scholarly journals Language Proficiency through Vocabulary Development: A Framework

2019 ◽  
Author(s):  
Boumediène BENRABAH
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Proficiency ◽  
Threshold Level ◽  
Control Group ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Efl Students ◽  
Language Proficiency Test ◽  
Experimental Group

The global aim of the present research paper is an attempt to reach a threshold level of the learning of a foreign language (English) through the development of vocabulary. Observing the very limited rate of use of English in the Algerian community, English as Foreign Language (EFL) students, actually, need to progress in the mastery of that language by reading and/or listening to texts or messages intensively. To achieve this goal, subsequent procedures should take place by giving the foreign language a rather more appreciable position in the community such as the one held by a second language. To be down-to-earth, a brief survey on the linguistic situation in Algeria is exposed where neat clarification of second-foreign language status in the community is laid out to show that the more a (foreign) language is explicitly exposed in its manifold forms, the more are learners, in that community, likely to acquire it as a second language. However, the assumption of presenting the receptive skills (reading and listening) as the most appropriate means for the growth of foreign language vocabulary is supported by Krashen’s input theory where any input to be understood, should come at EFL learners’ capacity to read/listen and decode easily the meaning. In due course, First year EFL students have been subject to a language proficiency test-‘a pre-test then a post-test’. This typical experimental design is an intervention study which contains two groups: ‘the treatment or experimental’ group which receives the treatment, or which is exposed to some special conditions of intensifying vocabulary learning through a varied, comprehensible input; and a second group of EFL learners- the control group- whose role is to provide a baseline. The findings showed better scores among the experimental group compared to the other group. Actually, the results proved the adequacy of the adopted theory.

Identity Processing Styles and Language Proficiency among Persian Learners of English as a Foreign Language

2010 ◽  
Vol 107 (3) ◽  
pp. 822-832 ◽  
Author(s):  
Seyyed Ayatollah Razmjoo ◽  
Sina Neissi
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Proficiency Test ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Processing Styles ◽  
Language Proficiency Test ◽  
The Relationship ◽  
Negative Relationships ◽  
Identity Processing

The relationship between identity processing styles and language proficiency in English as foreign language (EFL) was investigated among the Persian EFL learners. 266 Persian candidates taking part in a Ph.D. examination at Shiraz University took part. The Language Proficiency Test was used to measure language proficiency in English. The Identity Styles Inventory was used to measure normative, informational, and diffuse-avoidant identity processing styles. Relationships between normative and informational styles and language proficiency and its subscales (grammar, vocabulary, and reading) were positive and significant. Negative relationships between diffuse-avoidant style and language proficiency and its subscales (grammar, vocabulary, and reading) were observed. There were significant sex differences for diffuse-avoidant style and for vocabulary.

The Application of Projected Visuals in Teaching Collocations to Intermediate EFL Learners

2016 ◽  
Vol 7 (6) ◽  
pp. 1136
Author(s):  
Zohre Asgari Rad ◽  
Andisheh Saniei
Keyword(s):  
Language Proficiency ◽  
Proficiency Test ◽  
Control Group ◽  
Teaching English ◽  
Homogeneous Groups ◽  
Efl Learners ◽  
Language Proficiency Test ◽  
Instructional Aids ◽  
Experimental Group

The present study is an attempt to investigate the effective of using projected visuals, pictures in the form of slides displayed through projectors, in teaching English collocations on students’ learning. To this end, 60 Iranian EFL learners were selected out of 90 based on their performance on a language proficiency test, PET, and were assigned randomly into two homogeneous groups of control and experimental. Both groups took a 40-item researcher-made, validated pretest of collocations whose reliability was calculated as 0.74 through KR-21. 130 collocations were presented to each group in ten sessions through ten tables which consisted of 10 to 15 collocations with their L2 definitions and L1 (Persian) equivalents. The control group was required to make sentences, including the newly instructed collocations following the examples provided by the instructor, while the experimental group was shown a set of slides related to the newly-instructed collocations and was asked to determine the intended collocation related to each picture. After receiving ten treatment sessions, both groups took the posttest. The collected data were analyzed through ANCOVA and the results indicated that the experimental group significantly outperformed the control group. Therefore, the use of visuals as instructional aids in teaching English collocations is proved helpful and recommended to those EFL instructors who are seeking for enhancing their students’ learning through more effective materials.

