scholarly journals The effect of using the native language as a pedagogic intervention on Iranian EFL learners' complexity of English oral productions

2021 ◽  
pp. 83-99
Author(s):  
Zahra Alimorad ◽  
Mohammad Sadegh Zare Bidoki
Keyword(s):  
English Learners ◽  
Native Language ◽  
Treatment Results ◽  
Female Adult ◽  
Male And Female ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Adult English Learners ◽  
Post Test ◽  
Grammatical Complexity

The present study aims at investigating the effect of using the native language as a pedagogic intervention on the complexity of Iranian EFL learners' English oral productions. A sample of 39 male and female adult English learners of B1 and B2 CEFR proficiency levels was recruited to participate in this study. They were placed into two intact classes (i.e., as already determined by the institution’s authorities) and each class was randomly chosen to serve as either the experimental (EG) or the control (CG) group. Improving the learners’ speaking ability was the focus of both groups while only the EG was asked to orally produce the equivalents of Persian sentences presented to them. In order to measure the lexical and grammatical complexity of oral productions of the learners, two parallel speaking tests of IELTS 10, in the form of two oral interviews, were used as pre- and post-test oral interviews. A MANCOVA test was run to compare the performance of the two groups in terms of their lexical and grammatical complexity after the treatment. Results indicated that the EG's lexical and grammatical complexity improved as compared to the CG, and the improvement in both of these variables was statistically significant.

scholarly journals The effect of instructing critical thinking through debate on the EFL learners’ reading comprehension

2015 ◽  
pp. 21-40 ◽  
Author(s):  
Maryam Danaye Tous ◽  
Abdorreza Tahriri ◽  
Sara Haghighi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Quantitative Research ◽  
Control Group ◽  
Male And Female ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
The Difference ◽  
Experimental Group

The purpose of this study was to examine the effect of instruction through debate on the male and female EFL learners’ reading comprehension, and to examine the difference between male and female EFL learners’ perception towards instructing critical thinking (CT) through debate. 88 learners, out of 120, were selected through convenience sampling method. Using a quantitative research method with experimental pre-and post-tests design, this study consisted of 44 participants in the experimental group and 44 participants in the control group. The experimental group received some treatment in the form of “the Meeting-House Debate” strategy, while the control group received no such treatment. After one month and a half treatment of experimental group, both groups participated in the post-test. Data analysis was done using descriptive and inferential statistics procedures. Findings showed that the debate strategy had statistically significant effect on the students’ reading comprehension. Also, results revealed that there was no significant difference between male and female EFL learners’ perception towards instructing CT through debate. It was concluded that instructing CT skills through debate strategy resulted in better understanding of reading texts.

scholarly journals A Comparative Study of Using Receptive and Productive Tasks on the Vocabulary Development of Upper-Intermediate Iranian EFL Learners

2015 ◽  
Vol 3 (2) ◽  
pp. 153
Author(s):  
Golgaz Shahbazy ◽  
Hosein Sadegh Oghli
Keyword(s):  
English Learners ◽  
Differential Effect ◽  
Vocabulary Learning ◽  
Research Question ◽  
Vocabulary Development ◽  
Delayed Effect ◽  
Efl Learners ◽  
Post Test ◽  
Learning Development ◽  
Choice Tasks

<p><em>This study attempts to investigate differential effect of using receptive and productive tasks on the vocabulary development of upper intermediate Iranian EFL learners and which of the tasks (receptive tasks or productive tasks) is more effective in vocabulary development. This study first examined the immediate effect of receptive and productive task and then the delayed effect of two kinds of tasks on the vocabulary development. For this end, 50 upper intermediate English learners received TOEFL vocabulary part test and 30 learners who had got higher mark selected for the treatment and divided into two experimental groups. Learners received an approximately 10 minute for 20 session productive task treatment and 10 minute receptive task. In the receptive group, the learners completed True-False, Matching and Multiple choice tasks and in the productive tasks completed Short-Response, Fill-in Blank and Sentence Writing tasks. All the learners after the treatment received immediate vocabulary post test and delayed post test to examine learners’ vocabulary learning development. The findings of the first research question indicated that both of the receptive and productive groups had development on the vocabulary learning. To answer the second question which examined two tasks (receptive or productive tasks) on the vocabulary learning, the learners who completed productive tasks outperformed those who did the receptive tasks that is in contrast to the predictions of the involvement load hypothesis, which does not predict that any output task will lead to better results than any input task.</em></p>

scholarly journals Refusal Strategies of Iranian University English as a Foreign Language and Non-English Learners in Native Language: A Comparative Study

2014 ◽  
Vol 4 (4) ◽  
pp. 121-142
Author(s):  
Seyyed Hatam Tamimi Sa’d ◽  
Zohre Qadermazi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Learners ◽  
Native Language ◽  
Academic Majors ◽  
Efl Learners ◽  
Completion Task ◽  
Pragmatic Aspects ◽  
Refusal Strategies

