scholarly journals Concurrent Group-dynamic Assessment of Intermediate EFL Learners’ Receptive and Productive Vocabulary Size

2021 ◽  
pp. 119-137
Author(s):  
Mostafa Azari Noghabi ◽  
Seyed Mohammad Reza Amirian ◽  
Gholamreza Zareian
Keyword(s):  
Qualitative Data ◽  
Dynamic Assessment ◽  
Mixed Methods Study ◽  
Control Group ◽  
Group Dynamic ◽  
Vocabulary Size ◽  
Research Attention ◽  
Efl Learners ◽  
Experimental Group

Although research studies on dynamic assessment (DA) yielded promising results to the field of language teaching, scant research attention has been paid to examining the effectiveness of group dynamic assessment (G-DA) in relation to vocabulary development. To this effect, the present mixed-methods study was designed to inspect the potential of concurrent G-DA in enlarging receptive and productive vocabulary size of 56 Iranian intermediate EFL learners. The study used two modalities: the control group, which was taught the selected lexical items through traditional procedures such as using word lists; and the experimental group, which was offered group-based supportive prompts for doing vocabulary exercises within the G-DA framework. The results of a series of independent-samples t-tests indicated the significant effect of G-DA in enhancing receptive and productive vocabulary size of EFL learners. The qualitative data underscored the role of group mediation in increasing learners’ motivation to increase vocabulary uptake within the G-DA framework and maintaining their positive attitude toward G-DA.

scholarly journals Effects of Dynamic Assessment on the Acquisition of the Rhythm of English: The Case of EFL Learners’ Attitudes

2018 ◽  
Vol 8 (5) ◽  
pp. 181
Author(s):  
Sajad Shafiee ◽  
Fahimeh Talakoob ◽  
Mina Fatahi
Keyword(s):  
Design Research ◽  
Dynamic Assessment ◽  
Active Role ◽  
Control Group ◽  
Control Group Design ◽  
Efl Learners ◽  
Proper Form ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

Dynamic assessment has been widely used in educational literature over the past two decades. The present study aimed at investigating the effect of using dynamic assessment on teaching the rhythm of English to Iranian EFL learners and scrutinizing their attitudes towards it. The participants of the study were 30 Iranian EFL leaners at the intermediate level of proficiency, who were conveniently selected from a foreign language institute in Isfahan, Iran. In order to achieve the objectives of the study, the participants were divided into two homogenous groups, including the experimental group and control group. In this quasi-experimental, pretest-posttest-control-group-design research study, the control group followed traditional method of learning pronunciation and rhythm, while dynamic assessment approach was used to teach the same materials to the experimental group. In contrast to the control group, the experimental group took an active role in the classroom by having more interaction and using the ongoing hints and prompts provided by the teacher. The result of the posttest unfolded that there was a significant difference between the performances of the two groups, and that the experimental group participants managed to outperform the control group members on the pronunciation posttest. Moreover, based on the attitude questionnaire, EFL learners had grown a positive attitude towards the use of dynamic assessment to learn rhythm. The results of this study demonstrated that through the implementation of DA, the proper form of mediation could be provided to the learners regarding their ZPD.

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.

Dynamics of Fluency, Lexical Resources and Language Awareness: Investigating the Role of Pre-speaking Strategies Instruction

2017 ◽  
Vol 7 (10) ◽  
pp. 912
Author(s):  
Nasim Abdi ◽  
Mehran Davaribina
Keyword(s):  
Strategic Planning ◽  
Control Group ◽  
Language Awareness ◽  
Lexical Resources ◽  
Planning Time ◽  
Efl Learners ◽  
Strategies Instruction ◽  
And Control ◽  
Experimental Group

The purpose of the present study was to find out the effect of using pre-speaking strategies coupled with strategic planning on Iranian EFL learners’ fluency, lexical resources and language awareness. The study involved 70 intermediate male and female learners divided into two groups-experimental and control. Prior to the main phase of the study, Nelson test was carried out to check the homogeneity of the participants. In the pre-test stage, a picture-cued narrative task was administered to the two groups. Next, during ten treatment sessions the experimental group received pre-speaking strategies instruction and strategic planning with ten minutes of planning time while the control group did not receive them. To answer the research questions, Independent-samples t-test and Mann-Whitney U test were used. Data analyses showed the experimental group outperformed the control group. Therefore, for effective speaking, strategic planning should be coupled with pre-speaking strategies.

scholarly journals The Role of Auditory Input Enhancement through Whats App in EFL Learners’ Vocabulary Learning and Retention

2020 ◽  
Vol 10 (12) ◽  
pp. 1576
Author(s):  
Yaghoob Javadi ◽  
Maryam Cheraghi Shehni
Keyword(s):  
Vocabulary Learning ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Auditory Input ◽  
Vocabulary Retention ◽  
Efl Learners ◽  
Input Enhancement ◽  
The Given ◽  
Experimental Group

