Mastering Prepositions in English: Explicit versus Implicit Instruction

Prepositions form a hurdle for several EFL learners, Arabs in particular. One major catalyst is that the preposition systems in English and Arabic rarely correspond to one another. Most scholars who researched this area concentrated on the problem itself, rather than finding a successful remedy that can empower these students to masterfully handle such a thorny area. This study is novel inasmuch as it concerns itself with finding means of facilitating this language area for Arab learners. It reveals the effectiveness of using translation to teach English prepositions to these learners. The research question of this study is: do students who have received explicit tuition and adequate practice on the use of English prepositions in translated texts naturally perform better using such grammatical items in subsequently translated texts than those who have not been instructed on such exemplars in similar language contexts? Sixty students at the Gulf University for Science and Technology in Kuwait participated in the field experiment. The study paradigm had a pre-test/post-test protocol. While the pre-test included four fill-in-the-gap exercises, the post-test contained three Arabic passages which participants were required to translate into English. The findings showed that teaching prepositions explicitly in translated texts is a viable technique for EFL learners’ mastery of such grammatical items. This has implications for EFL specialists and syllabus designers.

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Mastering Prepositions in English: Explicit versus Implicit Instruction

10.31235/osf.io/9mx2c ◽

2021 ◽

Author(s):

Rafe S. Zaabalawi

Keyword(s):

Field Experiment ◽

Research Question ◽

Science And Technology ◽

Test Protocol ◽

Implicit Instruction ◽

Efl Learners ◽

Post Test ◽

Language Area

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A Comparative Study of Using Receptive and Productive Tasks on the Vocabulary Development of Upper-Intermediate Iranian EFL Learners

Studies in English Language Teaching ◽

10.22158/selt.v3n2p153 ◽

2015 ◽

Vol 3 (2) ◽

pp. 153

Author(s):

Golgaz Shahbazy ◽

Hosein Sadegh Oghli

Keyword(s):

English Learners ◽

Differential Effect ◽

Vocabulary Learning ◽

Research Question ◽

Vocabulary Development ◽

Delayed Effect ◽

Efl Learners ◽

Post Test ◽

Learning Development ◽

Choice Tasks

This study attempts to investigate differential effect of using receptive and productive tasks on the vocabulary development of upper intermediate Iranian EFL learners and which of the tasks (receptive tasks or productive tasks) is more effective in vocabulary development. This study first examined the immediate effect of receptive and productive task and then the delayed effect of two kinds of tasks on the vocabulary development. For this end, 50 upper intermediate English learners received TOEFL vocabulary part test and 30 learners who had got higher mark selected for the treatment and divided into two experimental groups. Learners received an approximately 10 minute for 20 session productive task treatment and 10 minute receptive task. In the receptive group, the learners completed True-False, Matching and Multiple choice tasks and in the productive tasks completed Short-Response, Fill-in Blank and Sentence Writing tasks. All the learners after the treatment received immediate vocabulary post test and delayed post test to examine learners’ vocabulary learning development. The findings of the first research question indicated that both of the receptive and productive groups had development on the vocabulary learning. To answer the second question which examined two tasks (receptive or productive tasks) on the vocabulary learning, the learners who completed productive tasks outperformed those who did the receptive tasks that is in contrast to the predictions of the involvement load hypothesis, which does not predict that any output task will lead to better results than any input task.

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A New Face of Mining Engineer—International Curricula to Sustainable Development and Green Deal (A Case Study of the Wrocław University of Science and Technology)

Sustainability ◽

10.3390/su13031393 ◽

2021 ◽

Vol 13 (3) ◽

pp. 1393

Author(s):

Karolina Adach-Pawelus ◽

Anna Gogolewska ◽

Justyna Górniak-Zimroz ◽

Barbara Kiełczawa ◽

Joanna Krupa-Kurzynowska ◽

...

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Raw Materials ◽

Research Question ◽

Science And Technology ◽

Mining Industry ◽

Mining Engineer ◽

European Institute ◽

Innovation And Technology ◽

Development Goals

The mining industry in the world has undergone a major metamorphosis in recent years. These changes have forced higher education to modify the curricula in a thorough way to meet the mining entrepreneurs’ needs. The paper’s scope is to answer the research question—how to attract students and implement Sustainable Development Goals (SDGs) in higher education in mining engineering? Based on the case of international cooperation carried out at the Faculty of Geoengineering, Mining and Geology of the Wrocław University of Science and Technology (WUST) within the framework of educational projects co-financed by European Institute of Innovation and Technology (EIT) and EIT Knowledge and Innovation Communities Raw Materials (EIT RM), the authors prove that the idea of sustainable development can be introduced into the system of teaching mining specialists at every level of their higher education (engineering and master’s studies), through developing their new competencies, introducing new subjects taking into account innovative solutions and technologies, or placing great emphasis on environmental and social aspects. Examples of new curricula show a good way to change into the new face of a mining engineer.

