scholarly journals The Influence of Emotion Based Language Instruction on Speaking and Writing Skills among EFL learners: An Empirical Study

2020 ◽  
Vol 3 (12) ◽  
pp. 215-225
Author(s):  
Seyyed Mohammad Reza Adel ◽  
Hossein Najjari ◽  
Marziyeh Farivar ◽  
Tahereh Heydarnejad
Keyword(s):  
Writing Skills ◽  
Language Instruction ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Second Languages ◽  
Effective Learning ◽  
Quasi Experimental ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

Effective learning is the ultimate goal in every educational system, which can be achieved by considering the intertwined relationships of both cognitive and affective procedures. In line with this argument, this study intends to shed light on the impact of Emotion Based Language Instruction (EBLI) in enhancing teaching productive skills (speaking and writing) to EFL students. To do so, Quasi-Experimental Study was carried out among Iranian English as foreign language (EFL) students. The learning materials and the supplementary parts were selectively developed based on the Metric of Emotioncy designed by Pishghadam (2016). To observe the influence of EBLI, the differences in scores of pre and posttest of IELTS were statistically calculated. The results displayed a significant change in speaking and writing skills among students in the experimental group. The findings of the present study may foster EBLI implementation and increase the related knowledge in teaching foreign/second languages.

scholarly journals The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

2021 ◽  
pp. 1-114
Author(s):  
Alanoud Ahmed Aldukhi
Keyword(s):  
Writing Skills ◽  
Intermediate School ◽  
Efl Learners ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Descriptive Writing ◽  
Experimental Group ◽  
Rotation Model

The present study investigated the impact of the station rotation model (SRM) on enhancing students’ descriptive writing skills. It adopted the quasi-experimental pre-post test control/ experimental group design. The tools of the study included a pre/post- descriptive writing skills test, and open-ended questionnaire. The participants of the study were selected randomly, 40 female students enrolled in the twelfth intermediate school in Riyadh. Students of the experimental group received the descriptive writing skills instructions in nine sessions based on the SRM, two of them were for training. The study results revealed statistically significant differences at 0.05 level between the mean scores of the control and the experimental groups on the post test in favor of the experimental group in overall descriptive writing skills as well as in each descriptive writing skill. The researcher recommended that there is a real necessity from educators and teachers to prepare appropriate curriculums that involve implementing the station rotation model inside the classrooms, in a way that corresponds with teachers’ ability and students’ need, aiming to gain the mentioned advantages.

scholarly journals The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

2021 ◽  
Author(s):  
Alanoud Ahmed Aldukhi
Keyword(s):  
Writing Skills ◽  
Intermediate School ◽  
Efl Learners ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Descriptive Writing ◽  
Experimental Group ◽  
Rotation Model

The present study investigated the impact of the station rotation model (SRM) on enhancing students’ descriptive writing skills. It adopted the quasi-experimental pre-post test control/ experimental group design. The tools of the study included a pre/post- descriptive writing skills test, and open-ended questionnaire. The participants of the study were selected randomly, 40 female students enrolled in the twelfth intermediate school in Riyadh. Students of the experimental group received the descriptive writing skills instructions in nine sessions based on the SRM, two of them were for training. The study results revealed statistically significant differences at 0.05 level between the mean scores of the control and the experimental groups on the post test in favor of the experimental group in overall descriptive writing skills as well as in each descriptive writing skill. The researcher recommended that there is a real necessity from educators and teachers to prepare appropriate curriculums that involve implementing the station rotation model inside the classrooms, in a way that corresponds with teachers’ ability and students’ need, aiming to gain the mentioned advantages.

