scholarly journals Promoting discovery learning of formulaic language with the aid of online resources: A classroom-based study with intermediate EFL learners

2021 ◽  
Author(s):  
◽  
Thi Bich Thuy Bui
Keyword(s):  
Learning Strategies ◽  
Comparison Group ◽  
Target Language ◽  
Online Resources ◽  
Formulaic Language ◽  
Efl Learners ◽  
Multiword Expressions ◽  
Post Test ◽  
Text Chunking ◽  
Experimental Group

<p>This classroom-based study was motivated by the call for effective pedagogical paths to help learners of English as a Foreign Language (EFL) acquire multiword expressions (MWEs) in the target language. The central question addressed was how training EFL learners to identify MWEs in authentic texts (text-chunking) with the aid of online dictionaries and the online interface of the Corpus of Contemporary American English (COCA) (http://corpus.byu.edu) affected their uptake and awareness of formulaic language. Learners’ discovery strategies during text-chunking activities were also investigated.  The participants were 54 Vietnamese intermediate-level university students, randomly assigned to an experimental or comparison group. Over ten weeks, the experimental group (n=26) was asked to look for MWEs in texts, while the comparison group (n=28) used the same reading materials for content-related activities. Utilizing a mixed methods approach, this project analysed data gathered from a pre-test, an immediate post-test, a five-month delayed post-test, students’ classroom notes and audio-recorded discussions, and immediate and delayed questionnaires.  Four main findings emerged from this study. Firstly, the practice of text-chunking benefited the students’ retention of the MWEs they identified in the texts. Whereas test results indicated that learning occurred in both groups, the experimental group demonstrated the greater gains in MWE knowledge. Secondly, experimental learners decided to investigate whether given word strings might be MWEs mostly if they were phrases (a) that they had previously seen, (b) that included known words combined in novel ways, and c) that included unknown content words within familiar structures such as verb + preposition, preposition + noun, or binomials (i.e. noun ‘and’ noun). Also, learners relied mostly on constituent words and language contexts to guess the meaning of newly-found MWEs. Thirdly, text-chunking practice with the aid of online dictionaries and COCA heightened the learners’ awareness of the importance of expanding their knowledge of formulaic language. This heightened awareness endured over the five-month gap between the end of the classroom experiment and the final questionnaire. The intervention also concentrated experimental learners’ MWE learning strategies on those practised during the treatment including underlining new MWEs, taking notes, looking them up in dictionaries and COCA, and discussing with peers. Fourthly, while the experimental group reported increased autonomy in strategy use to support their MWE acquisition, the use of online dictionaries and corpora still posed challenges for learners’ self-study. Stumbling blocks included how to choose the resources to consult and how to extract the necessary information from not-so-user-friendly interfaces.  This thesis also discusses pedagogical and methodological implications of the findings so that teachers and learners in EFL contexts can make judicious use of text-chunking activities and online resources for the ultimate purpose of promoting learners’ autonomous MWE acquisition.</p>

scholarly journals Promoting discovery learning of formulaic language with the aid of online resources: A classroom-based study with intermediate EFL learners

2021 ◽  
Author(s):  
◽  
Thi Bich Thuy Bui
Keyword(s):  
Learning Strategies ◽  
Comparison Group ◽  
Target Language ◽  
Online Resources ◽  
Formulaic Language ◽  
Efl Learners ◽  
Multiword Expressions ◽  
Post Test ◽  
Text Chunking ◽  
Experimental Group

<p>This classroom-based study was motivated by the call for effective pedagogical paths to help learners of English as a Foreign Language (EFL) acquire multiword expressions (MWEs) in the target language. The central question addressed was how training EFL learners to identify MWEs in authentic texts (text-chunking) with the aid of online dictionaries and the online interface of the Corpus of Contemporary American English (COCA) (http://corpus.byu.edu) affected their uptake and awareness of formulaic language. Learners’ discovery strategies during text-chunking activities were also investigated.  The participants were 54 Vietnamese intermediate-level university students, randomly assigned to an experimental or comparison group. Over ten weeks, the experimental group (n=26) was asked to look for MWEs in texts, while the comparison group (n=28) used the same reading materials for content-related activities. Utilizing a mixed methods approach, this project analysed data gathered from a pre-test, an immediate post-test, a five-month delayed post-test, students’ classroom notes and audio-recorded discussions, and immediate and delayed questionnaires.  Four main findings emerged from this study. Firstly, the practice of text-chunking benefited the students’ retention of the MWEs they identified in the texts. Whereas test results indicated that learning occurred in both groups, the experimental group demonstrated the greater gains in MWE knowledge. Secondly, experimental learners decided to investigate whether given word strings might be MWEs mostly if they were phrases (a) that they had previously seen, (b) that included known words combined in novel ways, and c) that included unknown content words within familiar structures such as verb + preposition, preposition + noun, or binomials (i.e. noun ‘and’ noun). Also, learners relied mostly on constituent words and language contexts to guess the meaning of newly-found MWEs. Thirdly, text-chunking practice with the aid of online dictionaries and COCA heightened the learners’ awareness of the importance of expanding their knowledge of formulaic language. This heightened awareness endured over the five-month gap between the end of the classroom experiment and the final questionnaire. The intervention also concentrated experimental learners’ MWE learning strategies on those practised during the treatment including underlining new MWEs, taking notes, looking them up in dictionaries and COCA, and discussing with peers. Fourthly, while the experimental group reported increased autonomy in strategy use to support their MWE acquisition, the use of online dictionaries and corpora still posed challenges for learners’ self-study. Stumbling blocks included how to choose the resources to consult and how to extract the necessary information from not-so-user-friendly interfaces.  This thesis also discusses pedagogical and methodological implications of the findings so that teachers and learners in EFL contexts can make judicious use of text-chunking activities and online resources for the ultimate purpose of promoting learners’ autonomous MWE acquisition.</p>

