scholarly journals The Potential of Corpus Based Collocation Instruction on the Awareness Levels of the Turkish EFL Students in Terms of Reading Performances

10.29007/k2lr ◽  
2018 ◽  
Author(s):  
Ali Sukru Ozbay
Keyword(s):  
Test Scores ◽  
English Language ◽  
Reading Performance ◽  
Control Group ◽  
Black Sea Region ◽  
Reading Processes ◽  
Efl Learners ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

It is an old consensus by now that languages all throughout the world consist of prefabricated chunks or multi-word combinations which are important for EFL learners in their efforts to perceive and produce language of native speakers in the form of combinations or chunks. The combinative nature of English language lends itself in various ways and sometimes they are called as “collocations” which constitute the biggest part of these chunks. In this respect, it is understandable that collocation learning plays a significant role for EFL learners. Thus, the primary purpose of this research is to explore whether corpus based explicit collocation instruction will help the EFL students gain awareness of collocations. Another purpose is to reveal the extent to which EFL learners recognize collocations in different contexts. The final purpose is to observe whether this informed exposure will result in better reading performances in English. The research reported on an experimental study regarding the effect of corpus-based explicit collocation instruction on EFL students' reading performance. The data for the study were obtained through pre-test and post- test scores and interview which included open-ended questions. Tertiary level EFL students (n=50) from the English department of a middle sized university in the Eastern Black Sea region in Turkey participated in the study and the study lasted for eight weeks (spring term). The control group (n = 25) received in-class reading instruction and the experimental group (n = 25) integrated collocations into their reading processes. The study investigated whether there were any differences between the experimental and the control groups in terms of gaining awareness of collocations and exhibiting better reading performances after corpus-based explicit collocation instruction is delivered on a scheduled-order. Based on the analyses of students' reading scores, the main findings showed that the experimental group showed significant improvement when compared to the control group. Both post-test scores and the answers of the students participated in the interview proved that corpus-based explicit collocation instruction had positive effect on the awareness level and reading performances of EFL students. The study, therefore, concludes that English as a Foreign Language learners' use of collocations or word combinations has potential to create more effective reading performance.

scholarly journals Computerized Corpus Based Investigation of the Use of Multi-Word Combinations and the Developmental Stages by Tertiary Level EFL Learners

10.29007/fs4s ◽  
2018 ◽  
Author(s):  
Ali Sukru Ozbay ◽  
Mustafa Naci Kayaoğlu
Keyword(s):  
Test Scores ◽  
Reading Performance ◽  
Control Group ◽  
Tertiary Level ◽  
Black Sea Region ◽  
Reading Processes ◽  
Efl Learners ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

It is an old consensus by now that languages all throughout the world consist of prefabricated chunks or multi-word combinations which are important for EFL learners in their efforts to perceive and produce language of native speakers in the form of combinations or chunks. The combinative nature of English language lends itself in various ways and sometimes they are called as “collocations” which constitute the biggest part of these chunks. In this respect, it is understandable that collocation learning plays a significant role for EFL learners. Thus, the primary purpose of this research is to explore whether corpus based explicit collocation instruction will help the EFL students gain awareness of collocations. Another purpose is to reveal the extent to which EFL learners recognize collocations in different contexts. The final purpose is to observe whether this informed exposure will result in better reading performances in English. The research reported on an experimental study regarding the effect of corpus-based explicit collocation instruction on EFL students' reading performance. The data for the study were obtained through pre-test and post- test scores and interview which included open-ended questions. Tertiary level EFL students (n=50) from the English department of a middle sized university in the Eastern Black Sea region in Turkey participated in the study and the study lasted for eight weeks (spring term). The control group (n = 25) received in-class reading instruction and the experimental group (n = 25) integrated collocations into their reading processes. The study investigated whether there were any differences between the experimental and the control groups in terms of gaining awareness of collocations and exhibiting better reading performances after corpus-based explicit collocation instruction is delivered on a scheduled-order. Based on the analyses of students' reading scores, the main findings showed that the experimental group showed significant improvement when compared to the control group. Both post-test scores and the answers of the students participated in the interview proved that corpus-based explicit collocation instruction had positive effect on the awareness level and reading performances of EFL students. The study, therefore, concludes that English as a Foreign Language learners' use of collocations or word combinations has potential to create more effective reading performance.