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.

scholarly journals The Effects of YouTube in Multimedia Instruction for Vocabulary Learning: Perceptions of EFL Students and Teachers

2018 ◽  
Vol 11 (2) ◽  
pp. 72 ◽  
Author(s):  
Raniah Kabooha ◽  
Tariq Elyas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Control Group ◽  
English As Foreign Language ◽  
Learning And Teaching ◽  
Vocabulary Comprehension ◽  
Efl Students ◽  
Youtube Videos ◽  
Reading Activities

The present study sought to examine the improvement in vocabulary comprehension and retention of Saudi English as foreign language female students at King Abdul Aziz University as a result of integrating YouTube in their reading classes. The study also investigated the perceptions of both students as well as teachers towards the inclusion of YouTube on the development of vocabulary. One hundred female intermediate level students aged between 18-20 years old participated in the study. Students were divided into two groups: an experimental group who watched YouTube during the reading activities and a control group who was not exposed to the videos. Data were collected using pre-tests and post-tests in addition to questionnaires. The findings of the study reveal that the group who viewed the YouTube clips outperformed the group who was not exposed to YouTube videos in the posttest. The results clearly show that YouTube provided statistically significant effects on the students' vocabulary acquisition. The findings of the study indicate that the participants positively viewed the use of YouTube in their lessons. The findings also revealed significant improvement in the students’ vocabulary achievement. The implications of the findings are discussed within the context of foreign language learning and teaching.

scholarly journals The Effect of Humor-Integrated Pictures Using Quizlet on Vocabulary Learning of EFL Learners

2019 ◽  
Vol 8 (2) ◽  
pp. 24
Author(s):  
Mehdi Solhi Andarab
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Teacher Student ◽  
Significant Difference ◽  
Experimental Group ◽  
Shed Light

The recent improvements in technology and their integration in language learning have played a facilitating role invocabulary acquisition. Quizlet, an online teacher-/student-friendly tool, is one of the leading applications invocabulary acquisition. Along with the effectiveness of visualization in acquiring vocabulary, humor has been alsoextensively indicated to carry a significant role in language learning. With all its facilitating features, the integrationof technology, humor, and vocabulary can be achieved via Quizlet. In this study, the visual integration of humoraccompanying vocabulary on Quizlet was taken into scrutiny to see to what extent humor-integrated pictures onQuizlet account for the retention of vocabulary acquisition. With this purpose, this study examined the effect ofhumor-integrated pictures on vocabulary acquisition of 45 intermediate English as a foreign language (EFL) learnerson Quizlet. In so doing, the experimental group received a series of unknown vocabulary items for which theintegrated pictures were humorous, while the vocabulary items assigned for the control group were identical, but innon-humorous contexts. At the end, an independent samples t-test applied on the scores achieved from a posttestindicated a significant difference in scores of the control group and that of the experimental group. In fact, thelearners in the experimental group significantly outperformed their counterparts in the control group. The resultsindicated that linking vocabulary items with humorous pictures is more effective than using non-humorous context inlearning vocabulary. Apparently, as the results indicate, the significant effectiveness of technology in vocabularylearning can be boosted with the help of humorous context. The findings shed light on the importance of technologyin language learning and its linking with humor in vocabulary learning.

