Teaching Collocations through Web-Based Concordancing

2017 ◽  
pp. 142-156
Author(s):  
Aysel Şahin Kızıl ◽  
Abdurrahman Kilimci
Keyword(s):  
Language Learning ◽  
Control Group ◽  
Web Based ◽  
Efl Learners ◽  
Final Performance ◽  
Post Test ◽  
Instructional Settings ◽  
The Impact ◽  
Experimental Group ◽  
The Web

With the advent of language corpora and concordancing activities, teaching collocations knowledge of which is considered significant for appropriate and fluent language use has gained new dimensions within the context of technology enhanced language learning. The present study investigates the impact of web-based concordancing activities on EFL learners' achievement and retention of verb-noun collocations compared to paper based-activities. A total of 62 EFL learners participated in the study by taking a pre-test and an immediate and a delayed post-test. Results indicated that learners in experimental group outperformed the control group making significant improvement in their knowledge of verb-noun collocation immediately after the web-based practice. Although both groups regressed later, final performance of the experimental group was still better than that of control group. This study, therefore, suggests that EFL practitioners craving for creating variations in their instructional settings employ web-based concordancing activities to raise collocational competence of learners.

scholarly journals The Impact of Computer Games on EFL Learners' Spelling: A Qualitative Study

2014 ◽  
Vol 2 (3) ◽  
pp. 266 ◽  
Author(s):  
Hossein Shokri ◽  
Seyed Jalal Abdolmanafi-Rokni
Keyword(s):  
Qualitative Study ◽  
Language Learning ◽  
Computer Games ◽  
Literacy Skill ◽  
Control Group ◽  
Age Group ◽  
Overhead Projector ◽  
Efl Learners ◽  
The Impact ◽  
Experimental Group

<p><em>This is a qualitative study in which video games were applied as one of the basic steps of language learning and literacy skill for specific students i.e. spelling. In this study 40 students from two classes at the age group of 14-16were randomly divided into two groups, control and experimental (each 20). The participants in the control group receive a placebo while the experimental group was presented with original computer games. During the treatment period the experimental group worked with each game by the teacher in the class. The classroom was equipped with the computer, television, overhead projector, etc. Each week they was subjected to one game. At the end of each session, the students were required to play the games and elicit words and spelling of them. After eight sessions of treatment, a questionnaire was filled out by the participants in the experimental group. The results of the study showed that the experimental group outperformed the control group. This finding subscribes to the role and efficacy of video computer games on spelling among students.</em></p>

The effect of second life on speaking achievement

2016 ◽  
Vol 6 (4) ◽  
pp. 236-245 ◽  
Author(s):  
Serhat Guzel ◽  
Selami Aydin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Experimental Research ◽  
Second Life ◽  
Control Group ◽  
Learning Tool ◽  
Efl Learners ◽  
Speaking Performance ◽  
The Impact ◽  
Experimental Group

The number of studies that focus on the impact of Second Life (SL) as a virtual language learning tool on speaking achievements of EFL learners is quite limited. Thus, this paper aims to provide insight for SL’s effect on Turkish EFL learners’ speaking achievement levels. Forty-four EFL learners from Balikesir University participated in this experimental research. The participants were divided into two groups as an experimental group of 20 learners and a control group consisting of 24 students. An interview grading their speaking performance was administered to both groups as pre-test and post-tests. While the control group participants took traditional speaking classes, the experimental group did the same speaking activities on SL. Considering the interview scores, results indicated that learners who used SL had a better performance than the ones who participated in traditional activities.  Keywords: english as a foreign language, second life, speaking, achievement.

scholarly journals Effects of web-based metacognitive listening on Chinese university EFL learners' listening comprehension and metacognitive awareness

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Tao Pei ◽  
Jitpanat Suwanthep
Keyword(s):  
Listening Comprehension ◽  
Metacognitive Awareness ◽  
Control Group ◽  
Web Based ◽  
Efl Learners ◽  
Metacognitive Development ◽  
Chinese University ◽  
L2 Learners ◽  
Experimental Group ◽  
The Web