scholarly journals The Effect of Swain's Push Out Hypothesis on Promoting Jordanian Language Learners' Reading Performance

2017 ◽  
Vol 7 (1) ◽  
pp. 73
Author(s):  
Abeer Al-Ghazo
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
English Language ◽  
Reading Performance ◽  
Control Group ◽  
Comprehension Test ◽  
Post Test ◽  
Efl Students ◽  
Push Out ◽  
Experimental Group

The present study investigates the effect of push out hypothesis in language acquisition that is based on Swain’s push out hypothesis (1985) on promoting Jordanian language learners' reading performance. The sample of the study consists of two classes of English reading comprehension  Course , Level one with 60 EFL students, 30 in the control group and 30 in the experimental group. Those students were belonging to the Department of English Language and Literature. The researchers choose the reading texts from reading comprehension course which was published by Macmillan Education LTD, intermediate level (2001). The researchers construct a multiple-choice reading comprehension test to assess the students reading comprehension. The participants in the two groups took a vocabulary test and an achievement reading comprehension test as a pre-test  in order to be sure that the participants formed a homogenous sample. The experimental group underwent a treatment based on Swains’ push out task, while the control group did not receive any treatment. Then, Proper statistical analyses were used to analyze the results. The scores of control and experimental group were compared at the end of the treatment period. The results reveal that the scores of the experimental group on the post-test were significantly higher than those of the control group. These results prove that teaching on the basis of the Swains’ push out hypothesis was successful to develop the students’ reading comprehension as well as their performance.

scholarly journals Can Explicit Written Corrective Feedback Develop Grammatical and Lexical Accuracy of Saudi EFL Learners?

2018 ◽  
Vol 6 (4) ◽  
pp. 16 ◽  
Author(s):  
Nahla Al-Hazzani ◽  
Sultan Altalhab
Keyword(s):  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Efl Students ◽  
Positive Effect ◽  
Experimental Group ◽  
Made In

Saudi students encounter many problems in writing skill as several studies revealed (e.g. Alhazmi, 2006; Alsamdani, 2010). Providing effective and useful feedback may help to overcome these challenges. Therefore, this study examines the effect of teachers’ written corrective feedback on female Saudi EFL students’ written essays and to what extent it affects students’ written grammatical and lexical accuracy. The sample comprises 50 foundation level students, across two groups: an experimental group (n=29) and a control group (n=21). Data were gathered over a 10-week period using a pre-/post-test/delayed post-test design for comparable groups. The findings show that although many errors were made in the writing performances, the students in the experimental group had significantly better achievements than the students in the control group on the measure. The results lend support to the efficiency of teachers’ written corrective feedback, showing it has a significant positive effect on the participants’ grammatical and lexical accuracy.

scholarly journals The Effect of Using Meta Cognitive Strategies on the Development of Reading Comprehension in English language on the Second Grade of Secondary students in Jeddah City

2019 ◽  
Vol 3 (20) ◽  
Author(s):  
Fatimah Miteib Almutayri , Khitam Mohammed Alghazu
Keyword(s):  
Reading Comprehension ◽  
Secondary Students ◽  
Test Scores ◽  
English Language ◽  
Cognitive Strategies ◽  
Second Grade ◽  
Control Group ◽  
Jeddah City ◽  
Post Test ◽  
Experimental Group

