scholarly journals The effect of Bilingualism on EFL elementary learners’ listening comprehension: The case of Azeri- Turkish vs. Persian students

2020 ◽  
pp. 44-64
Author(s):  
Ali ARABMOFRAD ◽  
Majid SAEIDI ◽  
Mohammad MOTAMEDI
Keyword(s):  
High School ◽  
Language Learning ◽  
Elementary Students ◽  
Listening Comprehension ◽  
Proficiency Test ◽  
Efl Learners ◽  
Listening Skill ◽  
Significant Difference ◽  
Multicultural Context ◽  
Quasi Experimental

Since the phenomenon of bilingualism is gradually increasing in the world, the theory-driven and practically oriented investigation on bilingualism have increased recently. However, a few studies have been conducted on the effect of bilingualism on language learning in the multilingual and multicultural context of Iran. Therefore, the main aim of the present study is to examine the effect of bilingualism on Iranian EFL learners' listening comprehension in the case of Azeri-Turkish vs. Persian students. The study employed a quasi-experimental design over 8 weeks with 44 female students assigned to one of the two experimental groups. To select bilingual and monolingual groups, a biographical questionnaire was used. Then, Nelson elementary proficiency test was administered to ensure the homogeneity of the students. To fulfill the purpose of the study, 15 bilingual (Azeri-Persian) elementary students in Fazilat high school in Ramian and 29 monolingual (Persian) elementary students in Sama high school in Azadshahr were selected to participate in the present study. Each group received 16 sessions of treatment in listening skill. Then, the two groups' performance was compared on pretest and posttest consisting of a multiple-choice and matching listening comprehension test. The results indicated that there was no significant difference between the bilingual and monolingual groups regarding their performance on listening comprehension, that is, bilingualism did not affect listening comprehension.

scholarly journals The Effect of Dictogloss on Listening Comprehension: Focus on Metacognitive Strategies and Gender

2017 ◽  
Vol 6 (7) ◽  
pp. 23
Author(s):  
Mina Taheri ◽  
Saeed Taki
Keyword(s):  
Language Learning ◽  
Listening Comprehension ◽  
Standard Test ◽  
Metacognitive Strategies ◽  
Male And Female ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Significant Difference ◽  
Listening Strategies ◽  
Experimental Group

This study aimed at investigating the effect of dictogloss on EFL learners’ listening comprehension as well as on their use of metacognitive listening strategies with a focus on the effects on male and female learners. To this end, a total number of 50 female and male Iranian EFL learners, aged between 12 and 15 years old, at the intermediate proficiency level in a private language school in Iran were selected and randomly assigned to experimental and control groups with 25 male and female learners in each group. Dictogloss was employed to teach the learners in the experimental group for an instruction period of 12 sessions. Participants’ listening comprehension was determined through a pre/posttest which was adapted from the listening section of the standard test of PET and their use of metacognitive listening strategies via the MALQ, a questionnaire developed by Vandergrift et al. (2006). The data obtained were submitted to the t-test and results revealed significant improvement in the experimental group’s listening comprehension with no significant difference between male and female learners. Finally, the results showed that the listeners in the experimental group made noticeable gains in their choice of metacognitive strategies through using the dictogloss technique.  Findings are discussed in light of recent theories of language learning and teaching.  

The Effect of Using Short Stories on Vocabulary Learning of Iranian EFL Learners

2016 ◽  
Vol 6 (7) ◽  
pp. 1476
Author(s):  
Fatemeh Parvareshbar ◽  
Behrooz Ghoorchaei
Keyword(s):  
Short Stories ◽  
Language Learning ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Difference ◽  
Experimental Group

This study aimed at investigating the effect of using short stories on enhancing vocabulary learning of Iranian intermediate EFL learners. The purpose of the study was to come up with new methods of enhancing learners’ vocabulary which enable both teachers and students to better cope with language learning and teaching. The design of the study is of quasi-experimental pretest-posttest. The participants were in two classes each of which had 25 students. One of the classes was considered as the control group and the other one was considered as the experimental group. The analysis of data using independent samples t-test showed that there was no significant difference between two groups at the outset of the study. After the treatment period, a posttest was given to both groups to see if there was a significant difference between the two groups. The magnitude of sig (2-tailed) on posttest was 0.01 that is lower than 0.05. Therefore, the difference is significant and the experimental group outperformed the control group. This can be attributed to the effect of using short stories on improving vocabulary performance of learners. The results have some implications for language teachers and materials developers.

