scholarly journals The Impact of Spaced and Massed Instruction on Foreign Language Reading Motivation and Reading Attitude among Pre-intermediate EFL Learners

2020 ◽  
Vol 22 (2) ◽  
pp. 104-120
Author(s):  
Ehsan Namaziandost ◽  
Maryam Khodaverdian Dehkordi ◽  
Poupak Alipour ◽  
Shouket Ahmad Tilwani
Keyword(s):  
Foreign Language ◽  
Reading Motivation ◽  
Reading Attitude ◽  
Attitude Survey ◽  
Efl Learners ◽  
Foreign Language Reading ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Minute Session

Abstract This study investigated the impact of spaced and massed instruction on foreign language reading motivation and reading attitude among Iranian pre-intermediate EFL learners. To fulfil this objective, 60 Iranian participants were chosen among 120 students based on the results of Oxford Quick Placement Test (OQPT). The selected pre-intermediate participants were then divided into two equal experimental groups: spaced group and massed group. Afterwards, the researcher measured the participants’ reading motivation and reading attitude by administering a reading motivation questionnaire and a reading attitude survey as a pre-test. Then, both groups received the treatment. During the treatment phase of the study, the massed group was taught the reading comprehension in an intensive 60-minute session, while the spaced group was taught in three short sessions (twenty-minute session). After the instruction, a reading motivation questionnaire and a reading attitude survey as a post-test were carried out to both groups and finally the data were analyzed by running paired and independent sample t-tests. The outcomes demonstrated that there was a significant difference between the post-tests of spaced and massed groups. The findings indicated that the spaced group significantly out performed the massed group (p < .05) on the reading motivation and reading attitude post-test. The implications of this study make teachers know that teaching through spaced periods can produce better outcomes than teaching through one massed session.

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

2019 ◽  
Vol 8 (1) ◽  
pp. 60-77 ◽  
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

scholarly journals The Impact of Text-Messaging on EFL Freshmen's Vocabulary Learning

2011 ◽  
Vol 19 ◽  
pp. 47
Author(s):  
Ali Derakhshan
Keyword(s):  
Text Messaging ◽  
Vocabulary Learning ◽  
Text Message ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Efl Learners ◽  
Original Sentence ◽  
Significant Difference ◽  
Post Test ◽  
The Impact

<p>The present research investigates the effectiveness of text-message vocabulary learning on EFL freshmen. The results of the pretreatment interview with EFL learners showed that many of them have difficulty learning vocabulary through the traditional paperand-pencil way; therefore, text-message vocabulary learning was hypothesized to be a potential way to help EFL learners consolidate their vocabulary knowledge. To this end, 43 participants from among 85 freshmen studying in Torbat-e-Heydarieh Azad University participated in the study. The participants were divided into two groups of 21 and 22 on the basis of their proficiency. The book Check Your Vocabulary for Academic English by David Porter (2001) was taught to both groups, and they were told to make some sentences in the class to become familiar with these words; they were requested to work cooperatively in small groups of 3 or 4 in order to have the opportunity to talk more about these words. Fifteen to 20 words were introduced and taught to these students on each session. Then, the participants in the experimental group sent the researcher one text-message containing an original sentence for each word covered in the class. They were also asked to send a text-message containing a sentence to their three predetermined partners. The participants in the control group wrote one sentence using each covered word, and they were also asked to write one sentence to exchange with their three partners and bring their assignments to the class next session. The results of independent samples t-test for the post-test and the delayed post-test showed that there was no statistically significant difference between the initial vocabulary learning and the retention of the vocabulary between the two groups.</p>

scholarly journals The impact of individual and group_based expectations on the self_image and reading comprehension of iranian intermediate efl learners