The current study aimed to find out the effect of using meta cognitive strategies on the development of reading comprehension in English language on the Second Grade of Secondary students in Jeddah city. The researcher used a quasi-experimental approach with two groups (control group and experimental groups). The sample, which included (58) female students from the second grade of secondary students on Jeddah city, was convenience sample. The researcher prepared three tools for studying as the following: • A list of reading comprehension skills in English language. • A test of a reading comprehension in English language. • A guide book for teacher and students to use the meta cognitive skills. The researcher used appropriate statistical methods as the Means, standard deviations, and one way ANOVA and MANCOVA, the following results have been reached: 1- There are statistical significant differences at the level of ≤ 0.05 between the average post-test scores of the experimental group and the average post-test scores of control group in all reading comprehension levels of English language for experimental group after controlling pretest for experimental group. 2-There are no statistical significant differences at the level of ≤ 0.05 between the average post-test scores of the experimental group and the average post-test scores of control group in literal comprehension level of English language after controlling pre-test for experimental group. 3- There are statistical significant differences at the level of ≤ 0.05 between the average post-test scores of the experimental group and the average post-test scores of control group in interpretative comprehension level of English language after controlling pre-test for experimental group. 4- There are statistical significant differences at the level of ≤ 0.05 between the average post-test scores of the experimental group and the average post-test scores of control group in critical comprehension level of English language after controlling pretest for experimental group. The study has recommended to develop the English curriculum in order to apply the implementation of meta cognitive strategies, as well as, to train the teachers of English language before and during the service on using the meta cognitive strategies. The study has suggested to study the effectiveness of other strategies for " meta cognition " in the development of reading comprehension. Also, it has suggested to study the effectiveness of the " meta cognition " strategies for the development of language skills in different stages of learning.  

scholarly journals Exploring the Effect of Using WhatsApp on Saudi Female EFL Students' Idiom-Learning

2020 ◽  
Vol 11 (4) ◽  
pp. 328-350
Author(s):  
Ameera Almogheerah
Keyword(s):  
English Language ◽  
Learning Activities ◽  
Control Group ◽  
Learning Tools ◽  
Main Research ◽  
Post Test ◽  
Efl Students ◽  
User Friendly ◽  
And Control ◽  
Experimental Group

The study aimed at investigating the effect of using WhatsApp-based learning activities on developing idiom knowledge among Saudi university English as a foreign language (EFL) students compared to conventional method. It also examined the students’ perceptions towards the application of WhatsApp in idiom-learning. The rationale for conducting this study is to provide students with useful learning tools that may improve their idiomatic knowledge and also help them to practice English idioms anytime and anywhere outside the classroom. It also aimed to help teachers to streamline EFL instruction, making it more efficient, effective, and user-friendly. As such, the main research questions are what is the effect of WhatsApp-based learning activities on developing university female EFL students? and what are Saudi female EFL students’ perceptions on learning idioms using WhatsApp?. To answer these questions, 70 EFL female students in the Department of English Language and literature at Imam Mohammad ibn Saud Islamic University (IMSIU) involved in the study. They were assigned into two groups; experimental group, who was taught English idioms via WhatsApp-based learning activities, and control group, who was taught English idioms conventionally in classroom. Two instruments were used to collect the data; a pre-post idioms achievement test and a post-study questionnaire. The findings demonstrated that the experimental group significantly outperformed the control group in idioms achievement post-test. Moreover, the results showed that the majority of the experimental group had a positive perception towards learning English idioms via WhatsApp.