Effects of Listening Comprehension Anxiety from Saudi EFL Learners’ Perspectives

2017 ◽  
Vol 9 (5) ◽  
pp. 113
Author(s):  
Ibrahim Oteir ◽  
Noor Hashima Abd Aziz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Case Study Research ◽  
Foreign Language Learning ◽  
Negative Effects ◽  
Efl Learners ◽  
Listening Skill ◽  
Low Performance ◽  
High Level

Anxiety has been an important topic of discussion in foreign language learning. Listening comprehension anxiety can have negative effects on learners’ performance. Therefore, this paper aims at exploring the effects of listening comprehension anxiety on Saudi English as a Foreign Language (EFL) learners at Majmaah University, Saudi Arabia. This qualitative case study research design involves 15 participants. The findings show that the learners experienced high level of listening comprehension anxiety in their listening classes. Three main themes emerged from the interview data in relation to the effects of listening comprehension anxiety from the learners’ perspectives: 1) personal effect: losing concentration, feeling depressed and avoiding listening skill classes, 2) social effect: isolating oneself from others and showing bad behavior, and 3) academic effect: getting low performance and achievement.

scholarly journals The influence of using podcast toward listening comprehension

2021 ◽  
Vol 6 (01) ◽  
pp. 10-16
Author(s):  
Nur Oktaviani ◽  
Fenny Thresia
Keyword(s):  
Research Design ◽  
Listening Comprehension ◽  
Prior Experience ◽  
First Grade ◽  
Significance Score ◽  
Listening Skill ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Written Test ◽  
Video Podcast

Listening is an individual concentration on specific aspects of aural information, build context from passages, and connect what they hear to prior experience. Unfortunately, listening activities are rarely given to students. The problem is formulated as follow: “Is there any significant difference of using video podcast toward listening comprehension of students majoring in Multimedia at the first grade of SMK 4 Metro?”.The research design was quasi-experimental. The students Majoring in Multimedia at first grade SMK 4 Metro as population. To assess the students’ listening comprehension, the researcher used a written test. Based on the result, the significance score of 0.002 was smaller than t table 0.05, which meant that Ha was accepted and there was a significant difference between students who taught by using podcast and those who were not. As a result, podcasts became an enjoyable medium to use in teaching listening skill.

The Effect of Using Flipped Classroom Model to Improve Iraqi EFL Learners’ Pronunciation in English at University Level

2020 ◽  
Vol 1 (40) ◽  
pp. 631-654
Author(s):  
Khaldoon Waleed Husam Al-Mofti
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Efl Learners ◽  
English Pronunciation ◽  
Before And After ◽  
Quasi Experimental ◽  
University Level ◽  
The University ◽  
And Control ◽  
Experimental Group

For Iraqi EFL learners who are studying English pronunciation in a traditional instruction method often requires more effort and hard work. Thus, using new methods of teaching such as the flipped classroom model (FCM) is necessary to facilitate learning and improve performance. Hence, this study reports on explanatory research that investigates the effect of using the FCM in the teaching of English pronunciation for Iraqi EFL learners at the university level. The study implemented mixed research methods for data collection in a quasi-experimental analysis. Therefore, two tests were conducted on the assigned groups to measure the effect of the FCM before and after the intervention. Besides, a questionnaire and interviews were used on the experiment group students to collect data about their perceptions of the FCM. The study length (lasted)  was 15 weeks and is comprised of 60 students from the department of English, College of Arts at the University of Anbar. The students were divided into two groups, experimental, and control with 30 students in each group. The findings revealed that there was a significant statistical difference between the two groups in favour of the experimental group with better performance, indicating that the FCM has considerably assisted the Iraqi EFL learners to improve their English pronunciation. Moreover, the students expressed their positive feedback and satisfaction on the use of the FCM in their responses to the questionnaire and the interviews. As such, the current study recommends further research to study the effect of applying the FCM in areas and disciplines other than language learning.

scholarly journals The Effect of Using Peer Assessment Training on Writing Performance among Arab EFL High School Students in Malaysia

2019 ◽  
Author(s):  
Abdallah Mohammad Salem Almahasneh ◽  
Samsiah Abdul-Hamid
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Assessment ◽  
School Students ◽  
Design Data ◽  
Writing Performance ◽  
English As Foreign Language ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Assessment Training