The present study investigated the effect of teaching vocabulary using auditory input enhancement via whats app on EFL learners’ vocabulary learning and retention. For this purpose, 85 students were participated and those 56 students whose scores were one standard deviation above or below the mean on Preliminary English Test (PET) were selected and they were assigned into one experimental and a control group. Then they were given a 40 multiple choice vocabulary test as their pretest. The 10-session treatment followed by teaching vocabulary using auditory input via Whats app in one experimental group and the control group had their conventional way of teaching. After the treatment, a vocabulary posttest was administered to groups in order to compare the participants' performance and to examine if or not the given instruction had any meaningful effect on their vocabulary achievement. After about 10 days after the posttest, the same vocabulary posttest was administered again to check the learners’ vocabulary retention. The analysis of the test scores through an independent sample t-test and analysis of covariance (ANCOVA) indicated that auditory input enhancement through Whats app had a statistically significant effect on vocabulary learning and retention of Iranian EFL learners.

scholarly journals Computerized Group Dynamic Assessment and Listening Comprehension Ability: Does Self-Efficacy Matter?

2020 ◽  
Vol 6 (1) ◽  
pp. 157-172 ◽  
Author(s):  
Shahin Abassy Delvand ◽  
Davood Mashhadi Heidar
Keyword(s):  
Self Efficacy ◽  
Listening Comprehension ◽  
Dynamic Assessment ◽  
Main Question ◽  
Group Dynamic ◽  
Control Groups ◽  
Efl Learners ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Experimental Group

The present study investigated the effect of group dynamic assessment (DA) through software on Iranian intermediate EFL learners’ listening comprehension ability. The main question of the study was whether dynamic assessment via CoolSpeech software had any effect on the listening comprehension ability of learners with high and low self-efficacy. To find the answer, 80 Iranian intermediate learners were selected from among a population of 120, based on their scores on a placement test. A self-efficacy questionnaire was then used to assign selected participants into two experimental groups as low self-efficacious experimental group (n=20) and high self-efficacious experimental group (n=20), as well as two control groups, each containing 20 participants. Next, a pretest of listening comprehension ability was administered to all groups, and no significant difference between their mean scores was observed. After a period of two months, during which the experimental groups received treatment of dynamic assessment through CoolSpeech software and the control groups received a placebo, a posttest of listening comprehension was administered to all groups. The data analysis results revealed that the participants in high self-efficacious experimental group achieved significantly better scores than the other groups. However, in the second experimental group, no significant change was observed, and participants in the second experimental group did not significantly outperform the control group. It was concluded that the group dynamic assessment method via software could have a significant effect on the listening comprehension ability of EFL learners with high self-efficacy.

scholarly journals The effects of dynamic assessment and gender on EFL learners' oral narrative task performance

2018 ◽  
Vol 1 (1) ◽  
pp. 1-8
Author(s):  
Leila Ahmadpour ◽  
Hassan Asadollahfam
Keyword(s):  
Language Production ◽  
Dynamic Assessment ◽  
Oral Narrative ◽  
Control Group ◽  
Efl Learners ◽  
Oral Production ◽  
And Gender ◽  
Narrative Language

The present study is an endeavor to explore the potential of dynamic assessment (DA) as a way of scaffolding English as a foreign language (EFL) learners’ oral production. Although the literature on dynamic assessment is rich with studies focused on language components and skills such as vocabulary, reading, and writing, very few studies have attempted to examine the role of dynamic assessment in fostering real-time oral production. It is assumed that assessment of learners’ oral production need not focus solely on evaluation; rather, learners need to determine their weaknesses and try to compensate for them with the help of a more knowledgeable peer. Therefore, the present study also focused on evaluating the role of DA in Iranian EFL learners’ oral narrative task performances in the classroom. Furthermore, an attempt was made to explore the role of gender in the production of mediated narratives. For this purpose, a total of 60 students from two private universities were assigned to two intact classes: One class served as the experimental group, which was exposed to teachers’ mediation in learners’ narrative productions, and the other group functioned as the control group and received no such mediation for their oral narrative language production. The overall speech quality of learners’ production from each narrative over the treatment period provided the required data. The results were analyzed through independent samples t-tests, which revealed significant effects of both group and gender differences. The experimental learners, as expected, were able to progress and cultivate their oral production abilities after having been exposed to DA. Regarding gender, male participants were more successful in terms of enhanced second language oral production. The study has significant implications for the integration of DA into learners’ oral production, suggesting that EFL narrative production is a skill that is highly anxiety-provoking for learners.