2021 ◽  
Vol 14 (33) ◽  
pp. e15298
Author(s):  
Elahe Salehi ◽  
Ali-Reza Ameri ◽  
Gholam-Reza Abbasian
Keyword(s):  
Reading Comprehension ◽  
Efl Learners ◽  
Self Image ◽  
Significant Difference ◽  
Language Classes ◽  
Post Test ◽  
The Individual ◽  
The Impact ◽  
Do So

The study scrutinized the effect of individual and group-based expectations on EFL learners' self-image and reading comprehension. This study explored the effectuality of individual expectations and group-based expectations in improving self-image and reading comprehension among EFL learners. To do so, 50 out of 120 Iranian EFL learners were chosen as the sample of the study and they were divided into two groups of Individual-based Expectation Instruction and Group-based Expectation Instruction, received five sessions of instruction along with some types of expectations and took two types of reading and self-image tests as a pre- and post-test. In general, the results showed no significant difference between the two groups’ mean scores on the post-test of self-image. The results revealed that the individual expectation group significantly outperformed the group-based expectation group on the post-test of reading comprehension. The findings suggest that using different forms of expectations in language classes can be instrumental in improving the students’ self-image and reading comprehension.

The effect of using videos in teaching and learning English present progressive tense

2020 ◽  
Vol 17 (2) ◽  
pp. 159-170
Author(s):  
Adil Mohammed Hamoud Qadha ◽  
Mohammed Ahmed Alward
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Content Type ◽  
Efl Learners ◽  
Post Test ◽  
The Impact ◽  
Present Progressive

Purpose Using videos in language learning has been investigated in the literature to enhance second language learning. The previous studies have explored the effect of videos on learning a foreign language, especially vocabulary learning. The purpose of this study is to investigate the effect of videos on learning present progressive tense in the perspective of semiotics. Design/methodology/approach A total of 30 Arab English foreign language (EFL) learners participated in the study and were assigned into two groups. The first group was taught present progressive tense with the help of videos (the semiotics group). The second group was taught the same content using a traditional way, i.e. without videos. Findings Results of the post-test indicated that participants in the semiotics group outscored the participants who did not learn through videos to learn present progressive tense. The study concluded that using videos is a useful tool to enhance learning present progressive tense. Originality/value To the authors’ knowledge, no study has been conducted to examine the effect of semiotics on learning L2 grammar, especially the present progressive tense. Therefore, this study explores the impact of using videos, as a form of semiotics, to help EFL learners learn present progressive tense.

scholarly journals The Impact of Glossed Texts on Reading Comprehension among Tertiary Saudi Students

2018 ◽  
Vol 11 (3) ◽  
pp. 153
Author(s):  
Bader Alharbi
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Male Students ◽  
Control Group ◽  
Efl Learners ◽  
Future Studies ◽  
Saudi Students ◽  
Significant Difference ◽  
L1 And L2 ◽  
The Impact

The purpose of this study is to explore the existing effect of gloss conditions on reading comprehension and vocabulary understanding of learners in the context of English as a foreign language. The study composed of 72 male students aged between 19 and 21 years selected from Qassim University in Saudi Arabia. The participants were divided into four groups, namely; L1 Arabic gloss, L2 English gloss, a combination of L1 and L2, and the last group with no gloss. Results and findings of the study revealed a significant difference regarding the comprehension of the texts among the experimental groups when correlated with the control group. Additionally, there was no significant change noted regarding performance among the experimental groups. Another finding indicated that the learners had a preference of L1 and L2 gloss over L1 gloss and L2 gloss types, with 93.03% of them preferring to read glossed texts. Overall, these findings suggest that the gloss and no conditions were significantly distinct. This research results will be beneficial for future studies that are interested in developing reading comprehension of EFL learners.

scholarly journals Comparing the impacts of various inputs(I + 1 & I-1) on pre-intermediate EFL learners’ Reading comprehension and Reading motivation: the case of Ahvazi learners