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 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.

scholarly journals The impact of "Think Ink Pair Share" Strategy on developing the writing skills in the Arabic language of the 10th grade students in Jordan: أثر استراتيجية (فكر، زاوج، شارك) في تنمية مهارة الكتابة في مبحث اللغة العربية  لدى طلاب الصف العاشر الأساسي في الأردن

2019 ◽  
Vol 3 (23) ◽  
Author(s):  
Jehad Khader Abu Ajameia
Keyword(s):  
Experimental Approach ◽  
Writing Skills ◽  
Arabic Language ◽  
Analysis Of Covariance ◽  
10Th Grade ◽  
Significant Difference ◽  
Writing Skill ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

The purpose of this study was inquiring The impact of "Think Pair Share" Strategy on developing the writing  skills in the Arabic language of the 10th grade students in Jordan. To achieve goals of this study, a test has been developed to observe the Development of writing skill. The researcher adopted a quasi- experimental approach in which the experimental group consisting of (30) students was taught in accordance with "Think Pair Share" Strategy. At the same time, the controlled group consisting of (30 students) was taught in the traditional way. The tests and the motive measuring was applied prior and post- teaching on both groups. The Analysis of Covariance results (ANCOVA Test) indicated a significant difference at (α≤0.05) between the two groups, which is attributed to the "Think Pair Share" Strategy, in developing the writing skill, of Learning arabic language Course for the experimental group. The results also indicated variation in the performance of (the experimental group) students in the "Think Pair Share" Strategy on developing the writing skills (in developing the Academic achievement. The study recommended introducing the "Think Pair Share" Strategy in the teaching of Arabic language Course, and conducting other similar studies in different educational stages.

scholarly journals Comparing Accuracy and Durability Effects of Jigsaw Versus Input Flood Tasks on the Recognition of Regular Past Tense /-ed/

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402091950
Author(s):  
Soheil Rahimi ◽  
Moussa Ahmadian ◽  
Majid Amerian ◽  
Hamid Reza Dowlatabadi
Keyword(s):  
Comparison Group ◽  
Analysis Of Covariance ◽  
Past Tense ◽  
Grammar Instruction ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Comparison Groups ◽  
Quasi Experimental ◽  
Versus Input ◽  
Experimental Group

This study investigated the effects of input flood tasks, as focused tasks, and Jigsaw tasks, as unfocused tasks, on promoting Iranian English as Foreign Language (EFL) learners’ recognition of regular past tense /-ed/ in terms of accuracy and durability. Accordingly, using a quasi-experimental study, two intact university classes including 62 participants were randomly designated to experimental and comparison groups. The participants were homogenized regarding their language and grammar proficiency levels. The experimental group was instructed through input flood tasks and the comparison group through Jigsaw tasks. Analysis of covariance (ANCOVA) analysis showed that although both groups’ mean accuracy scores were improved on the immediate posttest, the experimental group outscored the comparison group. However, the results of the delayed posttest demonstrated that whereas the comparison group maintained their accuracy level over time, the experimental group’s accuracy mean score dropped. It can be postulated that input flood tasks may promote learners’ recognition accuracy of second language forms immediately, but this effect may gradually diminish. Hence, it can be tentatively concluded that Jigsaw tasks result in more durable gains than input flood tasks. The findings imply that when the goal of grammar instruction is to achieve durable effects, unfocused tasks should be integrated with focused tasks in the syllabus.

scholarly journals The Effect of Using SMS as a Post Task Activity on Iranian EFL Learners’ Grammar Knowledge

2017 ◽  
Vol 8 (2) ◽  
pp. 392
Author(s):  
Mohamad Reza Farangi ◽  
Jamileh Kamyab ◽  
Majid Izanlu ◽  
Nazanin Ghodrat
Keyword(s):  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Effective Learning ◽  
Significant Difference ◽  
Language Classroom ◽  
Quasi Experimental ◽  
Efl Students ◽  
Grammar Knowledge ◽  
And Control

The current study aimed at investigating the effect of using SMS on Iranian upper-intermediate EFL learners’ grammar learning. Moreover, the effect of using SMS on the Iranian EFL students’ autonomy and their perception of it as an educational tool was investigated. The participants of the present study consisted of 60 upper-intermediate Iranian EFL learners. Different instrumentations including the Oxford Placement Test (OPT), grammar test, and Autonomy Questionnaire were used in this study. Through adopting a quasi-experimental design with a pretest- treatment-posttest sequence, participants were divided into Experimental and Control group. The data was analyzed and inferentially compared using independent sample and paired sample t-test. The results indicated that there was a statistically significant difference between the pretest and posttest means of experimental and control group regarding their performance in grammar test. The results showed that experimental group learners outperformed the learners in control group. Therefore, using SMS had a significant effect on Iranian EFL learners’ effective learning of grammatical structures; in addition, it helped students to increase their autonomy towards learning. As an implication of this study, it is proposed that SMS usage can be incorporated into language classroom effectively to enhance learners’ learning of different language skills.