Extracting multiword expressions from texts with the aid of online resources

2019 ◽  
Vol 171 (2) ◽  
pp. 221-252 ◽  
Author(s):  
Thuy Bui ◽  
Frank Boers ◽  
Averil Coxhead
Keyword(s):  
Foreign Language ◽  
Comparison Group ◽  
Online Resources ◽  
Learning Gains ◽  
Classroom Intervention ◽  
Multiword Expressions ◽  
L2 Learners ◽  
Post Test ◽  
The Difference ◽  
Experimental Group

Abstract This article reports on a classroom intervention where L2 learners were prompted to look for multiword expressions in texts. The participants were two intact classes of Vietnamese learners of English as a foreign language. Over a period of eight weeks, the experimental group (n = 26) looked for expressions in texts, while the comparison group (n = 28) used the same texts for content-related activities. In pairs, students in the experimental group consulted online dictionaries and an online corpus to help them determine which word strings in the texts were common expressions. The students’ worksheets and audio-recorded interactions suggest they were by and large successful at this, but also reveal the students found it hard to identify the boundaries of expressions and occasionally failed to find the dictionary (sub-)entries that matched them. The two groups’ ability to recall the expressions was gauged by comparing their scores on a pre-test and a post-test administered one week after the last class and again five months later. The learning gains were greater in the experimental group, although the difference fell short of significance in the delayed post-test. Students in the experimental group whose proficiency in English was relatively high tended to benefit the most.

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

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.

scholarly journals Using Podcasts to Improve Second Language Comprehension in Iranian Language Classrooms

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

<p>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.</p>

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

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.

scholarly journals The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

2021 ◽  
pp. 1-114
Author(s):  
Alanoud Ahmed Aldukhi
Keyword(s):  
Writing Skills ◽  
Intermediate School ◽  
Efl Learners ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Descriptive Writing ◽  
Experimental Group ◽  
Rotation Model

The present study investigated the impact of the station rotation model (SRM) on enhancing students’ descriptive writing skills. It adopted the quasi-experimental pre-post test control/ experimental group design. The tools of the study included a pre/post- descriptive writing skills test, and open-ended questionnaire. The participants of the study were selected randomly, 40 female students enrolled in the twelfth intermediate school in Riyadh. Students of the experimental group received the descriptive writing skills instructions in nine sessions based on the SRM, two of them were for training. The study results revealed statistically significant differences at 0.05 level between the mean scores of the control and the experimental groups on the post test in favor of the experimental group in overall descriptive writing skills as well as in each descriptive writing skill. The researcher recommended that there is a real necessity from educators and teachers to prepare appropriate curriculums that involve implementing the station rotation model inside the classrooms, in a way that corresponds with teachers’ ability and students’ need, aiming to gain the mentioned advantages.

Using Blogs to Motivate English as a Foreign Language Writers

2020 ◽  
pp. 257-278
Author(s):  
Selami Aydin ◽  
Emrah Özdemir
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Target Language ◽  
Writing Achievement ◽  
Learning Context ◽  
Efl Writing ◽  
Efl Learners ◽  
Writing Motivation ◽  
Post Test ◽  
Motivation Level

Not many studies have been present on the effects of blogging, particularly with respect to English as a Foreign Language (EFL) writing motivation. Those studies did not focus on the effect of the use of blogs on Turkish EFL learners' writing motivation. Thus, this chapter examines how the use of blogs affects EFL writing motivation among EFL learners in a Turkish EFL learning context. A questionnaire interrogating demographic information, a pre-test and a post-test measuring writing achievement were administered to a group of participants including 48 language learners. According to results, blogging on its own does not increase motivation; however, the process-based writing instruction mainly has positive influences on EFL learners' motivation in both traditional pen-paper and blog environments. Thus, EFL teachers need to know that the use of blogs does not increase motivation among Turkish EFL learners. To increase their motivation level, it is also recommended that teachers should use a writing environment where their students are encouraged to write in the target language.

