scholarly journals CAN EFL LEARNERS' LEARNING STYLES IMPACT THEIR PERFORMANCE ON WRITING SKILL UNDER DIRECT AND INDIRECT CORRECTIVE FEEDBACKS?

2015 ◽  
Vol 13 (2) ◽  
pp. 155
Author(s):  
Mojtaba Maghsoudi ◽  
Sahar Saeedi
Keyword(s):  
Learning Styles ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Skill Scores ◽  
Significant Difference ◽  
Field Dependent ◽  
Writing Skill ◽  
The Impact ◽  
Experimental Group

This study presents the findings of an investigation of the impact of teacher error corrective feedback on 180 field-dependent/ field-independent (FD/FI) male and female pre-intermediate and advanced Iranian EFL learners writing skill. The participants were separated into two experimental groups and one control group and were asked to write three paragraphs of about 100-150 words around three different topics, each in odd days of a week; then they received direct (in experimental group 1), indirect (in experimental group 2) and no correction feedback (in control group). The results based on Mean Scores, Standard Deviation, Multivariate Analyses and 1-way ANOVA showed that there was not any significant difference between the FD/FI learners' writing skill scores who had received corrective feedback on their errors; however, as indicated by the second finding of the present study it would be better to feedback field-dependent/-independent EFL learners indirectly. It was also indicated that, learners' learning styles had made a significant change in their writing skill scores.

scholarly journals The Impact of Flipped Classroom Instruction on Iranian Upper-Intermediate EFL Learners' Writing Skill

2019 ◽  
pp. 164-172 ◽  
Author(s):  
Parisa Abedi ◽  
Ehsan Namaziandost ◽  
Samira Akbari
Keyword(s):  
Flipped Classroom ◽  
Classroom Instruction ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Significant Difference ◽  
Writing Skill ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

This study attempted to examine the effects of flipped classroom instruction on Iranian EFL learners’ writing skill. To fulfill the objective of the study, 48 Iranian upper-intermediate participants were selected through administrating the Oxford Quick Placement Test (OQPT). Then, they were divided into two groups; one experimental group and one control group. Then, both groups were pretested by a writing test. After that, the researcher put the participants of the experimental group in a flipped classroom. The flipped classroom was equipped with Internet, computer and projector and participants in this classroom were allowed to bring their Smartphones to the classroom and use them during learning. The control group was exposed to traditional instruction in the class. This procedure continued till the last session. The results of independent samples t-test and one-way ANCOCA revealed that the experimental group outperformed the control group on the post-test. In addition, the results showed that there was a significant difference between the performances of the experimental group and the control group on the post-test.

scholarly journals The Impact of Smartboard on Preparatory Year EFL Learners’ Motivation at a Saudi University

2017 ◽  
Vol 8 (3) ◽  
pp. 172
Author(s):  
Waqar Ahmad ◽  
Zuraina Ali ◽  
Muhammad Aslam Sipra ◽  
Imtiaz Hassan Taj
Keyword(s):  
Teaching And Learning ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Significant Difference ◽  
Literature Reviews ◽  
Preparatory Year ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Smartboards, which are now widely used in the teaching and learning process in Saudi Arabia, have turned the traditional environments of the classrooms, especially the EFL classrooms to be more interesting and encouraging. Literature reviews suggest that Saudi students usually lack motivation for studying English as a foreign language. This study tends to investigate the impact of Smartboards on preparatory year EFL learners motivation at a Saudi university. Two intact groups were selected, in which one was termed as experimental and the second as control group. The experimental group was taught using the Smartboard while the control group was taught with the traditional whiteboard, pen and book method. The treatment was given for seven weeks. A questionnaire was administered to both the groups at the beginning and the end of the study. The data was analysed using the SPSS and the results showed that there was significant difference between the experimental and control groups in terms of motivation.  