Using Mobile Instant Messaging in Teaching Vocabulary to Pre-intermediate EFL Learners: The Case of WhatsApp

2020 ◽  
Vol 5 (1) ◽  
pp. 1-10
Author(s):  
Ehsan Namaziandost ◽  
Sajad Shafiee ◽  
Ray Suryadi
Keyword(s):  
Mobile Application ◽  
English Language ◽  
Instant Messaging ◽  
Control Group ◽  
Vocabulary Test ◽  
Daily Lives ◽  
Efl Learners ◽  
Post Test ◽  
English Language Institute ◽  
Experimental Group

Smartphones are becoming an increasingly common part of our daily lives. Applications used in these systems are extremely varied due to their extraordinary efficiency. With respect to language teaching, the use of these technologies has opened up new doors, changing innovatively the way teachers teach and students learn. Accordingly, this study aimed to find out the impacts of using WhatsApp as a mobile instant messaging application on teaching vocabulary among pre-intermediate EFL learners. To this end, 60 Iranian pre-intermediate EFL learners were selected from a private English Language Institute. Then, they were randomly assigned to two equal groups- an experimental group and a control group. They were pre-tested by a researcher-made vocabulary test.  Then, the treatment was applied to both groups. As the treatment, the control group was taught with traditional activities whereas the experimental group was taught with the use of mobile application (WhatsApp). At the end of the instruction, a researcher-made vocabulary post-test was administered. The results of independent samples t-test and one-way ANCOVA indicated that the experimental group had better performance on the post-test compared to control group revealing the usefulness of the mobile application utilized in this study on learning vocabulary.

scholarly journals Exploring the Effect of Using WhatsApp on Saudi Female EFL Students' Idiom-Learning

2021 ◽  
Author(s):  
Ameera Almogheerah
Keyword(s):  
English Language ◽  
Learning Activities ◽  
Control Group ◽  
Learning Tools ◽  
Main Research ◽  
Post Test ◽  
Efl Students ◽  
User Friendly ◽  
And Control ◽  
Experimental Group

The study aimed at investigating the effect of using WhatsApp-based learning activities on developing idiom knowledge among Saudi university English as a foreign language (EFL) students compared to conventional method. It also examined the students’ perceptions towards the application of WhatsApp in idiom-learning. The rationale for conducting this study is to provide students with useful learning tools that may improve their idiomatic knowledge and also help them to practice English idioms anytime and anywhere outside the classroom. It also aimed to help teachers to streamline EFL instruction, making it more efficient, effective, and user-friendly. As such, the main research questions are what is the effect of WhatsApp-based learning activities on developing university female EFL students? and what are Saudi female EFL students’ perceptions on learning idioms using WhatsApp?. To answer these questions, 70 EFL female students in the Department of English Language and literature at Imam Mohammad ibn Saud Islamic University (IMSIU) involved in the study. They were assigned into two groups; experimental group, who was taught English idioms via WhatsApp-based learning activities, and control group, who was taught English idioms conventionally in classroom. Two instruments were used to collect the data; a pre-post idioms achievement test and a post-study questionnaire. The findings demonstrated that the experimental group significantly outperformed the control group in idioms achievement post-test. Moreover, the results showed that the majority of the experimental group had a positive perception towards learning English idioms via WhatsApp.

The Impact of Computer Assisted Language Learning (CALL) on Improving Intermediate EFL Learners’ Vocabulary Learning

2020 ◽  
Vol 4 (2) ◽  
pp. 96
Author(s):  
Fatemeh Enayati ◽  
Abbas Pourhosein Gilakjani
Keyword(s):  
Language Learning ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Post Test ◽  
Efl Students ◽  
And Control ◽  
Experimental Group

Regarding the large amount of vocabulary that learners should learn and the limited amount of time available in the EFL classes, Computer Assisted Language Learning (CALL) is considered as an attractive option for learning. One specific benefit of using CALL vocabulary instruction is to provide systematic repetition of words, ensuring that learned words are not forgotten. The objective of current investigation is to examine the effect of CALL on Iranian intermediate learners’ vocabulary learning. The researchers used Tell Me More (TEM) software for this objective. This investigation used Preliminary English Test (PET) as a standardized measurement to seek the level of the subjects in terms of language proficiency. Then, the researchers assigned the participants into two groups: experimental group and control group. Experimental group included 31 EFL students and control group involved 30 EFL students. 80 items were administered as pre-test to evaluate the participants’ previous knowledge of English in respect to the vocabularies. The researchers taught the students of both groups for 12 sessions. The TEM software was used as treatment in experimental group and the control group received no treatment. The taught words were the same in both groups. After 12 sessions, the 65 items were administered as post-test in order to compare the results of the scores of two groups and decide about the effectiveness of the treatment. The data were analyzed through running the Independent sample t-test. The results of post-test showed that the participants of experimental group outperformed the control group and had positive attitudes towards CALL. The results of this study may be useful for EFL teachers, EFL learners, and syllabus designers.