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The Effect of Aural and Visual Storytelling on Vocabulary Retention of Iranian EFL Learners

English Language Teaching ◽

10.5539/elt.v10n4p92 ◽

2017 ◽

Vol 10 (4) ◽

pp. 92

Author(s):

Maryam AminAfshar ◽

Ahmad Mojavezi

Keyword(s):

Vocabulary Learning ◽

Vocabulary Knowledge ◽

Control Group ◽

Vocabulary Test ◽

Vocabulary Retention ◽

Visual Storytelling ◽

Efl Learners ◽

Post Test ◽

Experimental Group ◽

Do So

EFL learners at all ages and proficiency levels are usually confronted with various problems in vocabulary learning and retention. This study sought to introduce strategies for improvement of vocabulary learning and retention. Therefore, the effects of using aural/visual storytelling on Iranian EFL learners’ vocabulary learning and retention were investigated. To do so, 50 intermediate female EFL learners were randomly assigned to two groups. After the administration of teacher made English Vocabulary Test as the pre-test, aural storytelling method was used for the control group, and visual storytelling method was used for the experimental group. After three months of instruction, the aforementioned teacher made English Vocabulary Test, as the post-test, was given to the students of both groups to assess their improvements. Two weeks after post-test, they were given a delayed post-test to measure their retention of English vocabulary knowledge. The reliability of the English Vocabulary Test using Cronbach's Alpha was estimated equal to 0.80. Finally, Using ANCOVA, the results revealed that, the experimental group’s participants outperformed those of control group in both learning and retention of English vocabulary. So, it can be noted that the training program according to visual could have impressive impact on the learning and retention of vocabulary knowledge.

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Using Podcasts to Improve Second Language Comprehension in Iranian Language Classrooms

Journal of Studies in Education ◽

10.5296/jse.v6i2.9176 ◽

2016 ◽

Vol 6 (2) ◽

pp. 24

Author(s):

Mohammad Davoudi ◽

Mojtaba Rezaei

Keyword(s):

Language Comprehension ◽

Good Method ◽

Placement Test ◽

Control Group ◽

Efl Learners ◽

Significant Difference ◽

Language Classrooms ◽

Post Test ◽

Experimental Group ◽

Transcript File

The present study aims at investigating the influence of podcasts (POD) on language comprehension of Iranian pre-intermediate EFL learners. An Oxford Placement Test (OPT) was administered to 60 male and female university students. The participants were considered as pre-intermediate learners and were divided into two groups (one experimental group and one control group). During the fifteen sessions of the treatment, thirty podcasts were presented to the two groups. The experimental group received just the audio file of the POD, and the control group received a different treatment which was the transcript file of the same audio podcast file of the experimental group. The results of the t-tests revealed that there was no significant difference in language comprehension scores across the posttest between two groups. Based on the interview results after the post-test, all of the participants (100%) agreed that both audio and the transcripts (written texts) were useful for them and claimed that it is a good method of improving language comprehension.

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Effect of Collaborative Writing Combined with Blog Online Learning on Indonesian EFL Learners’ Writing Skill across Motivation

SALEE: Study of Applied Linguistics and English Education ◽

10.35961/salee.v2i01.219 ◽

2021 ◽

Vol 2 (1) ◽

pp. 87-98

Author(s):

Rizki Anugrah Putri Rahayu

Keyword(s):

Online Learning ◽

Foreign Language ◽

Collaborative Writing ◽

Efl Learners ◽

Quantitative Data Analysis ◽

Writing Skill ◽

Post Test ◽

Quasi Experimental ◽

And Control ◽

Different Levels

Abstract: This study aims to investigate collaborative writing combined with blog online learning on the writing skill of Indonesian English foreign language (EFL) learners’ across their motivation. This research included a quasi experimental with the comparative time series. A quasi experimental study was employed by involving 61 learners of Senior High School. This research applied in into two groups: experimental and control. The treatment was conducted at 7 sessions, including the pre-test and post-test. The scores of pre-test and post-test in writing were used as a base of quantitative data analysis whereas the learners’ responses to motivation questionnaire were used to categorize their motivation. The result revealed that the collaborative writing combined with blog online learning on the writing was effective to enhance the learners’ writing skill. In addition, to apply the combination of collaborative writing and online blog learning, teacher should not worry about different levels of motivation among students where the students were motivated to use language.