Role of Nutrition Counseling and Lifestyle Modification in Managing Prediabetes

2021 ◽  
pp. 037957212110254
Author(s):  
Harleen Kaur ◽  
Neerja Singla ◽  
Rohini Jain
Keyword(s):  
Hemoglobin A1c ◽  
Lifestyle Modification ◽  
Fasting Blood Glucose ◽  
Nutrition Intervention ◽  
Control Group ◽  
Population Prevalence ◽  
Significant Difference ◽  
And Control ◽  
Experimental Group

Objective: India is the second country after China having the highest population prevalence of diabetes. Several research studies investigating diabetes have been done, but not much work has been done on prediabetes. The purpose of this study was to investigate the effect of nutrition and lifestyle modification on prediabetic females. Methods: A total of 120 prediabetic females from Ludhiana city were divided into 2 matched groups: control group (n = 60) and experimental group (n = 60). Impact of nutrition intervention for dietary and lifestyle modification (for 3 months) was assessed on the anthropometric, dietary, biochemical parameters, and diabetes risk score of the experimental group and control group (no intervention). Results: All the selected 120 subjects completed the study (experimental group = 60; control group = 60). There was significant difference in the changes between the 2 groups throughout the study. The fasting blood glucose and glycated hemoglobin A1c levels of the experimental group subjects reduced significantly ( P ≤ .01). However, no change was observed among the control group subjects. The lipid profile of the experimental group showed a significant improvement ( P ≤ .01). Conclusion: Nutrition counselling of the prediabetics regarding dietary and lifestyle modification is recommended so as to improve their metabolic control, thus preventing them from being diabetics.

scholarly journals Effectiveness of Gamification in Flipped Learning

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097983
Author(s):  
Abdullah Yasin Gündüz ◽  
Buket Akkoyunlu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Qualitative Data ◽  
Control Group ◽  
Online Learning Environment ◽  
Learning Approach ◽  
Interaction Data ◽  
Flipped Learning ◽  
Online Environment ◽  
Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

Analyzing trends in the aural decoding errors of Japanese EFL learners

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Kriss Lange ◽  
Joshua Matthews
Keyword(s):  
Mixed Methods ◽  
Qualitative Data ◽  
Mixed Methods Study ◽  
First Year ◽  
Formulaic Language ◽  
Decoding Skills ◽  
Efl Learners ◽  
Japanese University ◽  
Syntactic Knowledge ◽  
L2 Listening

Abstract Japanese EFL learners’ difficulty with accurately decoding connected English speech motivated this mixed methods study. The aural decoding capacities of 63 first-year Japanese university students, with low to intermediate level English proficiency, were first measured with a battery of paused transcription tests (PTT). The transcriptions were clusters of three-words that each possessed attributes typical of co-articulated speech. In addition, after each test, a subgroup of 10 participants individually listened to the same PTT and recounted introspective self-observations of their perceived difficulties with the aural decoding tasks in their L1. These quantitative and qualitative data were used to identify four trends in decoding errors which were categorized as follows: limited collocation familiarity, syntactic knowledge constraints, difficulties utilizing co-text, and L1 phonological influence. This study investigates some of the difficulties associated with aural decoding, highlights the challenges of identifying the origins of decoding errors and suggests that more focus is needed on developing decoding skills as well as knowledge of formulaic language in L2 listening education.

scholarly journals From Instructed Writing to Free-Writing: A Study of EFL Learners

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110071
Author(s):  
Saleh Alharthi
Keyword(s):  
Control Group ◽  
Writing Program ◽  
Structured Interviews ◽  
Writing Assignments ◽  
Efl Learners ◽  
Free Writing ◽  
Efl Students ◽  
Structured Writing ◽  
The Impact ◽  
Experimental Group

Writing is an intricate process that encompasses various factors and is a key skill for English as a Foreign Language (EFL) students. Thus, writing assignments are vital for any curriculum. One of the essential aspects of effective writing includes good grammar knowledge. Advocates of process writing argue that a free-writing journal is a practical approach to teaching EFL students writing. This study is intended to examine the impact of the free-writing journal on EFL learners. This study was conducted on 80 students from a writing course at the University. Thirty-five students were randomly selected to join the free-writing program—the experimental group—and 45 students were kept in their regular structured writing program—the control group. The experimental group selected topics of interest to them and was encouraged to write in English freely without concern for errors, whereas the control group followed a regular structured writing program where the topics were selected for them and they wrote following a clear guideline. Five major areas were investigated to evaluate students’ progress: the number of words written, spelling, capitalization, subject-verb agreement, and punctuation. The researcher conducted semi-structured interviews with 10 students of the experimental group to elicit their perception of the free-writing program. According to the analysis, students in the free-writing program acquired better grammar acquisition than the control group. The researcher also observed students’ perception of free-writing at the end of the study and found that free-writing improved their writing skills.

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