scholarly journals The Effect of the Implementation of a Negotiated Syllabus on the Reading Achievement of Iranian Intermediate-level EFL Learners

2021 ◽  
Author(s):  
Abdolvahab Khademi
Keyword(s):  
Reading Achievement ◽  
Intermediate Level ◽  
Control Group ◽  
Efl Learners ◽  
Flesch Reading Ease ◽  
Proficiency Level ◽  
Text Selection ◽  
Ease Score ◽  
Areas Of Interest ◽  
Experimental Group

The present study investigated whether or not the implementation of a selective procedural Negotiated Syllabus has any effect on the reading achievement of Iranian intermediate-level EFL learners. The hypothesis assumed in this study was that the treatment would accrue no effect. The study was conducted with the participation of 61 female intermediate-level EFL learners. The participants were grouped into four classes serving the Experimental Group (EG; n = 32) and the Control Group (CG; n = 29). The learners shared a homogenous English proficiency level and background (as well as in terms of materials and instruments). The classes were randomly assigned to EG and CG. The selected element of negotiation in this study was based on the interest areas of the EG learners. An interest areas survey (IAS) based on Likert scale (from value 1 as least interesting to value 5 as most interesting) was constructed and conducted to elicit EG learners’ areas of interest on the basis of which passages with reading ease of ±2 standard deviations (by Flesch Reading Ease score) were selected. Items scoring highest on the IAS were selected for the purpose of text selection. Interest areas were not polled in the CG and the texts given to them were arbitrarily selected. In order to observe any change in learners’ reading achievement, both groups were pretested at the outset of the experiment and post-tested at the end of the experiment with a valid reading comprehension (RC) test comprising 22 multiple-choice items. A two-way two-sample t-test was conducted to compare the means difference between the gain scores of the EG and CG over the two administrations of the RC test. The results indicated that the groups had performed equally well on the experiment and no statistically significant result was observed. This study was based on the natural-occurring pre-experimental intact groups framework of research design.

scholarly journals The Influence of Topic Management on the Speaking Ability of Iranian Intermediate EFL Learners

2020 ◽  
Vol 9 (3) ◽  
pp. 62
Author(s):  
Sepideh Shiri ◽  
Hassan Abdilah
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Proficiency Test ◽  
Control Group ◽  
Efl Learners ◽  
Proficiency Level ◽  
Post Test ◽  
Quasi Experimental ◽  
Topic Management ◽  
Experimental Group

In English as a Foreign Language (EFL) settings where English is not the spoken language, Topic Management has been recognised as one of the factors that influence the speaking ability of learners (Du-Babcock, 1999). In Iran, many intermediate EFL learners find it very difficult to manage the speech aspect of the English language. The present study examines the influence of Topic Management on the speaking ability of Iranian intermediate EFL learners. It provides useful insights on teaching speaking skills through Topic Management to improve the speaking ability of learners. In this study, quasi-experimental design was used. 40 intermediate learners were selected and divided into two groups, the Control Group and the Experimental Group. Three tests were administered to obtain data from the participants. These were a proficiency test to check the English proficiency level of the participants, a speaking pre-test to check their speaking ability before the treatment, and a speaking post-test to check their speaking ability after the treatment. The results indicate that Topic Management has an influence on the speaking ability of Iranian EFL learners. That is, the more the student is confident in managing the topic the more he/she is able to sustain the conversation. The study concludes that Topic Management can be a facilitative approach to improving Iranian intermediate EFL learners’ speaking ability.

Using Concept Oriented Reading Instruction (CORI) to Promote Students’ Reading Comprehension

2017 ◽  
Vol 2 (1) ◽  
pp. 42
Author(s):  
Hilma Suryani
Keyword(s):  
Reading Achievement ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Posttest Score ◽  
T Test ◽  
Control Group ◽  
Quasi Experimental ◽  
Effective Reading Strategies ◽  
And Control ◽  
Experimental Group

The problem of this study is “Does Concept Oriented Reading Instruction (CORI) enhance students’ reading achievement?” The design of this study was quasi-experimental. The sample of this study was taken from the population by using purposive sampling. The experimental group consisted of 39 students while the control group consisted of 35 students. The data were collected by using two instruments; test and questionnaire. The test was given twice to each group in order to see whether or not there was significance difference of pretest and posttest either in experimental or control group and whether or not there was significance difference of experimental and control group in terms of their posttest score. To prove the hypothesis, the data from pretest and posttest of experimental and control group were analyzed by applying paired sample t-test and independent sample t-test. The calculation was run by using SPSS computer program. The result of the study shows there was significance difference of students’ reading achievement between experimental and control group. Besides, the use of CORI as reading strategies was proved as effective reading strategies to enhance students’ reading achievement. Keywords: Concept Oriented Reading Instruction; reading strategy; reading achievement