scholarly journals The Efficacy of Corrective Feedback on L2 Writings of EFL Students

2017 ◽  
Vol 8 (1) ◽  
pp. 110 ◽  
Author(s):  
Senanur ÇINAR
Keyword(s):  
Teaching And Learning ◽  
Corrective Feedback ◽  
Reliability And Validity ◽  
Private University ◽  
Control Group ◽  
Efl Learners ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group ◽  
Made In

Errors have been perceived as problems within the process of teaching and learning a language. However, especially in writing, learners are able to benefit from their errors with the help of corrective feedback. The purpose of this study is to investigate the effectiveness of explicit corrective feedback in Turkish EFL learners’ writing. The participants of the study were 43 intermediate level Turkish EFL students at a private university in Turkey. There were one experimental, 21 students, and one control group, 22 students. As the data collection both groups were administered a pre-test, a post-test and a delayed post-test as a paper and pencil tests. The experimental group received explicit corrective feedback with extended comments on their errors, and the control group received no feedback. Their errors were only underlined without providing correction. The number of errors that each group made in the writings was compared to each other. In order to ensure the reliability and validity, the participants were administered a 5 Likert scale questionnaire after the writing sessions. The results revealed that the experimental group who received explicit corrective feedback made fewer errors than the control group who did not receive feedback on their L2 writings. Besides that, the experimental group made fewer mistakes in their tests compared to the previous ones. Thus, the findings of the questionnaire revealed that students had a positive view about corrective feedback their L2 writings especially if it has extended comments.

scholarly journals THE IMPACT OF KWL STRATEGY ON COLLEGE EFL STUDENTS' READING COMPREHENSION ACHIEVEMENT

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Majid Bani Madhi
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
First Grade ◽  
Control Group ◽  
Achievement Level ◽  
Post Test ◽  
Comprehension Process ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

Iraqi EFL learners face difficulties in comprehending English language reading texts. It is well-established that the teaching strategies focusing on the nature of reading comprehension process are more effective than traditional methods when seeking to achieve a better comprehension of foreign language texts. This study investigates the impact of the KWL strategy on the college EFL students' reading comprehension achievement. KWL (Ogle, 1986) is an instructional reading method utilized to guide students while reading a text. Students brainstorm the whole thing they Know about a topic. This information is written down in the K column of a K-W-L chart. A list of questions about what they Want to Know about the topic is then developed. These questions are set out in the W column of the chart. During or after reading, students answer the questions that are in the W column. This new information that they have Learned is recorded in the L column of the K-W-L chart. To achieve the aim of this study, a sample selected randomly from the first-grade students, the department of English, Al-Imam Al-Kadhum Private University College, Misan, Iraq. Ninety-two males and females participated in the study and were distributed equally to an experimental group and a control group. Both groups were pretested to determine their achievement level and make sure that they are homogenous. The students in the experimental group were taught reading comprehension by the K.W.L strategy, while the control group were taught by a conventional method. Pre- and post-reading comprehension tests were managed to collect data. The data were analyzed using a two-sample t-test. The findings reveal the superiority of the experimental group students in the reading comprehension post-test over their peers in the control group. Therefore, the strategy can be beneficial for students’ reading comprehension. This study is a call for teachers to utilize new strategies and techniques for teaching reading compr

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