Peer assessment training has appeared as potential new tools for enhancing Arab English as foreign language (EFL) high school students on writing performance. The purpose of this research was to investigate the effect of using peer assessment training on writing performance among Arab EFL high school students. One hundred and twenty students aged fifteen and sixteen years old participated in this study with an equal number of male and female students. The students were from two Arab high schools in Malaysia. This study employed a quasi-experimental research design. Data was collected using Analytical Marking Scale (Alderson, et al., 1995) to assess student’s writing performance in the pretest and posttest. The result of this study shows that there is a significant difference in the writing performances between the experimental and control groups at P < 0.001. The findings suggests that students who have been exposed to peer assessment training write a better draft compared with those students who were only given conventional training in writing an essay, and without the benefit of peer feedback.

scholarly journals A Comparison Between Teacher-Led and Online Text-to-Speech Dictation for Students’ Vocabulary Performance

2019 ◽  
Vol 12 (3) ◽  
pp. 77
Author(s):  
Hui-Hua Chiang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Short Term Memory ◽  
Foreign Language Learning ◽  
Text To Speech ◽  
Short Term ◽  
Efl Learners ◽  
Future Studies ◽  
Significant Difference

Researchers have long supported the use of dictation as a test for language learners (Fountain & Nation, 2000), and dictation has been used as a test for learners of English as a foreign language (EFL). With the advantages of productive learning and reinforcing short-term memory, dictation is a commonly used technique to develop language skills, and it can be considered to be an assessment of foreign language learning (Kazazoğlu, 2013). However, the previous research has not fully explored how technology, such as text-to-speech (TTS), can be used in EFL classrooms. To address this issue, the researcher explored the use of traditional teacher-led dictation (TLD) and TTS dictation to compare the vocabulary performance of EFL learners. Forty-two college students participated in the study. The results indicated a significant difference between TTS and TLD on the participants’ vocabulary performance. Additionally, there was a correlation between the scores with TTS and TLD: the students who performed better with TLD also obtained higher grades with TTS. Based on the results, future studies and pedagogical suggestions are presented.

Game On With Kahoot!

2021 ◽  
Vol 11 (4) ◽  
pp. 40-53
Author(s):  
Eric D. Reynolds ◽  
Richard W. Fuchs ◽  
Peter Johnson
Keyword(s):  
Language Learning ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Student Response ◽  
Bring Your Own Device ◽  
Control Group ◽  
Significant Difference ◽  
Language Classrooms ◽  
Quasi Experimental ◽  
Efl Students

The landscape of technology in language classrooms is changing so quickly that it's hard for us to keep pace. Games-based student response systems (GBSRS) in a bring-your-own-device environment have only recently become widely available for language classrooms; consequently, little research has been conducted into the efficacy of GBSRSs for foreign language learning. This quasi-experimental study explores the efficacy of one application called Kahoot! at a medium-sized university in South Korea for vocabulary learning and motivation. Both the traditional control group and the experimental group learned more vocabulary during the course of the study; however, no significant difference in vocabulary learning was found between the groups. The change in motivation level, on the other hand, was significantly higher for the Kahoot! group. Therefore, the findings recommend the use of the Kahoot! GBSRS particularly for often low motivated Asian university EFL students.

Assessment of Language Learning Strategies in Technology-Enhanced Learning Environment

2020 ◽  
pp. 83-99
Author(s):  
Wagdi Rashad Ali Bin-Hady ◽  
Abdu Al-kadi ◽  
Ali Abbas Falah Alzubi ◽  
Hassan Saleh Mahdi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Cognitive Strategies ◽  
Technology Enhanced Learning ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
Significant Difference ◽  
And Gender

This chapter reports on the Yemeni and Saudi EFL learners' use of language learning strategies (LLSs) in technology-mediated language learning contexts. The study examines whether nationality and gender play a significant role in using LLSs on electronic platforms. The study adopted a correlative design in which 100 Yemeni and Saudi university students were recruited to respond to an online close-ended questionnaire. Drawing on Oxford's classification of learning strategies, the findings of this study showed that metacognitive and cognitive strategies were used more frequently compared to the other LLSs. Moreover, the findings of t-test showed a significant difference in the use of LLSs attributed to nationality in favor of the Saudi learners and no significant difference in the choice of LLSs attributed to gender. The study provided some suggestions for EFL learners to benefit from technology in their English language learning.

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