after the treatment. The results of Independent Samples Test indicated thatinstructing listening strategies had no significant impact onlistening comprehension of Iranian pre-intermediate EFL learners.

A Qualitative Study of the Perceptions of Iranian EFL Learners’ Attitudes towards CMC Tools Usefulness

2017 ◽  
Vol 7 (8) ◽  
pp. 682
Author(s):  
Sanam Mehri ◽  
Siros Izadpanah
Keyword(s):  
Student Perceptions ◽  
English Language ◽  
Computer Mediated Communication ◽  
English Language Teaching ◽  
Control Group ◽  
Mediated Communication ◽  
Efl Learners ◽  
Before And After ◽  
E Mail ◽  
Experimental Group

This project examined the perceptions of Iranian EFL learners’ attitudes towards online computer-mediated communication tools usefulness. Few researches have been done to evaluate student perceptions of the helpfulness of CMC tools in online learning. In this regard, based on convenient sampling method, 60 English Language Teaching students (B.A) of Zanjan Azad University were selected. The students attended in two classes that were held by two different instructors. To homogenize the participants, PET was administered. Those participants whose scores was ±1 above and below the standard deviation were selected as the statistical sample (n= 60). Then, the selected participants were randomly assigned to one experimental (n= 30) and one control group (n= 30).The Community of Inquiry (CoI) questionnaire was distributed among the participants in groups before the treatment. During the study, the experimental group was taught using e-mail and telegram chat. In the control group, the learners were taught through traditional way of teaching. At the end of the treatment, the CoI questionnaire was re-administered among the learners in the both groups. Responses before and after the treatment revealed that the perceptions’ of the learners in the experimental group were significantly influenced as a result of instructing by e-mail and telegram.

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 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 effects of explicit pronunciation instruction on the degree of perceived foreign accent in the speech of EFL learners

2017 ◽  
Vol 15 (3) ◽  
pp. 253-263 ◽  
Author(s):  
Ghazi Algethami
Keyword(s):  
Foreign Language ◽  
Foreign Accent ◽  
Control Group ◽  
Efl Learners ◽  
Pronunciation Instruction ◽  
Before And After ◽  
And Control ◽  
Experimental Group

This paper reports on a study that attempted to examine the effect of explicit pronunciation instruction of some English segments (individual sounds) on the degree of perceived foreign accent in EFL Arab learners’ speech. Nine Arab learners of English in an EFL (English as a foreign language) setting were assigned to two groups, experimental and control. Five utterances loaded with the taught segments were collected from both groups before and after instruction. While the experimental group received instruction on these segments, the control group did not. 13 native English listeners were recruited to rate all the elicited sentences for the degree of perceived foreign accent. The results did not show any effect of explicit pronunciation instruction on the degree of perceived foreign accent, as there were no differences between the ratings before and after the instruction.

scholarly journals Effect of Elementary EFL Learners’ Negotiation on Their Classroom Participation and Grammatical Achievement

2017 ◽  
Vol 8 (2) ◽  
pp. 411
Author(s):  
Fatemeh Saboonchi ◽  
Asgar Mahmoudi
Keyword(s):  
Group Work ◽  
Multiple Choice ◽  
Classroom Participation ◽  
Grammar Instruction ◽  
Grammatical Knowledge ◽  
Efl Learners ◽  
Before And After ◽  
Efl Students ◽  
Grammar Tests ◽  
Pair Work

The principal concern of the present study was to explore the effects of two types of negotiation (group work and pair work) on the degree of elementary EFL students’ participation and its corollary impact on their grammatical achievement. Both classes in the study received grammar instruction for twenty sessions. The learners took two grammar tests before and after the treatment in the multiple-choice format. The results showed that negotiation in pairs leads to less participation but better grammatical achievement. In other words, while students in the group work negotiated more, their grammatical achievement was significantly less than the students in the pair work who participated less. It could be concluded, therefore, that while group work leads to more participation, higher grammatical knowledge is possible to be obtained by less participative students.

scholarly journals Improving Knowledge Gain in Secondary School Agricultural Education through Supervised Agricultural Experience Programme (SAEP) in Migori County, Kenya

2020 ◽  
Vol 2 (2) ◽  
pp. 6-18
Author(s):  
Peter Odhiambo Ongang’a ◽  
Washington Adede Ochola ◽  
Judith Odhiambo ◽  
Evans Abenga Basweti
Keyword(s):  
Secondary School ◽  
Agricultural Education ◽  
Control Group ◽  
Knowledge Gain ◽  
Control Group Design ◽  
Agriculture Students ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
Equivalent Control