The Effects of Using Instructional Conversation Method on Oral Autonomy of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (6) ◽  
pp. 1191
Author(s):  
Sahar Ghaffari ◽  
Mohammad Ali Fatemi
Keyword(s):  
Proficiency Test ◽  
Role Playing ◽  
T Test ◽  
Control Group ◽  
Instructional Conversations ◽  
Efl Learners ◽  
Significant Difference ◽  
Instructional Conversation ◽  
The Impact ◽  
Experimental Group

This study was conducted with the aim of investigating the impact of instructional conversations on oral autonomy of Iranian English as Foreign Language (EFL) learners. Forty-nine Iranian intermediate EFL learners from three language institutes in Sarakhs were selected as the participants of the study based on their scores in Nelson Proficiency Test. Administering Nelson General Proficiency Test, participants were measured to make sure they are homogeneous. These participants were randomly assigned into to control and experimental groups.  Participants in both groups sat for Learner Oral Autonomy Questionnaire with some modifications from Kashefian's learner autonomy questionnaire (2002). Results of independent samples t-test lack of any significant difference between the two groups in oral autonomy at the outset of the study. Throughout the study which lasted for 12 sessions participants in experimental group received the treatment, instructional conversations, as a tool for teaching speaking materials. Participants in the control group were taught the same materials as those practiced in the former group through such techniques as role playing, peer dialogues, and oral presentations. Finally, the posttest being the same as the pretest was administered. Results of independent samples t-test showed that the experimental group significantly outperformed the control one in Oral Autonomy Questionnaire. The present findings provide pedagogical implications for employing instructional conversation in EFL speaking classrooms.

scholarly journals The Impact of Immediate and Delayed Corrective Feedback on Iranian EFL Learners’ Willingness to Communicate

2017 ◽  
Vol 6 (6) ◽  
pp. 28
Author(s):  
Mahtab Zadkhast ◽  
Majid Farahian
Keyword(s):  
Corrective Feedback ◽  
Willingness To Communicate ◽  
Control Group ◽  
Immediate Feedback ◽  
Intermediate Students ◽  
Efl Learners ◽  
Group 2 ◽  
The Impact ◽  
Experimental Group ◽  
Group 1

The present study investigated the impact of immediate and delayed corrective feedback on Iranian EFL learners’ willingness to communicate. To attain the purpose of the study, 45 females intermediate students that were roughly selected according to their previous grades and their assigned  level in language school were chosen to participate in this study. Then they were divided to three equal groups: Experimental group 1(immediate feedback), Experimental group 2 (delayed feedback) and control group. In the first session, WTC questionnaire (MacIntyre ,2001 modified by Pourya Baghaei and Ali Dourakhshan) was administered to all groups as pretests. In group 1 the students’ errors were corrected by the teacher immediately after committing but in the second group, the students’ errors were written by the teacher and her comments were given to them when they finished their tasks. For the control group, the routine procedure of New Headway intermediate was followed. After about 12 sessions WTC was repeated as posttests. The findings revealed that immediate and delayed corrective feedback have a significant effect on EFL students’ level of WTC. The results, also demonstrated that experimental group 1 (immediate feedback) outweighed the other two groups in relation to their WTC. The findings have implication for pedagogy as well as further research.

The Effect of Employing Electronic Portfolio on Iranian EFL Learners’ Writing Skill

2016 ◽  
Vol 7 (4) ◽  
pp. 746 ◽  
Author(s):  
Nona Masaeli ◽  
Azizeh Chalak
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Electronic Portfolio ◽  
Language Teachers ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Significant Difference ◽  
Writing Skill ◽  
Experimental Group

A superior method of language teaching is what all researchers and language teachers look for. In order to facilitate the process of language learning, technological tools can be helpful. The present study aimed to investigate the effect to employing electronic portfolio on Iranian EFL learners’ writing skill in a language institute in Isfahan, Iran in summer 2014. To find the homogeneity of subjects, the Oxford Quick Placement Test was administered and the subjects were divided into experimental and control groups. The experimental group received the treatment which was employing the electronic portfolio, while the control group had the conventional context of language classes. At the end of the study, the obtained scores on the pretests and post-tests were analyzed. Independent t-tests were run to compare the collected scores in the two groups. The results of the study showed significant difference between the experimental group and the control group. The findings of the study can bear implications for EFL student, teachers, policy makers, university and institute organizations, and syllabus designers.