scholarly journals Improving Students' Writing Skills and Motivation in Learning English at SMAN 2 Kediri Using Hypnoteaching Strategy

2021 ◽  
Vol 27 (1) ◽  
pp. 17
Author(s):  
Aprilia Rosmarie ◽  
Mualimin Mualimin
Keyword(s):  
Writing Skills ◽  
Control Group ◽  
Control Group Design ◽  
Efl Learners ◽  
Significant Difference ◽  
Complex Skills ◽  
Quasi Experimental ◽  
Motivation Level ◽  
And Control ◽  
Experimental Group

Writing is complex skills for EFL learners. In this Covid-19 pandemic, the teacher should held online learning to help students in learning. This study aimed to answer: (1&2) is there any significant improvement of students’ writing performance as were as the students’ motivation level after being taught with online Hypnoteaching strategy. The design of this study was a quasi-experimental study that used nonequivalent control group design. The researcher chose 70 students as the sample. The researcher applied online Hypnoteaching for 6 weeks. Result of the study showed that (1) the average gain for experimental group is 64.5343 and control group is 8.4054. The  Value (Sig) .000 greater than α, which means there is a significant improvement in writing skills after being taught with Hypnoteaching strategy; (2)The  Value Sig. (2-tailed) .003 greater than α. Thus, there is a significant difference on students’ motivation level after being taught with Hypnoteaching strategy. The researcher would explicate more on discussion part.

scholarly journals Effects of Using Corpus-Based Instructional Mediation on EFL Students’ Academic Writing Skills Improvement

2021 ◽  
Vol 7 (2) ◽  
pp. 133-153
Author(s):  
Amare Tesfie Birhan ◽  
Mulugeta Teka ◽  
Nibret Asrade
Keyword(s):  
Academic Writing ◽  
Engineering Students ◽  
Writing Skills ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Control Group ◽  
Writing Courses ◽  
Quasi Experimental ◽  
Efl Students ◽  
Experimental Group

This study aimed at examining the effects of corpus-based instructional mediation on EFL learners’ academic writing skills improvement. To conduct the research, a quasi-experimental research design was employed. A total of 72 EFL mechanical engineering students participated in the study, and they were selected through a simple random sampling technique.  Among them, 25 students were assigned to the experimental group and 47 students to the control group. The data were gathered by means of pre- and post-tests. Multivariate Analysis of Variance (MANOVA) was used to observe the statistical differences between the control and the experimental groups in their academic writing skills. The results showed that the students who were instructed through corpus-based instructional mediation outperformed than the students who were instructed in the conventional instructional approach. Particularly, the students who participated in the experimental group improved their content, communicative achievement, organization, grammar, and vocabulary usage than the students who participated in the control group. Therefore, this research calls for inclusion of corpus-based authentic linguistic elements in their teaching material when teaching academic writing courses in the EFL context.

scholarly journals The Impact of Multimodal Discourse on Iraqi EFL Learners' Writing Skills

2021 ◽  
Vol 12 (2) ◽  
pp. 239-245
Author(s):  
Mohammad Kiani Harchegani, Et. al.
Keyword(s):  
Writing Skills ◽  
T Test ◽  
Placement Test ◽  
Social Semiotics ◽  
Efl Learners ◽  
Writing Test ◽  
Multimodal Discourse ◽  
Writing Course ◽  
The Impact ◽  
Experimental Group

The present study was conducted to investigate the impact of multimodal discourse on Iraqi EFL learners' writing skills. To achieve the goal, a group including 40 Iraqi EFL learners participated in the free paragraph writing course based on their scores in a Placement Test.  Selected participants were randomly assigned to control (N=20) and experimental (N=20) groups. Prior to the start of the course, both groups were given the pretest (writing test). The experimental group was exposed to the treatment (multimodal use of discourse, e.g. video and picture based on Halliday’s social semiotics approach) and the control one did not receive any treatment. Having accomplished the experiment, participants of the two groups completed two writing tasks as the posttest. Results of t-test indicate significant outperformance of the experimental group over the control one

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