This study focused on determining the influence of SAEP on knowledge gain in secondary school agricultural education among Form Three students in Migori County, Kenya. It zeroed on analysing the differences in knowledge gained in agriculture between two groups, one taking part in SAEP and the other not taking part. It utilised quasi-experimental design, particularly the pre-test and post-test none-equivalent control group design incorporating a sample of 384 forms three agriculture students in Migori County. A test for measuring learning outcomes was used to collect data before and after the programme. Analysis of data was done using SPSS (Version 22). Descriptive statistics were used to present and describe data while inferential statistics were used test hypotheses at α = 0.05. The study established that there was a statistically significant difference in the acquisition of knowledge of specific agriculture content between secondary school agriculture students exposed to SAEP as opposed to the control group.

scholarly journals EFFECTS OF EXTENSIVE READING ON EFL LEARNERS’ WRITING PERFORMANCE

2021 ◽  
Vol 6 (5) ◽  
Author(s):  
Vo Thi Thuy Duong ◽  
Nguyen Huynh Trang
Keyword(s):  
Language Learning ◽  
Control Group ◽  
Extensive Reading ◽  
Writing Performance ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Reading Materials ◽  
Before And After ◽  
Post Test ◽  
Experimental Group

<p>Extensive Reading (ER) is considered as a good learning technique to enhance every skill in language learning. It is considered to assist the improvement of other skills of language learners especially English as a Foreign Language (EFL) leaners. This study is designed to evaluate the effectiveness of ER on EFL learners’ writing performance and to identify the EFL learners’ attitude towards the effects of ER on writing performance. The study recruited a group of 59 non-English majors at a public university in Vietnam. The participants were divided into two groups, i.e., experimental group and control group. The participants in the experimental group were assigned extensive reading materials as their homework to support their learning of writing meanwhile the participants in the control group were guided to write without the support of extensive reading materials. To check the differences of the participants’ writing ability before and after the intervention, pre-test and post-test were employed. A questionnaire was also delivered to the experimental group after the treatment. The results from the tests revealed that ER supported EFL learners in their writing performance. The experimental group had more significant enhancement. The results obtained from the questionnaire also indicated that the EFL learners had positive attitudes towards the use of extensive reading materials provided in their writing learning process. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0870/a.php" alt="Hit counter" /></p>

scholarly journals EFFECTS OF STRATEGIC AND UNPRESSURED WITHIN-TASK PLANNING ON IRANIAN INTERMEDIATE EFL LEARNERS’ ORAL PRODUCTION

2021 ◽  
Vol 6 (2) ◽  
pp. 97-115
Author(s):  
Marjan Rahim Bakhtiary ◽  
Ehsan Rezvani ◽  
Ehsan Namaziandost
Keyword(s):  
Strategic Planning ◽  
Language Teachers ◽  
Task Planning ◽  
Oral Performance ◽  
Efl Learners ◽  
Oral Production ◽  
Online Planning ◽  
Quasi Experimental ◽  
Planning Condition ◽  
Teaching Programs

Background/Purpose: This study is an attempt to investigate the effect of strategic planning and unpressured within-task planning on Iranian EFL learners’ oral performance.   Methodology: Following a quasi-experimental research design, 60 intermediate EFL Iranian learners were recruited as the participants of the study and they were assigned into two groups of 30. In group one, the participants were asked to perform the task under unpressured online planning condition. In group two, the learners were asked to do the task under strategic planning condition. The pre and post-tests included story-telling narratives tasks followed with a 15-minute silent movie under two planning conditions for the two groups.   Findings: The results of data analysis showed that pre-task strategic planning and within-task planning (online planning) had a positive effect on learners’ oral production; hence, planning time provided opportunity for learners to be able to produce more fluent, accurate, and complex language than no-planners. The results indicated that the participants in the strategic planning group (STPG) significantly outperformed the participants in unpressured within-task-planning (UWPG), leading us to claim that strategic planning was more effective than unpressured within-task planning in improving oral production.   Contributions: This study has numerous benefits for language teachers and specialists in content production. Teachers should incorporate strategic planning in their regular teaching programs to encourage learners to balance their level of speech. Moreover, providing learners with the ability to plan the success of a task allows them to create a more fluent and nuanced language.   Keywords: Accuracy, complexity, fluency, strategic planning, unpressured within-task planning.   Cite as: Bakhtiary, M. R., Rezvani, E., & Namaziandost, E. (2021). Effects of strategic and unpressured within-task planning on Iranian intermediate EFL learners’ oral production. Journal of Nusantara Studies, 6(2), 97-115. http://dx.doi.org/10.24200/jonus.vol6iss2pp97-115

Sign in / Sign up

Export Citation Format

Share Document