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 Effect of Aural and Visual Storytelling on Vocabulary Retention of Iranian EFL Learners

2017 ◽  
Vol 10 (4) ◽  
pp. 92
Author(s):  
Maryam AminAfshar ◽  
Ahmad Mojavezi
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Vocabulary Test ◽  
Vocabulary Retention ◽  
Visual Storytelling ◽  
Efl Learners ◽  
Post Test ◽  
Experimental Group ◽  
Do So

EFL learners at all ages and proficiency levels are usually confronted with various problems in vocabulary learning and retention. This study sought to introduce strategies for improvement of vocabulary learning and retention. Therefore, the effects of using aural/visual storytelling on Iranian EFL learners’ vocabulary learning and retention were investigated. To do so, 50 intermediate female EFL learners were randomly assigned to two groups. After the administration of teacher made English Vocabulary Test as the pre-test, aural storytelling method was used for the control group, and visual storytelling method was used for the experimental group. After three months of instruction, the aforementioned teacher made English Vocabulary Test, as the post-test, was given to the students of both groups to assess their improvements. Two weeks after post-test, they were given a delayed post-test to measure their retention of English vocabulary knowledge. The reliability of the English Vocabulary Test using Cronbach's Alpha was estimated equal to 0.80. Finally, Using ANCOVA, the results revealed that, the experimental group’s participants outperformed those of control group in both learning and retention of English vocabulary. So, it can be noted that the training program according to visual could have impressive impact on the learning and retention of vocabulary knowledge.

scholarly journals Using Podcasts to Improve Second Language Comprehension in Iranian Language Classrooms

2016 ◽  
Vol 6 (2) ◽  
pp. 24
Author(s):  
Mohammad Davoudi ◽  
Mojtaba Rezaei
Keyword(s):  
Language Comprehension ◽  
Good Method ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Significant Difference ◽  
Language Classrooms ◽  
Post Test ◽  
Experimental Group ◽  
Transcript File

<p>The present study aims at investigating the influence of podcasts (POD) on language comprehension of Iranian pre-intermediate EFL learners. An Oxford Placement Test (OPT) was administered to 60 male and female university students. The participants were considered as pre-intermediate learners and were divided into two groups (one experimental group and one control group). During the fifteen sessions of the treatment, thirty podcasts were presented to the two groups. The experimental group received just the audio file of the POD, and the control group received a different treatment which was the transcript file of the same audio podcast file of the experimental group. The results of the t-tests revealed that there was no significant difference in language comprehension scores across the posttest between two groups. Based on the interview results after the post-test, all of the participants (100%) agreed that both audio and the transcripts (written texts) were useful for them and claimed that it is a good method of improving language comprehension.</p>

scholarly journals The effect of peripheral learning on elementary EFL learners’ grammar improvement: The case of prepositions of time and place

2018 ◽  
Vol 7 (2) ◽  
pp. 91-100
Author(s):  
Islam Namazian Doost ◽  
Soheila Tahmasbi
Keyword(s):  
T Test ◽  
Control Group ◽  
Control Groups ◽  
Teaching Environment ◽  
Learning Abilities ◽  
Efl Learners ◽  
Post Test ◽  
Elementary Classes ◽  
And Control ◽  
Experimental Group

This study aims to investigate the possible effects of peripheral learning on elementary EFL learners’ grammar improvement: the case of prepositions of time and place. Two elementary classes were selected as experimental and control groups. Before beginning the treatment, a grammar test was administered to both the groups as a pre-test. Then, as treatment, the experimental group was exposed to realia, pictures, posters and texts, while the control group was not. After term-long treatment of 10 weeks, the two groups received the same grammar test as post-test. The results of t-test showed that the experimental group improved their grammar ability, i.e., knowledge of prepositions of time and place more than their friends in the control group. The finding of the study may open an optional path for teachers to include some peripheral materials in their teaching environment to further invest on unconscious learning abilities of the students.   Keywords: Peripheral learning, reposition of time, prepositions of place, grammar.

scholarly journals CAN EFL LEARNERS' LEARNING STYLES IMPACT THEIR PERFORMANCE ON WRITING SKILL UNDER DIRECT AND INDIRECT CORRECTIVE FEEDBACKS?

