scholarly journals Portfolio Keeping Ends to a Good Product: The Cases of Reading and Motivation

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Azadeh Nemati
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Reading Ability ◽  
Reading Program ◽  
Control Group ◽  
The Past ◽  
Good Product ◽  
Integrative Motivation ◽  
Positive Effect ◽  
Experimental Group

Portfolio has been in use from the past in other disciplines. But there are growing bodies of research which document its importance in foreign language teaching. The current study was implemented on selecting 91 undergraduate students passing their general English course in Iran. Traditional reading program was administered for control group whereas; portfolio keeping was integrated into experimental group. The result of ANCOVA showed that portfolio keeping has a positive effect on reading ability of the students in experimental group. The better reading result is explained by this argument that a good product is justified by a good process. Furthermore, portfolio keeping increased their attitude/motivation towards learning English; especially it increased integrative motivation of the students more than instrumental and attitude.

Pragmatic instruction in L2-Russian

2020 ◽  
Vol 4 (1) ◽  
pp. 62-95
Author(s):  
Daniele Artoni ◽  
Valentina Benigni ◽  
Elena Nuzzo
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Control Group ◽  
Written Discourse ◽  
Instructional Treatment ◽  
Completion Task ◽  
Positive Effect ◽  
Experimental Group ◽  
National Corpus ◽  
Pragmatic Instruction

Over the last three decades, a growing number of studies have investigated the effects of instruction on the acquisition of pragmatic features in L2. The bulk of this research has focused mainly on the teaching of English as a second/foreign language. However, instructional pragmatic studies in L2-Russian are lacking. The main purpose of our study is to contribute towards filling this gap by analysing the effects of pragmatic instruction on the acquisition of two speech acts by Italian learners of Russian. Furthermore, we aim to explore whether the Multimodal Russian Corpus (MURCO), a multimedia subcorpus of the Russian National Corpus, can be an effective tool for teaching speech acts in L2-Russian. Our research was composed of one experimental group (n = 18) and one control group (n = 11); each was composed of two intact classes of Italian university students at an intermediate level of L2-Russian, who were pre- and post-tested using a written discourse completion task. The experimental group was subjected to a programme of pragmatic instruction – eight thirty-minute MURCO-based lessons devoted to requests and advice, while the control group was taught according to the standard syllabus, that is, with no pragmatic instruction. The results revealed that the use of the target pragmatic features varied significantly in the experimental group, but not in the control group, thus showing a general positive effect of the instructional treatment based on the MURCO corpus. However, some limitations were identified with regard to the usability of this tool by teachers and learners.

The Efficacy of Novel Pre-activity Tasks on Macroskills: The Case of Group Discussion on Reading Comprehension

2016 ◽  
Vol 6 (4) ◽  
pp. 794
Author(s):  
Hooshang Khoshsima ◽  
Mahboobeh Khosravani
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Control Group ◽  
Main Concern ◽  
Efl Learners ◽  
Spss Software ◽  
Experimental Group

The main concern of most researchers in the field of second and foreign language teaching is lessening the problems and eliminating the hinders on the way of learning a language. The importance of reading skill in the process of teaching and learning different languages is undeniable for everyone. The main aim of this study was to examine the effects of group discussion strategy as a pre- activity task on reading ability. To this aim, 27 Iranian EFL learners, who were at the same level –intermediate- studying at Shokuh and Safir Institutes, Birjand, Iran were chosen. Two groups- one control and one experimental group- were studied. In control group the conventional method was used in teaching reading, while in experimental group, group discussion pre-activity task was administered. Both groups met the same level -Intermediate. At the end, the obtained data of the tests was analyzed by SPSS software. According to the obtained data, it can be strongly concluded that group discussion has no significant effect on reading comprehension. This study can help teachers and syllabus designers in choosing and applying an effective pre-activity task which really help the learners in reading classes.

scholarly journals Effect of Instructionally Embedded Formative Assessment on Students' Motivation to Learn at Higher Education Level

2020 ◽  
Vol V (I) ◽  
pp. 488-499
Author(s):  
Shumaila Hameed ◽  
Mumtaz Akhter
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Undergraduate Students ◽  
Education Level ◽  
Control Group ◽  
Control Group Design ◽  
Positive Effects ◽  
Post Test ◽  
Positive Effect ◽  
Experimental Group

Formative assessment is known for its positive effects it has on students' achievement. This study was designed to find out the effect of formative assessment on students' motivation at the higher education level. This study was experimental in nature; intact pre-test post-test control group design was used for data collection purpose. Sample of the study was selected conveniently, which comprised of undergraduate students. Students belonging to the experimental group were taught with instructional embedded formative assessment, whereas students belonging to the control group were taught with formal teaching methods. Students of both groups were required to fill a motivation questionnaire at the start and end of the study to check the level of intervention. Data collected through pre-test and post-test were analyzed using SPSS. The findings of the current study had suggested that instructional embedded formative assessment had a significant positive effect on students' motivation towards learning at the higher education level.

