The Effect Of Planning Time On The Fluency Accuracy And Complexity Of EFL Learners Oral Production

2015 ◽  
pp. 161
Author(s):  
إبراهيم محمد بامنقر ◽  
أمانى خالد جعشان
Keyword(s):  
Planning Time ◽  
Efl Learners ◽  
Oral Production

An exploration of target L2 morphemes in the oral production of young EFL learners in Croatia

2020 ◽  
Author(s):  
Jelena O'Reilly ◽  
Eva Jakupčević
Keyword(s):  
Foreign Language ◽  
Research Area ◽  
Simple Construction ◽  
L2 Acquisition ◽  
Efl Learners ◽  
Oral Production ◽  
The Past ◽  
Base Form ◽  
Production Study ◽  
Efl Students

Although the second language (L2) acquisition of morphology by late L2 learners has been a popular research area over the past decades, comparatively little is known about the acquisition and development of morphology in children who learn English as a foreign language (EFL). Therefore, the current study presents the findings from a longitudinal oral production study with 9/10-year-old L1 Croatian EFL students who were followed up at the age of 11/12. Our results are largely in line with the limited research so far in this area: young EFL learners have few issues using the be copula and, eventually, the irregular past simple forms, but had considerable problems with accurately supplying the 3rd person singular -s at both data collection points. We also observed a be + base form structure, especially at the earlier stage, which appears to be an emergent past simple construction.

N-gram use in EFL learners’ retelling and monologic tasks

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Xiaopeng Zhang ◽  
Baoshan Zhao ◽  
Wenwen Li
Keyword(s):  
Foreign Language ◽  
Association Strength ◽  
College Level ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Oral Production ◽  
Speaking Proficiency ◽  
N Gram

Abstract This study examined n-gram use in oral production by Chinese college-level English as a foreign language (EFL) learners at four distinct proficiency levels. Thirty indices regarding range, frequency, and association strength of bi- and tri-grams obtained from retelling and monologic samples were analyzed. Results suggest that, i) the four proficiency levels differed in measures for frequency and association strength of bi- and tri-grams, ii) academic bi- and tri-gram proportions and association strength (captured by MI- and t-scores) were predictive of EFL speaking proficiency for both the retelling and monologic samples but the effects were small, and iii) EFL learners used more well-attested bi- and tri-grams in monologues than in retelling, demonstrating that higher rated samples tended to contain more strongly-associated bi- and tri-grams, a greater proportion of frequent attested academic tri-grams, and that EFL n-gram use was task-sensitive. These findings help enrich our understanding on EFL development of multi-word sequences and have potentially useful implications for EFL pedagogy.

scholarly journals Impacts of Resource Dispersing and Resource Directing Task Dimensions on EFL Learners’ Oral Production

2018 ◽  
Vol 8 (6) ◽  
pp. 148
Author(s):  
Elham Ansari ◽  
Sajad Shafiee
Keyword(s):  
Prior Knowledge ◽  
Mother Tongue ◽  
Local Context ◽  
Oral Performance ◽  
Experimental Conditions ◽  
Efl Learners ◽  
Oral Production ◽  
Knowledge Group ◽  
Quasi Experimental ◽  
Demand Condition

This study was primarily aimed at investigating the effects of simultaneous use of reasoning demand (resource-directing) and prior knowledge (resource-dispersing) on fluency, accuracy, and complexity of L2 oral performance. More, specifically, an attempt was made to investigate how EFL oral production could be affected by ±reasoning demand and ±prior knowledge in the local context of Iran. Thirty male and female Iranian intermediate EFL learners whose mother tongue was Persian and whose age ranged between 23 and 29 were chosen as the participants in this study, and a pretest-posttest quasi-experimental design was utilized. Assigned to two experimental conditions, participants were engaged in a narrative task in which two different wordless picture stories were chosen for data collection. Such statistical operations as t tests and MANOVA were applied to analyze the data. The results obtained from t tests revealed that in ±reasoning demand condition, both complexity and accuracy significantly improved whereas the results for fluency were not statistically significant. In addition, with regard to the ±prior knowledge group, similar results were obtained. In the end, conducting MANOVA revealed that both groups were not different in the pretest; however, utilizing the same procedure for the posttest illustrated a difference between the two groups in terms of their accuracy and complexity, but not their fluency. The results bear some implications for L2 oral production and practice as controlled by teachers and practitioners in EFL contexts.

scholarly journals The Effects of Audio- visual Recorded and Audio Recorded Listening Tasks on the Accuracy of Iranian EFL Learners’ Oral Production

2016 ◽  
Vol 9 (9) ◽  
pp. 110
Author(s):  
Pooya Drood ◽  
Hanieh Davatgari Asl
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Control Groups ◽  
Efl Learners ◽  
Oral Production ◽  
Self Study ◽  
Teachers And Students ◽  
English Speaking ◽  
And Control

<p>The ways in which task in classrooms has developed and proceeded have receive great attention in the field of language teaching and learning in the sense that they draw attention of learners to the competing features such as accuracy, fluency, and complexity. English audiovisual and audio recorded materials have been widely used by teachers and students, and have been the important resources of teaching and self-study. Nowadays, the environment we are living in is abundant with audio visual input and we as teachers ,thus, should be aware of the fact that environment can change students’ behavior towards language and language learning .What effects do these materials have on English speaking ability? The objective of this study is to find out whether there is difference in Iranian EFL learners’ accuracy in both audiovisual recorded (videos, movies ,etc.) and audio recorded tasks. For this purpose, 40 students of intermediate level were chosen and then were randomly assigned into two experimental and control groups each of which was under different listening tasks. (Audio visual- and audio only). Data analysis showed that the group which was trained under AV listening tasks showed different effects on students’ accuracy, compared to the other group positioned using audio recorded. Based on the results of this study, it is imperative that teachers consider the types of activities and methods that can have influence over language learners’ speaking ability.</p>

Effects of Strategic Planning Time on L2 Paired Oral Test Performance

2015 ◽  
Vol 38 (3) ◽  
Author(s):  
Haizhen Wang ◽  
Fangqi Song
Keyword(s):  
Strategic Planning ◽  
Test Performance ◽  
Test Scores ◽  
Syntactic Complexity ◽  
Task Condition ◽  
L2 Proficiency ◽  
Planning Time ◽  
Efl Learners ◽  
Oral Test ◽  
Verb Forms

AbstractPlanning, as a task condition, is hypothesized to influence L2 test performance and thus test scores (Skehan, 1998). This study investigates the effects of lengths of strategic planning time on L2 paired oral test performance, moderated by L2 proficiency. It aims to determine whether differences in performance result from 0, 1, 2 or 3 minutes of planning time, and whether planning time and proficiency interactively affect performance. The participants were 72 Chinese EFL learners, divided into four groups, each performing the same dialogic task with 1 or 2 or 3 minute planning time or none. All speech recordings were rated by two trained raters, and the transcripts of the speech samples subjected to a discourse analysis, measuring fluency features of Rate A and Rate B, complexity features of syntactic complexity, syntactic variety and lexical variety, and accuracy features of error-free clauses and correct verb forms. Findings show a stable accuracy, higher fluency in the planned condition, and greater syntactic complexity when learners are given 3 minutes’ planning time. No interaction is found between planning time and proficiency.

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