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The effect of peripheral learning on elementary EFL learners’ grammar improvement: The case of prepositions of time and place

Global Journal of Foreign Language Teaching ◽

10.18844/gjflt.v7i2.2993 ◽

2018 ◽

Vol 7 (2) ◽

pp. 91-100

Author(s):

Islam Namazian Doost ◽

Soheila Tahmasbi

Keyword(s):

T Test ◽

Control Group ◽

Control Groups ◽

Teaching Environment ◽

Learning Abilities ◽

Efl Learners ◽

Post Test ◽

Elementary Classes ◽

And Control ◽

Experimental Group

This study aims to investigate the possible effects of peripheral learning on elementary EFL learners’ grammar improvement: the case of prepositions of time and place. Two elementary classes were selected as experimental and control groups. Before beginning the treatment, a grammar test was administered to both the groups as a pre-test. Then, as treatment, the experimental group was exposed to realia, pictures, posters and texts, while the control group was not. After term-long treatment of 10 weeks, the two groups received the same grammar test as post-test. The results of t-test showed that the experimental group improved their grammar ability, i.e., knowledge of prepositions of time and place more than their friends in the control group. The finding of the study may open an optional path for teachers to include some peripheral materials in their teaching environment to further invest on unconscious learning abilities of the students. Keywords: Peripheral learning, reposition of time, prepositions of place, grammar.

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Evaluación de la factibilidad de un sistema de entrenamiento combinado en el desarrollo de fuerza explosiva de los miembros inferiores de los taekwondocas (Assessment of the feasibility of a combined training system in the development of explosive streng

Retos ◽

10.47197/retos.v0i39.80748 ◽

2020 ◽

pp. 411-420

Author(s):

Lisbet Guillen Pereira ◽

Angel Freddy Rodriguez Torres ◽

Giovanny Capote Lavandero ◽

Pablo Anthony Rendón Morales ◽

María Elena Lagla Melendres ◽

...

Keyword(s):

Vertical Jump ◽

Training System ◽

Lower Limbs ◽

Test Protocol ◽

Squat Jump ◽

Combined Training ◽

Explosive Strength ◽

Post Test ◽

Explosive Force ◽

The Impact

La investigación se centró en evaluar el impacto de un sistema de entrenamiento combinado para desarrollar la fuerza explosiva de los miembros inferiores de los taekwondocas, viene a reforzar el enfoque del desarrollo de la capacidad mediante una lógica metodológica que parte de la creación de las condiciones morfológicas y funcionales para asegurar la potenciación de una hipertrofia sarcoplasmática, como base del desarrollo de la hipertrofia sarcomérica y finalmente favorecer la conversión a potencia y el desarrollo de la fuerza explosiva, en concordancia se transitó por un diagnóstico, elaboración y validación, utilizando convenientemente métodos y técnicas como: entrevista, encuesta, observación, la prueba, la medición, el criterios de experto, la estadística descriptiva e inferencial y el pre-experimento, este último con tres momentos (pre-test/ intervención de 16 semanas/ post-test), participaron 20 taekwondocas universitarios Categoría Sénior y dos entrenadores. Se consideró la evaluación de la fuerza máxima (1RM) de los planos musculares que intervienen directamente en las técnicas de pateo, por estar asociada con la calidad del reclutamiento de la fibras motoras; la evaluación de la fuerza explosiva se realizó mediante el test de salto vertical: Squat Jump (SJ) extraído del protocolo del test de Bosco, para ello fue necesario emplear una plataforma de contacto digital. Los datos se compararon mediante una prueba T de diferencias de medias, cuyos resultados mostraron cambios significativos (p= .000) entre el pre y post tratamiento, verificándose Hi, concluyendo que el sistema de entrenamiento combinado mejoró el desarrollo de la fuerza explosiva de los miembros inferiores de los taekwondocas. Summary: The research focused on assessing the impact of a combined training system to develop the explosive strength of the lower limbs of the taekwondoins. It wants to reinforce the approach of capacity development through a methodological logic that starts from the creation of morphological and functional conditions to ensure the enhancement of a sarcoplasmic hypertrophy, as a basis for the development of sarcomeric hypertrophy, and finally, favor the conversion to power and the development of the explosive force. At the same time, it went through a diagnosis, elaboration and data validation, using propper methods and techniques such as: interview, survey, observation, testing, measurement, expert criteria, descriptive and inferential statistics, and the pre-experiment. The last one with three stages (pre-test / 16-week intervention / post-test) Twenty senior category university taekwondoins and two coaches participated. The evaluation of the maximum force (1RM) of the muscular planes that directly influence in the kicking techniques was considered. As it was associated to the quality of motor fiber recruitment; The evaluation of the explosive force was performed using the vertical jump test: Squat Jump (SJ) extracted from the Bosco test protocol. For this, it was necessary to use a digital contact platform. The data were compared using a T-test, the results of which showed significant changes (p = .000) between the pre and post treatment, verifying Hi. Concluding that the combined training system improved the development of the explosive strength of the limbs lower of the taekwondoinst.