Effect of textual enhancement on idioms

2015 ◽  
Vol 28 (1) ◽  
pp. 258-272
Author(s):  
Patricia Salazar Campillo
Keyword(s):  
Foreign Language ◽  
Multiple Choice ◽  
Choice Task ◽  
Control Group ◽  
Intermediate Students ◽  
Textual Enhancement ◽  
The Impact ◽  
Positive Effect ◽  
Experimental Group

The present study aimed at investigating the impact of textual enhancement on the comprehension of transparent and opaque English idioms among Spanish lower-intermediate students studying English as a foreign language. Two short texts including visually enhanced idioms (i.e., they were underlined) were designed for the Experimental Group, and the Control Group received an unenhanced version of the texts. The results reveal that textual enhancement made transparent idioms salient enough for them to have an impact on comprehension; however, underlining had a poorer effect on comprehension as far as opaque idioms are concerned. In addition, we aimed at examining the effect of textual enhancement on the noticing of idioms. Findings show that it did not have a positive effect on recognition of idioms, since the Control Group outperformed the Experimental Group in the multiple-choice task.

scholarly journals Quizzes in Every Other Session Improve Undergraduate EFL Learners' Pronunciation Achievement

2017 ◽  
Vol 8 (5) ◽  
pp. 65
Author(s):  
Mohammad Reza Ghorbani
Keyword(s):  
Foreign Language ◽  
Training Program ◽  
English Literature ◽  
Control Group ◽  
Efl Learners ◽  
English Teaching ◽  
And Control ◽  
Positive Effect ◽  
Experimental Group

The proponents of frequent quizzes claim that they stimulate students and have a positive effect on their learning, while the opponents argue that too frequent quizzes might frustrate students and hinder their learning. This study examined the effect of frequent quizzes on Iranian undergraduate English as a Foreign Language (EFL) learners’ pronunciation achievement. The nonequivalent group, pretest-posttest design was employed to study two classes of English literature and English teaching students, who were taking the Phonology Course, at Kosar University of Bojnord (KUB) as the experimental group (EG) and control group (CG) respectively. Two 40-item pronunciation tests were developed based on the 3rd edition of the book Ship or Sheep written by Baker (2006). The reliability of the tests was estimated 0.78 and 0.81 respectively through KR-21 formula. After the pretest administration, both groups were exposed to the same activities; however, only the EG took the quizzes every other session. At the end of the training program, the pretests were rearranged and used as the posttests. The results of the independent samples t-tests from the posttests revealed that the EG had a better performance than the CG suggesting that EFL learners’ pronunciation achievement can improve if quizzes are used every other session.

scholarly journals Using Story Grammar Method to Develop Seventh Grade Students' Narrative  Texts Comprehension in English as a Foreign Language

2014 ◽  
Vol 8 (4) ◽  
pp. 645
Author(s):  
Wael H. Zidan
Keyword(s):  
Foreign Language ◽  
Male Students ◽  
Control Group ◽  
Seventh Grade ◽  
Story Grammar ◽  
Narrative Texts ◽  
Story Mapping ◽  
Positive Effect ◽  
Experimental Group ◽  
Better Than

The purpose of this study was to investigate the effect of using the story grammar method to develop seventh grade students' narrative texts comprehension in English as a foreign language. Previous research suggests that narrative texts comprehension can be improved through story grammar method. The researcher designed a story-mapping for teaching the experimental group. The researcher also developed an instrument, which is a narrative comprehension test to measure the students' performance. The sample consisted of two classes (n= 52) of grade seven male students from a school in the Sultanate of Oman, Al-Batinah South. These classes were randomly selected. One class functioned as an experimental group and the other as a control group. The results revealed that the students in the experimental group performed better than the students in the control group. The story grammar method had a positive effect on the students' narrative textss comprehension. Based on these findings, the study presents some recommendations and suggestions for further research. 

scholarly journals Plateaux in pronunciation

2020 ◽  
Vol 20 ◽  
pp. 53-66
Author(s):  
Fiona Farr
Keyword(s):  
Experimental Study ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Target Language ◽  
Control Group ◽  
Optimal Conditions ◽  
The Past ◽  
Language Norms ◽  
Conditions Of Learning ◽  
Experimental Group