2015 ◽  
Vol 13 (2) ◽  
pp. 155
Author(s):  
Mojtaba Maghsoudi ◽  
Sahar Saeedi
Keyword(s):  
Learning Styles ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Skill Scores ◽  
Significant Difference ◽  
Field Dependent ◽  
Writing Skill ◽  
The Impact ◽  
Experimental Group

This study presents the findings of an investigation of the impact of teacher error corrective feedback on 180 field-dependent/ field-independent (FD/FI) male and female pre-intermediate and advanced Iranian EFL learners writing skill. The participants were separated into two experimental groups and one control group and were asked to write three paragraphs of about 100-150 words around three different topics, each in odd days of a week; then they received direct (in experimental group 1), indirect (in experimental group 2) and no correction feedback (in control group). The results based on Mean Scores, Standard Deviation, Multivariate Analyses and 1-way ANOVA showed that there was not any significant difference between the FD/FI learners' writing skill scores who had received corrective feedback on their errors; however, as indicated by the second finding of the present study it would be better to feedback field-dependent/-independent EFL learners indirectly. It was also indicated that, learners' learning styles had made a significant change in their writing skill scores.

scholarly journals Scrambled Cloze Procedure: Does It Influence EFL Learners’ Reading Comprehension and Writing Performance?

2020 ◽  
Vol 11 (5) ◽  
pp. 815
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mino Bargnil
Keyword(s):  
Reading Comprehension ◽  
Pearson Correlation ◽  
Control Group ◽  
Writing Performance ◽  
Efl Learners ◽  
Reading And Writing ◽  
Significant Difference ◽  
Cloze Procedure ◽  
And Control ◽  
Experimental Group

The present study investigated the effect of using scrambled cloze procedure on reading and writing among intermediate EFL learners. To fulfill the purpose of the study, 60 participants were tested on a PET test, from whom 48 homogeneous participants were selected and assigned randomly to two groups of 25 and 23, as experimental and control group. Then, both groups were given a pre-test of writing and reading comprehension. During 14 sessions, the experimental group were provided with scrambled cloze samples and tasks while practicing paragraph writing and reading, whereas the control group did not, while they were practicing paragraph writing and reading. At the end, the two groups were tested in reading comprehension and writing, based on a posttest. Two raters scored the writing samples collected from two groups in the pre and posttest. Pearson correlation was used to compute the inter-rater reliability. The results showed the experimental group outperformed the control group in paragraph writing and reading comprehension. However, it was found that gender did not make a significant difference in reading comprehension and writing performance.

scholarly journals The Impact of Smartboard on Preparatory Year EFL Learners’ Motivation at a Saudi University

2017 ◽  
Vol 8 (3) ◽  
pp. 172
Author(s):  
Waqar Ahmad ◽  
Zuraina Ali ◽  
Muhammad Aslam Sipra ◽  
Imtiaz Hassan Taj
Keyword(s):  
Teaching And Learning ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Significant Difference ◽  
Literature Reviews ◽  
Preparatory Year ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Smartboards, which are now widely used in the teaching and learning process in Saudi Arabia, have turned the traditional environments of the classrooms, especially the EFL classrooms to be more interesting and encouraging. Literature reviews suggest that Saudi students usually lack motivation for studying English as a foreign language. This study tends to investigate the impact of Smartboards on preparatory year EFL learners motivation at a Saudi university. Two intact groups were selected, in which one was termed as experimental and the second as control group. The experimental group was taught using the Smartboard while the control group was taught with the traditional whiteboard, pen and book method. The treatment was given for seven weeks. A questionnaire was administered to both the groups at the beginning and the end of the study. The data was analysed using the SPSS and the results showed that there was significant difference between the experimental and control groups in terms of motivation.  

scholarly journals Self-directed Learning via Contemplative Teaching to Promote Reading Comprehension Ability

2018 ◽  
Vol 11 (12) ◽  
pp. 58 ◽  
Author(s):  
Fatemeh Giveh
Keyword(s):  
Reading Comprehension ◽  
Theory And Practice ◽  
Control Group ◽  
Self Directed Learning ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Quasi Experimental ◽  
Directed Learning ◽  
L2 Instruction ◽  
Experimental Group

The present study tried to investigate one of the options for improving self-directed learning in Iranian EFL learners, i.e., contemplative L2 instruction with a flavor of transformative instruction. Accordingly, it adopted a quasi-experimental design to investigate the influential effects that contemplative teaching would exert on Iranian EFL learners&rsquo; L2 self-directed learning and reading comprehension abilities. To this end, two groups of Iranian EFL learners were taught on the L2 through either contemplative teaching (Experimental Group) or a traditional method (Control Group). The results of the study indicated that contemplative teaching, accompanied with transformative instruction, would in fact have significant effects on Iranian EFL learners&rsquo; L2 autonomy, i.e., self-directed L2 learning, and L2 reading comprehension skills. In addition, the analysis of the qualitative indicated that the participants in the Experimental Group held positive attitudes towards contemplative and transformative L2 instruction and believed these instructional strategies would create a supporting and viable classroom atmosphere. The findings of this study would have significant implications for both theory and practice on L2 contemplative teaching, self-directed learning, and reading comprehension.

Sign in / Sign up

Export Citation Format

Share Document