This study is an attempt to examine the possible effect that exposure to English has had on the use of refusal strategies in English as a Foreign Language (EFL) learners compared with those of non-English learners when refusing in their native language, Persian. The sample included 12 EFL learners and 12 learners of other academic majors including electronics, psychology, management, etc., who responded to a Persian Discourse Completion Task (DCT), adopted from Allami and Naeimi (2011), who has engaged in the speech act of refusal. The responses were coded according to the classification of refusal strategies as outlined by Beebe, Tahakashi and Uliss-Weltz (1990). The results indicated that non-English learners used the refusal strategies considerably more frequently than the EFL learners did, while the EFL learners utilized more adjuncts to refusals than the non-English learners did. However, the differences were not statistically significant. Furthermore, the first four most frequently used refusal strategies by both EFL and non-English groups were found to be “Non-performative statement” (in the case of direct strategies and in the form of “I can’t”), “Statement of regret”, “Excuse, reason or explanation” and “Attempt to dissuade interlocutor” (in the case of indirect strategies), and the most frequently used adjuncts to refusal strategies by both EFL and non-English groups were “Statement of positive opinions, feelings or agreement” and “Gratitude/Appreciation”. Furthermore, gender differences were not statistically significant either. The results can be evidence that the effect of the second language (L2) on the native language (L1) might not be at work in the pragmatic aspects of language learning.

An Investigation into the Effect of Graphic Organizers and Marginal Glossing on Recalling of Collocations among Iranian EFL Learners with Different Proficiency Levels

2016 ◽  
Vol 7 (4) ◽  
pp. 788
Author(s):  
Malahat Shabani Minaabad
Keyword(s):  
Corpus Linguistics ◽  
Teaching And Learning ◽  
Graphic Organizers ◽  
Placement Test ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Intermediate Group ◽  
Post Test ◽  
And Control ◽  
Better Than

There has been an upsurge of research in vocabulary teaching and learning since 1980s, part of the hidden motivation being due to technology of concordance giving birth to some new areas of inquiry such as corpus linguistics. As one category of vocabulary is collocations (Nation, 1990) its learning will be required to sound fluent in the language of our focus i.e., English. The present study investigates the effect of graphic organizers (GO) and marginal glossing (MG) on recalling of collocations among Iranian EFL learners with different proficiency levels. To accomplish the task, Quick Placement Test was administered to 270 EFL learners in order to determine their proficiency levels (elementary, intermediate and advanced levels). Then learners of each level were randomly assigned to one control and two experimental groups. Experimental and control groups received the collocation instruction differently. After seven session treatments, results of paired-sample revealed that all of the groups made gains from pre-test to post-test but it was significant for groups that received graphic organizers strategy. Furthermore, results of one-way ANOVA indicated that advanced group outperformed intermediate group, and intermediate group was better than elementary group.

Effects of Non-negotiated Pre-modified Input, Negotiation of Input without Output, and Negotiation of Input plus Pushed Output on EFL Learners’ Vocabulary Learning

2016 ◽  
Vol 7 (4) ◽  
pp. 773 ◽  
Author(s):  
Arash Azizi
Keyword(s):  
Adult Students ◽  
Vocabulary Learning ◽  
Production Test ◽  
Female Adult ◽  
Male And Female ◽  
Efl Learners ◽  
The Mean ◽  
L2 Vocabulary ◽  
Positive Effect

This experimental study investigated the comparative effects of non-negotiated pre-modified input, negotiation of input without output, and negotiation of input plus pushed output on EFL learners’ comprehension and production.  Before starting the study, forty-three male and female adult students at intermediate level took the Preliminary English Test (PET) and 30 of the students who scored one standard deviation above and below the mean score in the PET were randomly assigned to three experimental groups. The whole treatment took 10 sessions and, after the treatment, two sets of tests were administered; i.e., one written and the other oral. Analysis of Variance on comprehension test and analysis of nonparametric alternative, i.e., Kruskal-Wallis test, on production test, indicated that (a) negotiation had a positive effect on the comprehension and production of targeted L2 vocabulary items and (b) negotiation of input plus pushed output did not promote production of L2 vocabulary more than negotiation of input without output. The findings of this study provide empirical evidence on the important role of negotiation in facilitating comprehension and production of targeted L2 vocabulary items.

scholarly journals Iranian EFL Learners` Use of Metadiscourse Markers in Argumentative Writing

2020 ◽  
Vol 3 (3) ◽  
pp. 1353-1362
Author(s):  
Mostafa Rahimi Rad
Keyword(s):  
Social Activity ◽  
Argumentative Writing ◽  
Knowledge Use ◽  
Male And Female ◽  
Writing Ability ◽  
Efl Learners ◽  
Advanced Students ◽  
First Languages ◽  
Post Test ◽  
Different Cultures

