scholarly journals THE IMPACTS OF EXPLICIT INSTRUCTIONS ON COHESIVE DEVICES ON IMPROVING READING COMPREHENSION

2018 ◽  
Vol 34 (4) ◽  
Author(s):  
Bo Thi Ly
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Learners ◽  
Training Procedure ◽  
Survey Questionnaire ◽  
Foreign Language Learners ◽  
Experimental Teaching ◽  
Cohesive Devices ◽  
Post Test ◽  
Comprehension Tests

This action research examines the effectiveness of an explicit cohesive device training procedure on improving foreign language learners’ reading comprehension. The research was carried out in a six-week experimental teaching procces for a class of 24 non-English majored students with the aid of two main data collection instruments, including two reading comprehension tests (a pre-test and a post-test) and a survey questionnaire. The data was mainly analyzed quantitatively using the Paired Sample T-tests. The overall result revealed that there was a significant improvement on students’ reading comprehension, which indicated that the technique worked well and was found effective in the study.

scholarly journals Effect of Paper and E-Dictionaries on Iranian EFL Learners' Reading Comprehension

2017 ◽  
Vol 6 (5) ◽  
pp. 199
Author(s):  
Shiva Grami ◽  
Mahmood Hashemian
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Learners ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Test Results ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Paired Samples ◽  
Treatment Design

The purpose of this study was to investigate the effects of paper and e-dictionaries on Iranian intermediate learners' reading comprehension. To this end, 90 female English Foreign language learners were randomly selected and assigned into 2 experimental groups (e-dictionaries and paper dictionaries groups) and 1 control group. All the groups took a pretest using no dictionaries. After 2 weeks of treatment design for the experimental groups, all the 3 groups took part in the posttest. The experimental groups did their task with their relevant dictionaries, whereas the control group did their task without using any kind of dictionary. Data were analyzed through analysis of covariance (ANCOVA) and paired samples t test. Results showed that the participants’ reading comprehension improved from the pretest to the posttest in both experimental groups. Results also indicated that the learners in the e-dictionaries group outperformed those in the paper dictionaries group. The outcome of study reveals that e-dictionaries could improve students’ reading comprehension by motivating them, shortening the time of searching words and reading a text, and increasing the number of look ups. 

scholarly journals The Effect of Teaching Cohesive Devices on IELTS Writing Task 2 of Iranian Foreign Language Learners

2017 ◽  
Vol 5 (1) ◽  
pp. 81
Author(s):  
Leila Kamelifar
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Relevant Research ◽  
Foreign Language Learners ◽  
Paired Samples ◽  
Cohesive Devices ◽  
Significant Difference ◽  
The World ◽  
The Mean ◽  
Writing Task

Obtaining good scores in IELTS has become a concern for many foreign language learners throughout the world. Therefore, any relevant research to pave the way of applicants' achievement may be considered significant. This study deals with an indispensable element of IELTS writing tasks as teaching cohesive devices and it verifies the effect on writing performance of IELTS task 2. To this end, 30 participants at intermediate level took an IELTS test writing task 2 as the pretest. Then, they went under a 10 session treatment program to learn cohesive devices. At the end, they took a parallel form of IELTS task 2. The scores were obtained. The inter-rater reliability was met. The results of the paired Samples T-test showed that there was a significant difference between the mean scores of pre and post- tests of the participants after being exposed to cohesive devices treatment.

Comparing the effect of skewed and balanced input on English as a foreign language learners’ comprehension of the double-object dative construction

2012 ◽  
Vol 35 (2) ◽  
pp. 419-442 ◽  
Author(s):  
KIM McDONOUGH ◽  
TATIANA NEKRASOVA-BECKER
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
First Language ◽  
Double Object ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Language Studies ◽  
Small Set ◽  
Thai English ◽  
Comprehension Tests

ABSTRACTAccording to usage-based approaches to acquisition, the detection of a construction may be facilitated when input contains numerous exemplars with a shared lexical item, which is referred to as skewed input. First language studies have shown that skewed input is more beneficial for the acquisition of novel constructions than balanced input, in which a small set of lexical verbs occurs an equal number of times. However, a second language (L2) study of datives found no advantage for skewed input compared to balanced input. The present study compared the effectiveness of skewed and balanced input at facilitating the comprehension of the double-object dative construction in L2 English. Over a 2-week period, Thai English as foreign language learners (N = 78) completed comprehension tests and a treatment activity that provided either skewed first, skewed random, or balanced input. The results indicated that balanced input was most effective at promoting comprehension of double-object datives. The implications are discussed in terms of the benefits of different types of input for L2 learners.

scholarly journals Motivational Orientations of Learning Japanese as A Foreign Language Among Undergraduates In A Public University In Malaysia

2021 ◽  
Vol 17 (3) ◽  
pp. 255
Author(s):  
Kuldip Kaur Maktiar Singh ◽  
David Loh Er Fu ◽  
Irene Leong Yoke Chu ◽  
Phang Yook Ngor ◽  
Chan Yann Seng ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Public University ◽  
Survey Questionnaire ◽  
Foreign Language Learners ◽  
Efl Teachers ◽  
Key Factor ◽  
Motivation Level

Abstract: Motivation is a key factor in learning a foreign language.  This study investigated the instrumental, integrative and attitudinal motivation level of students learning Japanese as a FL in a public university in Malaysia.  A survey questionnaire based on Gardner’s (1985) AMTB (Attitude/Motivation Test Battery) and Dornyei’s (1994) Attitudinal Motivation was given to 171 undergraduates.  Descriptive and Inferential statistics were used to analyse the data.  The results of the study indicated that the foreign language learners were generally highly motivated to learn Japanese as a foreign language. Moreover, their integrative and attitudinal motivational levels were similarly high and slightly higher than their instrumental motivation.  There were also statistically significant differences among the three subscales of attitudinal motivation viz. teacher-specific, course-specific and group-specific. They were more oriented towards teacher-specific and course-specific attitudinal motivation than group-specific attitudinal motivation.  The implications for EFL teachers and curriculum developers are that it would improve foreign language learning courses in future by designing suitable lessons and preparing appropriate materials and activities. Keywords: Attitude, Foreign language learning, Instrumental orientation, Integrative orientations, Motivation

Refusal Semantic Formulas Used by Foreign Language Learners

2008 ◽  
Vol 63 (4) ◽  
pp. 115-139 ◽  
Author(s):  
Euen Hyuk Sarah Jung ◽  
Kim, Young Jae
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Foreign Language Learners
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