scholarly journals THE IMPACT OF PBWORKS APPLICATION ON VOCATIONAL STUDENTS’ COLLABORATIVE WRITING SKILL

2020 ◽  
Vol 39 (3) ◽  
pp. 694-704
Author(s):  
Audi Yundayani ◽  
Dian Kardijan ◽  
Rainy Dwi Apriliani
Keyword(s):  
Language Learning ◽  
Collaborative Writing ◽  
Foreign Language Learning ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Vocational Students ◽  
Significant Difference ◽  
Writing Skill ◽  
The Impact ◽  
Experimental Group

Writing skill is a productive language skills that should be mastered by vocational students. It has become a critical issue in the study of English for Specific Purposes (ESP) and a challenging one in Indonesian context in the context of English as Foreign Language learning. This paper aims to investigate the impact of PBworks media application on vocational students’ collaborative writing skill. The research used the experimental approach. The respondents included 60 vocational students selected randomly and divided into two groups with 30 students in the control group and 30 students in the experimental group. The PBworks media was applied in the experimental group, while the control group received face-to-face writing class without incorporating learning media. The data were obtained by comparing student scores in the pre-test and two post-tests. The analysis of covariance (ANCOVA) was used to obtain the result. It showed that there is a statistically significant difference between using PBworks and non-Pbworks media in regard to the students’ writing performance (p < .05). Moreover, vocational students believe in the benefit of the PBworks media application in developing collaborative writing skill despite the disadvantages.

scholarly journals The Impact of Applying Images on Knowledge of Affixes among EFL Learners

2017 ◽  
Vol 8 (1) ◽  
pp. 163
Author(s):  
Fatemeh Sadat Nodjoomi ◽  
Ahmad Yaghoubi
Keyword(s):  
T Test ◽  
Control Group ◽  
Final Exam ◽  
Efl Learners ◽  
Significant Difference ◽  
The Impact ◽  
Experimental Group

The aim of the present study was to investigate the effect of Applying Images on Iranian EFL learners’ Knowledge of Affixes. Based on a standard PET test, 60 learners selected out of 100 intermediate female EFL learners were chosen in the study. They were assigned randomly to one control and one experimental group. Then an affix test was given to them as a pretest. The experimental group received instruction through images as their treatment while the control group has their own way of teaching without treatment. After treatment, both groups were given an affix posttest again. The results were analyzed through sample independent t-test in order to see if there was any significant difference in the results. The results (t = 8.245, p = 0.000 < 0.001) show that there is a significant difference between the scores of the two groups at the final exam. Thus, it is concluded that the participants of the experimental group strongly outperformed the control group in the final exam. The findings of this study have implications for students, teachers, and syllabus designers.

scholarly journals The Impact of Shadowing Technique on Tertiary EFL Learners’ Listening Skill Achievements

2017 ◽  
Vol 7 (5) ◽  
pp. 184
Author(s):  
Sumarsih Sumarsih
Keyword(s):  
Alternative Hypothesis ◽  
Control Group ◽  
Listening Skills ◽  
Control Groups ◽  
Efl Learners ◽  
Listening Skill ◽  
Significant Difference ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This paper is aimed at describing the impact of Shadowing Technique on students’ listening skills achievement. Therefore, the experimental research was conducted and the techniques on collecting the data were administrating pre- and post- tests to the experiment and control groups, which consisted of 30 university students in each group. Then, t-test and ANCOVA were applied on analyzing the data, then to find the impact of shadowing technique on EFL learners’ listening skill achievements in English Department of Universitas Negeri Medan (UNIMED), Indonesia. As a result, there was a significant difference between the mean of experimental and control groups (F = 8.98, p=. 004 < .05). In addition, there was a significant effect of applying shadowing technique on students’ listening skill achievements (F=56.10, p=0.00<0.05) and the experimental group grammatically outperformed the control group. In conclusion, the null hypothesis was rejected and the alternative hypothesis was accepted. 