The Efficacy of Novel Pre-activity Tasks on Macroskills: The Case of Group Discussion on Reading Comprehension

2016 ◽  
Vol 6 (4) ◽  
pp. 794
Author(s):  
Hooshang Khoshsima ◽  
Mahboobeh Khosravani
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Control Group ◽  
Main Concern ◽  
Efl Learners ◽  
Spss Software ◽  
Experimental Group

The main concern of most researchers in the field of second and foreign language teaching is lessening the problems and eliminating the hinders on the way of learning a language. The importance of reading skill in the process of teaching and learning different languages is undeniable for everyone. The main aim of this study was to examine the effects of group discussion strategy as a pre- activity task on reading ability. To this aim, 27 Iranian EFL learners, who were at the same level –intermediate- studying at Shokuh and Safir Institutes, Birjand, Iran were chosen. Two groups- one control and one experimental group- were studied. In control group the conventional method was used in teaching reading, while in experimental group, group discussion pre-activity task was administered. Both groups met the same level -Intermediate. At the end, the obtained data of the tests was analyzed by SPSS software. According to the obtained data, it can be strongly concluded that group discussion has no significant effect on reading comprehension. This study can help teachers and syllabus designers in choosing and applying an effective pre-activity task which really help the learners in reading classes.

The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning

2016 ◽  
Vol 6 (4) ◽  
pp. 210-217 ◽  
Author(s):  
Assoc. Prof. Dr. Ali Rahimi ◽  
Samira Mouri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.  

Pushed output in a multi-stage dictogloss task

2015 ◽  
Vol 166 (2) ◽  
pp. 307-329
Author(s):  
María Basterrechea
Keyword(s):  
Foreign Language ◽  
Statistical Significance ◽  
Control Group ◽  
Target Feature ◽  
Efl Learners ◽  
Multi Stage ◽  
Subsequent Exposure ◽  
The Difference ◽  
Age Range ◽  
Experimental Group

The present study set out to determine how learners’ written production would affect their noticing and production of a specific language form (the English 3rd person singular present tense marker -s) upon receiving relevant input subsequently, in an attempt to contribute to the ongoing debate about how production affects noticing of linguistic forms. One hundred and eighteen (118) English-as-a-Foreign-Language (EFL) learners (age range 15–6) in two educational contexts (Content and Language Integrated Learning and mainstream EFL) carried out a multi-stage dictogloss task. They followed the usual steps in this type of task (listen and jot down key words, text reconstruction). Then the experimental group (EG) listened to the text once again and compared it with their reconstructed version of the original passage. Their production of the target feature was compared to that of a control group (CG) who did not receive input after their own reconstruction. Results showed that the difference between the EG and the CG in the amount of instances of the target feature produced in the dictogloss task did not reach statistical significance. In other words, the act of producing and subsequent exposure to relevant input did not affect the noticing and production of the morpheme under study. In addition, no interaction between the pushed output condition and the educational context was found.

scholarly journals The University Students’ Beliefs towards Corrective Feedback in Learning English as Foreign Language in Pakistan

2019 ◽  
Vol 8 (3) ◽  
pp. 4094-4100
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Time Correlation ◽  
Test Time ◽  
Control Group ◽  
Feedback Group ◽  
English As Foreign Language ◽  
Post Test ◽  
Written Test ◽  
Experimental Group

The present study is carried out in English as a foreign language (EFL) experimental classroom at Khwaja Fareed University of Engineering & Information Technology Rahim Yar Khan, Pakistan to investigate the Pakistani EFL learners' beliefs towards written CF in L2 writing. Two types of Written CF: Direct and Indirect feedback, were provided during four weeks of study period in written tasks to the two groups (direct feedback and feedback group) and third was provided only metalinguistic information (Controlled group). The students were divided into two groups: experimental group provided with CF (Direct and Indirect), control group. The students in the experimental group were compared to a control group which was provided with no corrective feedback. BS level adult learners (n= 40) were randomly assigned to write short essay/Gap Fill/ Timed grammatical Task during four successive weeks. Afterwards, they were asked to fill in a questionnaire (k=21), at the post-test time. Correlation between participants’ beliefs about written CF and the effectiveness of those beliefs was measured by an attitudinal questionnaire. The students’ performance was also checked through written test battery. The results of this study revealed the learners’ beliefs about errors’ corrections, the writing activities, and various types of CF. The study also suggested the significant role of learners’ beliefs in mediating language accuracy in writing tasks.

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.

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