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Texts with Various Levels of Hardness, Reading Comprehension and Reading Motivation: I+1 Versus I-1

ELT Forum: Journal of English Language Teaching ◽

10.15294/elt.v8i1.30992 ◽

2019 ◽

Vol 8 (1) ◽

pp. 60-77 ◽

Cited By ~ 2

Author(s):

Ehsan Namaziandost ◽

Fariba Rahimi Esfahani ◽

Mehdi Nasri

Keyword(s):

Reading Comprehension ◽

Reading Motivation ◽

Vital Role ◽

Current Level ◽

Difficulty Level ◽

Extensive Reading ◽

Efl Learners ◽

Significant Difference ◽

Comprehensible Input ◽

Post Test

Considering the vital role of comprehensible input, this study attempted to compare the effects of input with various difficulty levels on Iranian EFL learners’ reading comprehension and reading motivation. To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected from two intact classes (n = 27 each). The selected participants were randomly assigned to two equal groups, namely “i+1” (n=27) and “i-1” group (n=27). Then, the groups were pretested by a researcher-made reading comprehension test. After carrying out the pre-test, the treatment (i.e., extensive reading at different levels of difficulty) was practiced on the both groups. The participants in “i+1” group received reading passages beyond the current level, on the other hand, the “i-1” group received those reading passages which were below their current level. After the instruction ended, a modified version of pre-test was conducted as posttest to determine the impacts of the treatment on the students’ reading comprehension. The obtained results indicated that there was a significant difference between the post-tests of “i+1” and “i-1” groups. The findings showed that the “i+1” group significantly outperformed the “i-1” group (p < .05) on the post-test. Moreover, the findings indicated that “i+1” group’s motivation increased after the treatment. The implications of the study suggest that interactive type of input is beneficial to develop students’ language skills. Keywords: Comprehensible Input; Extensive reading; Foreign language reading motivation; Input; Reading comprehension; Text difficulty level

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The Effect of CLT Method On Students’ Speaking Skillat The Second Grade of MTSN 1 Kolaka

JETL (Journal Of Education Teaching and Learning) ◽

10.26737/jetl.v2i2.301 ◽

2017 ◽

Vol 2 (2) ◽

pp. 224

Author(s):

Zakaria Zakaria ◽

Rani Royani

Keyword(s):

Data Collection ◽

Research Question ◽

Second Grade ◽

Test Design ◽

Speaking Test ◽

Post Test ◽

Speaking Skill ◽

Class Viii ◽

The Mean ◽

Test Treatment

This research presented about the effect of CLT Method on Students’ Speaking Skill at the Second Grade of MTsN 1 Kolaka. The research question was “is there significant effect of CLT Method on Students’ Speaking Skill at the Second Grade of MTsN 1 Kolaka?” The objective was to find out the effect of CLT method, the data and information about students’ speaking skill at the second grade of MTsN 1 Kolaka. The design of this research was quasy expriment in two classes with pre-test and post-test design. The sample were class VIII MTsN 1 Kolaka of 208 students and took 54 students as the sample. The instruments were speaking test comprehension. Data collection techniques in this research were giving pre-test, treatment, and post-test. The result it was found that in expriment class the mean score of pre-test (52,2) was smaller than the mean score of post-test (62,6) it means that the increased of the students’ speaking SKILL was 37% (0,51) and the value of was bigger than at the significant level 0,05 and degree of freedom –26, it means that was rejected and was accepted. It can concluded that there was an effect of CLT method on students’ speaking skill at the second grade of MTsN 1 Kolaka.

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