scholarly journals Exploring the Effectiveness of Critical Thinking on Vocabulary Learning by Malaysian EFL Learners

2016 ◽  
Vol 6 (2) ◽  
pp. 213
Author(s):  
Maryam Sharafi Nejad ◽  
Shohreh Raftari ◽  
Lin Siew Eng
Keyword(s):  
Critical Thinking ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Efl Learners ◽  
Male Undergraduate ◽  
Significant Difference ◽  
Thinking Strategies ◽  
Post Test ◽  
Experimental Group

<p>Based on the findings of previous studies which highlight the role of vocabulary knowledge  in English as a Foreign Language/English as a Second Language (EFL/ESL) learners’  learning process, this study is aimed at exploring<strong> </strong>the effectiveness of critical thinking on vocabulary learning by Malaysian EFL learners. .To achieve the purpose of this study, 60 male undergraduate EFL learners studying English at Asian EFL Academy Language Institute in Pinang were selected after administering Preliminary English Test.To examine whether there is a significant difference between experimental and control group, two parallel versions of Vocabulary Knowledge Scale (Pribakht &amp; Wesche, 1993) were used as pre-test and post-test. The participants in experimental group were instructed on how to employ critical thinking strategies on vocabulary learning. The results of the post-test showed that the experimental group who received formal instruction based on the critical thinking strategies revealed the prominent <a href="https://www.google.com.my/search?newwindow=1&amp;biw=1366&amp;bih=609&amp;q=define+development&amp;sa=X&amp;sqi=2&amp;ved=0ahUKEwjsxaLZw_nLAhVMFJQKHWTjC10Q_SoIHjAA">development</a> and interest in vocabulary learning. The t-test also indicated a significant difference between the performance of the control and experimental group.</p>

scholarly journals A Survey on the Effectiveness of Mother Tongue on Learning L2 Vocabulary by Iranian Pre-intermediate EFL Learners

2016 ◽  
Vol 6 (7) ◽  
pp. 113
Author(s):  
Mohammadreza Khodareza ◽  
Maryam Kaviani
Keyword(s):  
Mother Tongue ◽  
First Language ◽  
Target Language ◽  
Control Group ◽  
Efl Learners ◽  
Proposal A ◽  
Post Test ◽  
Objective Structures ◽  
L2 Vocabulary ◽  
Learning English

<p>This study investigated the role of mother tongue on learning English vocabulary by Iranian pre-intermediate EFL learners. For this purpose, 30 female pre-intermediate learners were chosen. After administering a Nelson test participants were selected from the intact classes at Foreign Language Institute in Babol. These 30 partners were randomly allocated to 2 gatherings (one laboratory and the other control) each comprising of 15 partners. The participants received a pre-test comprising 70 English words to ensure that they did not have previous information of objective structures. Experimental group received their instruction, meaning of each target word, and translation of target words with their mother tongue (Persian). But control group just received target language (English) for all activities or instructions. Both teacher and students in this group didn’t allow using Persian. After the treatment, the same pre-test was given to the participants as a post-test to measure the effectiveness of therapy gained. After collecting the data, to respond the research proposal, a t-test was conducted. The results indicated that first language had significant effect on learning English words. The findings of this study are considered to be useful in methodology issue.</p>

scholarly journals The Role of Persian Elaboration on Incidental Vocabulary Learning from Reading by EFL Learners

2018 ◽  
Vol 8 (1) ◽  
pp. 28
Author(s):  
Shahin Vaezi ◽  
Aso Biri ◽  
Farhang Moradi
Keyword(s):  
Learning Experience ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Incidental Vocabulary ◽  
Post Test ◽  
Incidental Vocabulary Learning ◽  
Experimental Group

This study attempted to tap into the potential of reading for incidental vocabulary learning by exposing EFL learnersto elaborated texts. This study was also concerned with investigating learners’ attitudes toward using elaboratedpassages in their reading classes. To this end, 38 students were selected as the participants of this research anddivided into two groups. Students attending the experimental group (N=20) read Persian elaborated texts in whichthe Persian meanings of the specified target words were provided in apposition to them. On the other hand, studentsof the control group (N=18) were required to read the non-elaborated version of the aforementioned texts. Generally,the results of the post-test pointed to the effectiveness of this approach in incidental vocabulary learning, and theparticipants of the experimental group were found to gain a significant vocabulary improvement in comparison to thecontrol group. Furthermore, the interview suggested that students held positive attitudes to reading elaborated textsand regarded them as effective in their vocabulary learning experience. The findings of this study have implicationsfor material developers who need to reconsider the role of modified materials.

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