This paper is an attempt to investigate the EFL Iranian learners` use of metadiscourse markers in argumentative writing. The participants of the study are 40 students both male and female. To produce the relevant data, participants were given a pretest of writing ability to check their initial knowledge use of metadiscourse markers. Finally, a post test assessing their writing ability with metadiscourse markers was administered. Writing is a social activity and it is supposed as an important factor of literacy in society despite being mastered in English, students from different cultures and with different first languages seem to be different in developing writing texts.  Metadiscourse markers enable the writers to interact with the readers effectively. The findings revealed that both male and female writers employed more interactive markers than interactional markers due to the fact that both genders inserted transition markers frequently to guide readers through the texts. The findings indicated generally that instruction of metadiscourse markers significantly improves EFL learners’ writing ability of advanced students. The Teachers pay more attention to metadiscourse markers in making EFL curricula. Then they ask for the reinforcement of metadiscourse markers through instruction in EFL courses for the improvement of the learners' writing ability.

scholarly journals The Effect of Two Pre- task Activities: Pre- taught Vocabulary and Brainstorming on Intermediate EFL Learners’ Reading Comprehension

2017 ◽  
Vol 7 (1) ◽  
pp. 86
Author(s):  
Masoud Khalili Sabet ◽  
Abdorreza Tahriri ◽  
Somayeh Rostami Shirkoohi
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Placement Test ◽  
Control Group ◽  
Attitude Questionnaire ◽  
Intermediate Students ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Post Test ◽  
Experimental Group

The primary purpose of the present study was to investigate the effectiveness of two pre- task activities of reading: pre- taught vocabulary and brainstorming in EFL learners’ reading comprehending.  To this end, three intact classes in a private English Institute in Tehran, were selected from a population of 60 English learners.  Based on their scores on Oxford Placement Test (OPT), the students were randomly assigned into two experimental groups and one control group and a pre-test was run at the beginning of the course. At outset of the course a pre- test was run among three groups.  The researcher instructed the experimental groups in 16 weeks, one session a week and lasting 40 minutes in each session. The first experimental group benefited from pre- taught vocabulary, while the second experimental group benefited from brainstorming as a pre- task and the third group did not receive any pre- task activities in the reading class. At the end of the course, a post- test with the same items of the pre- test was run to determine the improvement of EFL intermediate students’ reading comprehension changes and an attitude questionnaire was planned to determine the learners’ attitudes toward the pre- task activities.    The results of paired sample t- test indicated that the use of pre- taught vocabulary and also brainstorming enhanced the scores of  the first experimental and second experimental groups’  post- tests ; moreover, ANOVA results revealed a significant increase in reading comprehension scores  of the first and the second  experimental groups’ post- tests compared to the control group’ post-test scores.  The results of attitude questionnaire demonstrated the pupils’ positive attitudes toward the use of pre- task activities. 

scholarly journals THE EFFECT OF BRAINSTORMING AS A PRE-WRITING STRATEGY ON IRAQI EFL MA LEARNERS’ WRITING ABILITY

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Murtadha Abdulhassan Mohammed ◽  
Dr. Bushra Saadoon Mohammed Al-Noori
Keyword(s):  
Men And Women ◽  
Male And Female ◽  
Writing Ability ◽  
Efl Learners ◽  
Meaningful Relationship ◽  
Significant Difference ◽  
Writing Strategy ◽  
Questions And Answers ◽  
Post Test ◽  
The Impact

This study aimed to study the impact of the use of brainstorming and its subcategories (listing, questions and answers, sketch) as a pre-writing strategy for Iraqi EFL MA students. Participants in the study were 60 Iraqi EFL MA learners, both male and female. The instruments of the study were the pre-test, the instruction, the post-test and a questionnaire at the end of the treatment to measure the attitude of the students toward teaching. The results of the study showed that there was no meaningful relationship between brainstorming, its subcategories and the written development of EFL learners. Moreover, the results showed that there was no significant difference between men and women in terms of brainstorming usage and the three subcategories.

How native language and L2 proficiency affect EFL learners’ capitalisation abilities: a large-scale corpus study

Corpora ◽  
2019 ◽  
Vol 14 (2) ◽  
pp. 173-202 ◽  
Author(s):  
Itamar Shatz
Keyword(s):  
Large Scale ◽  
Native Language ◽  
Error Rates ◽  
L2 Proficiency ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Error Proportion ◽  
Wide Range ◽  
L1 Influence ◽  
Latin Script

Capitalisation is a salient orthographic feature, which plays an important role in linguistic processing during reading, and in writing assessment. Learners’ second language (L2) capitalisation skills are influenced by their native language (L1), but earlier studies of L1 influence did not focus on learners’ capitalisation, and examined primarily ‘narrow’ samples. This study examines capitalisation error patterns in a large-scale corpus of over 133,000 texts, composed by nearly 38,000 EFL learners, who represent seven different L1s and a wide range of English proficiency levels. The findings show that speakers of all L1s made a large number of capitalisation errors, in terms of errors per word and error proportion (out of all errors), especially at lower L2 proficiency levels. Under-capitalisation was more common than over-capitalisation, though this gap narrowed over time. Interestingly, L1s which share English's Latin script had higher error rates, suggesting that (assumed) perceived similarity between the L1 and the L2 increases interference, though this interference could not be explained only through direct negative transfer. There was also an interaction between L1 influence and L2 proficiency, so that differences between speakers of different L1s became smaller as their L2 proficiency improved.

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