Within the field of second language acquisition the question of cessation of learning short of the target language norms, particularly among adult populations, has been widely discussed since the term FOSSILIZATION was first coined by Selinker in 1972. This article briefly outlines the main theoretical concerns of this phenomenon, which has had various terminological badges over the past three decades. It then details an experimental study whose aim it was to uncover the destabilizing potential of instruction on the pronunciation of advanced French learners of English as a Foreign Language who displayed fossilization tendencies. The results indicate significant improvements made by the experimental group relative to the control group. In conclusion it is deemed appropriate to classify such learners as stabilized and not permanently fossilized, as changes in pronunciation systems can occur give optimal conditions of learning and exposure.

scholarly journals Mind Mapping Training’s Effects on Reading Ability: Detection Based on Eye Tracking Sensors

Sensors ◽  
2020 ◽  
Vol 20 (16) ◽  
pp. 4422
Author(s):  
Ting Liu ◽  
Takaya Yuizono
Keyword(s):  
Foreign Language ◽  
Reading Ability ◽  
Fixation Duration ◽  
Pupil Diameter ◽  
Control Group ◽  
Mind Mapping ◽  
Foreign Language Reading ◽  
Reading Teaching ◽  
Experimental Group ◽  
Fixation Frequency

As a reading comprehension strategy, mind mapping has a positive influence on the development of students’ reading ability. However, how mind mapping affects reading ability has not been well documented. In this study, we used eye tracking sensors to explore mind mapping’s effects on reading ability. The participants were foreign language learning university students in Dalian city, China. One group received foreign language reading teaching integrated with mind mapping training (experimental group), and the other group received regular foreign language reading teaching (control group). We analyzed eye movement indicators, including fixation-related indicators (number of fixations, fixation frequency, and mean fixation duration), regression count, saccade amplitude, and pupil diameter. In addition, the analysis of heat maps and fixation trajectory maps, which are specific tool for visualization of eye movement data and intuitive analysis of reading process, were explained. The results show that the number of fixations, fixation frequency, mean fixation duration, and regression count in the experimental group were all lower than in the control group, and the pupil diameter was larger than in the control group. The heat map and fixation trajectory map show convergence, mostly focusing on the position of keywords and key sentences, with relatively large saccade amplitude and more information obtained by one gaze. Moreover, they had a higher skipping reading rate, which enhanced reading speed to obtain information accurately and quickly. These empirical results indicate that mind mapping training was an effective method for improving students’ reading ability.

Teaching and learning how to make requests in different contexts in Italian as a foreign language

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Adriana Mendes Porcellato
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Instructional Material ◽  
Control Group ◽  
Short Term ◽  
Pedagogical Intervention ◽  
Post Test ◽  
Quasi Experimental ◽  
Positive Effect ◽  
Experimental Group

This study is motivated by the dearth of research in pragmatic instruction in Italian as a foreign language (IFL) with beginner learners. Based on the limitations in the way IFL textbooks present requests, instructional material was designed with the following objectives: to improve learners’ pragmalinguistic and sociopragmatic competences and to raise their awareness of request realisation across different contexts. The material, designed for a 60-minute pedagogical intervention, was then used in an Italian language school in Sao Paulo with five intact classes of beginner Brazilian learners of Italian. We implemented a pre- and post-test quasi-experimental methodological design, where three classes were randomly selected to serve as the experimental group, and two classes served as the control group. The data collected through written DCTs and simplified retrospective questionnaires revealed that the learners in the experimental group showed a more significant improvement in their socio pragmatic, pragmalinguistic and metapragmatic competence compared to the control group. These results suggest a positive effect of consciousness-raising activities on learners’ declarative knowledge in the short term.

Examining the effectiveness of online resources in developing English as a Foreign Language (EFL) reading skills autonomously

2021 ◽  
Vol 3 (2) ◽  
pp. 103-122
Author(s):  
Yahya Bouhafa ◽  
Shelby R. Hochberg
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Reading Skills ◽  
Online Resources ◽  
Control Group ◽  
Metacognitive Skills ◽  
Higher Education System ◽  
Efl Teacher ◽  
Experimental Group

The purpose of this mixed methods study is to investigate the effectiveness of online resources in developing English as a Foreign Language (EFL) reading skills autonomously among undergraduate students at the Faculty of Letters and Humanities Fes-Agdal as a representative of the socio-cultural and higher education system of Morocco. The sample consisted of an experimental group and a control group. The experimental group consisted of 120 students that were exposed to three main online tools (Newsela.com, mrnussbaum.com, and rewordify.com) and virtual meetings and instruction provision using Facebook. The control group consisted of 120 students that benefited only from the university’s regular reading courses. The experimental intervention period was followed by interviews with a sample of 25 students from both groups providing a qualitative perspective. The overall results show that online resources had a positive effect on the development of metacognitive skills. Students tended to appreciate the inclusion of online resources in the classroom without devaluing the role of their EFL teacher – the students did not expect online resources to fully replace the role of their teachers. 

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