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Ehsan Namaziandost ◽  
Mehdi Nasri ◽  
Meisam Ziafar
Keyword(s):  
Reading Comprehension ◽  
Reading Motivation ◽  
Vital Role ◽  
Current Level ◽  
Extensive Reading ◽  
Efl Learners ◽  
Significant Difference ◽  
Comprehensible Input ◽  
Post Test

AbstractConsidering 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.

scholarly journals USING GOOGLE SEARCH FOR ENGLISH GRAMMAR LEARNING

2021 ◽  
Vol 6 (2) ◽  
pp. 318-339
Author(s):  
Mona Tavakoli
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
The Body ◽  
Efl Learners ◽  
English Grammar ◽  
Grammar Learning ◽  
Significant Difference ◽  
Google Search ◽  
The Impact

Background/Purpose: Second/foreign language learners face problems in different areas such as correct word usage, grammatical accuracy, and pronunciation fluency. This paper responds to one of these problems by investigating the impact of strategic Google Search on Iranian English as a foreign language (EFL) learners’ grammar learning.   Methodology: Sixty Iranian intermediate EFL learners from a private English language institute in Isfahan, Iran were selected and randomly divided into two groups. To find which areas of grammar are most problematic among the participants, a multiple-choice grammar pretest which was validated by five English experts was given to them. Then 10 questions that most participants answered wrongly were selected as the most challenging ones. During 10 class sessions, the participants were taught how to select the correct choice through Google Search. In fact, each participant in the class had a laptop connected to the internet. The researcher taught them how to search on Google strategically and the participants found out that in Google sites there are some sentences which are grammatically wrong and they should not trust them. They learned how to search strategically for the correct choices. At the end of the sessions they answered a posttest containing different questions but in the same grammatical areas. The pretest and posttest both were conducted while the participants were connected to internet sites.   Findings: Data analysis was done through running t-test using SPSS software and statistically significant difference was revealed. The findings showed that those participants who were taught how to strategically use Google Search performed better in the posttest. Therefore, the results revealed that correct Google Search had improved the Iranian intermediate EFL learners’ grammar knowledge.    Contributions: This study has several implications for both language learners and teachers regarding the use of Google platform for English grammar learning. In addition, it contributes to the body of knowledge that strategic Google Search does not only improve the Iranian EFL learners’ English grammar but also make them less dependent on teachers thus promoting autonomous learning.   Keywords: Google search, EFL learners, grammar learning, intermediate EFL learners, Iran, web-based instruction.   Cite as: Tavakoli, M. (2021). Using Google search for English grammar learning. Journal of Nusantara Studies, 6(2), 318-339. http://dx.doi.org/10.24200/jonus.vol6iss2pp318-339

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 Willingness to Communicate: Tracking Movement through Peer Assessment

2015 ◽  
Vol 4 (4) ◽  
pp. 3
Author(s):  
Sahar Niknejad ◽  
Behzad Nazari
Keyword(s):  
Foreign Language ◽  
Peer Assessment ◽  
Oral Communication ◽  
Willingness To Communicate ◽  
Control Group ◽  
Advanced Learners ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

The purpose of this study was to examine the effect of peer assessment on willingness to communicate (WTC) among Iranian advanced EFL learners in the context of classroom. In order to serve the main purpose of the study, two groups of advanced learners participated in this study. Primarily, a pre-test was administered to both groups, then the participants of experimental group received a treatment of 10 sessions. In these sessions the participants assessed their peers according to the peer assessment form. On the other hand, the participants of control group did not receive any treatment. The quasi-experimental, pre-test, and post-test were applied to these two groups. The obtained data was analyzed with two sample independent t-test statistical methods. The results revealed a meaningful significant difference among Iranian advanced EFL learners' willingness to communicate of the participants who assessed their peer's performances, so peer assessment significantly affected their achievement in oral communication. Teachers deal with learners that are willing to communicate orally in their foreign language, while some learners do not use their foreign language, even with high linguistic competence. Peer assessment can be a good form of assessment to enhance willingness to communicate among EFL learners.

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