The Impact of Cooperative Learning on Iranian Intermediate EFL Learners’ Reading Comprehension: The Case of Jigsaw Technique

2020 ◽  
Vol 5 (1) ◽  
pp. 11-18
Author(s):  
Behnaz Raji
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
T Test ◽  
Control Group ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Jigsaw Technique ◽  
Experimental Group

This study examined the effect of Jigsaw technique as a part of cooperative learning on Iranian EFL learners’ reading comprehension. To this end, 40 intermediate participants were selected out of 73 EFL learners based on the results of Oxford Quick Placement Test (OQPT). The participants were divided into two groups; control and experimental. Then, the participants of both groups were pretested on reading comprehension. After pre-testing, the cooperative learning activities (Jigsaw technique) were practiced with the participants of the experimental group during 5 sessions. The experimental participants were assigned to five-member teams to work on reading texts. Each team member read an assigned section and then members from different teams who had studied the same sections met in ‘expert groups’ to discuss their sections. Then, students returned to their own teams and taught their team-mates about their section. On the other hand, the control group received traditional teacher-fronted instruction throughout the classroom time. After the treatment sessions, a teacher-made reading comprehension post-test was given to the participants of both groups to measure their reading comprehension ability after the treatment. The results of paired samples t-test and independent samples t-test revealed that the experimental group outperformed the control group on the post-test. The findings also showed that there was a significant difference between the post-tests of both groups in favor of the experimental group.

scholarly journals THE IMPACT OF CORRECTIVE FEEDBACK ON IRANIAN EFL LEARNERS’ WRITING COMPLEXITY, ACCURACY, AND FLUENCY

2021 ◽  
Vol 6 (2) ◽  
pp. 250-272
Author(s):  
Behnoosh Heshmat Ghahderijani
Keyword(s):  
English Language ◽  
Corrective Feedback ◽  
Placement Test ◽  
Control Group ◽  
Test Analysis ◽  
Efl Learners ◽  
Writing Complexity ◽  
Iranian Context ◽  
The Impact ◽  
Experimental Group

Background/Purpose: Recently, corrective feedback (CF) has gained considerable importance in language teaching research. Up until now, there has been less attention to the use of CF in an Iranian context.  This current study aims at investigating the impact of corrective feedback on Iranian intermediate EFL learners’ Complexity (C), Accuracy (A), and Fluency (F) in their writing production.   Methodology: After administering an Oxford Quick Placement Test (OQPT), the researcher selected 30 Iranian intermediate learners at a private English language institute in Isfahan, Iran and divided them into two groups of 15 randomly. An Oxford placement test was run to make sure that the two groups were homogenous. A series of writing tasks were developed to examine the participants’ performance in writing. The experimental group attended the class in which CF was performed where they received feedback from the teachers and also their partners in the class (by crossing out and explaining) during the writing tasks on how to use the correct forms of the words and tenses. The control group attended the class in which CF was performed briefly. At the end of the study, all subjects participated in paragraph writing. To compare the group means for the study, a test analysis was performed. The difference between the experimental and the control group was considered to be important.   Findings: The results of Independent and samples t tests revealed that the participants in the experimental group outperformed the ones in the control group in writing production. The results clearly indicated that the participants who received CF did better than those who did not. Therefore, the findings generally revealed that CF had a significant effect on Iranian intermediate EFL learners’ writing complexity, accuracy, and fluency.   Contributions: This study has multiple benefits for language learners and teachers. Utilizing CF in writing classes can be a practical way to improve students’ proficiency and writing skill. In addition, this study draws attention to the Complexity, Accuracy, and Fluency (CAF) of written production.   Keywords: Corrective feedback, complexity, accuracy, fluency, Iranian Intermediate EFL learners.   Cite as: Ghahderijani, B. H. (2021). The impact of corrective feedback on Iranian EFL learners’ writing complexity, accuracy, and fluency. Journal of Nusantara Studies, 6(2), 250-272. http://dx.doi.org/10.24200/jonus.vol6iss2pp250-272

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