The present study examined the effects of web-based metacognitive listening practice on L2 learners’ listening comprehension over 14 weeks. Participants (N  = 67) came from two intact classes of intermediate EFL university learners in China. The experimental group was involved in the web-based metacognitive listening practice built on the metacognitive listening principles. The control group undertook a traditional web-based listening practice with the same listening materials texts, yet without training on their metacognitive awareness. TOEFL tests and MALQ were used to track the development of listening achievements and metacognitive awareness. ANCOVA was employed to detect the differences between the two groups regarding listening achievements and metacognitive development. The results show that the experimental group made significantly greater gains than the control group in listening achievements. However, the development of metacognition remained inconclusive. The study concludes that metacognitive listening practice under web-based environment could outperform the traditional web-based listening practice in improving listening achievements among Chinese intermediate EFL learners. Besides, some recommendations for further study are discussed.

scholarly journals The Impact of Lexical Chunks Instruction in Developing Iraqi Students’ Writing Fluency

2019 ◽  
Vol 10 (5) ◽  
pp. 70
Author(s):  
Husam Mohammed Kareem Al-Khazaali
Keyword(s):  
Language Learning ◽  
Language Processing ◽  
Control Group ◽  
Writing Fluency ◽  
Essay Writing ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

The aim of the present study is to examine experimentally the influence of using lexical chunks on the achievement of second-year-university students of English in the writing fluency. Lexical chunks, as the composites of form, meaning and function, stored and retrieved as a whole in brain, can release the language processing burden and improve the fluency and idiomaticity of language output. To accomplish this aim, the current study attempts to provide a reply for the following question: does drawing students’ attention to the lexical chunks frequently used in different positions help in better success in EFL descriptive essay writing lessons as contrasting to the presently applied method of teaching? Also two null hypotheses are planned. The first states that there will not be a statistically significant difference between the mean scores of the experimental group and those of the control group in the writing performance pretest. While the second one is that there will not be a statistically significant difference between the mean scores of the experimental group and those of the control group in the descriptive essay writing achievement posttest. The two groups pre-test post-test experimental design was adopted. After four weeks of instruction, the findings show that there is a significant difference between the experimental group and the control group in the post-test on the side of the experimental group. Accordingly, the main findings authenticated the first hypothesis of the study, but cancelled the second one. The control group gets the mean score 71.89 while the experimental group gets 76.53. This certainly implies that the use of lexical chunks as a language learning strategy gets better in students’ performance in writing fluency.

scholarly journals Partial Dictation vs. Dictogloss Effect on Listening Comprehension of Iranian EFL Learners

2020 ◽  
Vol 10 (4) ◽  
pp. 240-256
Author(s):  
Bahram Mowlaie ◽  
Milad Abdolmajid ◽  
Ali Rahimi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Vital Role ◽  
Control Group ◽  
Homogeneity Test ◽  
Efl Learners ◽  
Instructional Activity ◽  
Post Test ◽  
Experimental Group

The unique characteristics of the listening skill and the vital role they play in language learning and communication do not receive the attention they deserve and the situation is worsened in EFL contexts due to lack of communication in everyday context.  Given this, the present study was an attempt to empirically investigate if partial dictation versus dictogloss had any significant effect on listening comprehension of Iranian EFL learners. To this end, 60 male EFL learners were selected via double sampling and, after taking homogeneity test and listening pre-test, they were randomly assigned to two experimental groups (partial dictation versus dictogloss) and a control group. The first experimental group was exposed to dictogloss, while the second experimental group was exposed to partial diction. The control group underwent the mainstream usual classroom activities. After the treatment which took one hour each session for seven sessions, a listening post-test was given to all groups. The thorough analysis of data using paired sample t-test indicated that partial dictation group slightly outperformed the dictogloss group in the listening post-test and both experimental groups significantly outperformed the control group in the listening test. The result can have implications for learners, teachers, and material developers in all second and, especially, foreign language contexts where listening comprehension does not receive the attention it deserves and this, in turns, deprives EFL learners of viable sources of input. It is recommended that dictation in either partial format or dictogloss become an instructional activity in English classes because of its usefulness in improving listening comprehension and, more importantly, because of its practicality which is an important concern in many language learning contexts.  Key words: Dictogloss; English as a Foreign Language, Listening Comprehension; Partial Dictation 

scholarly journals EFFECTS OF EXTENSIVE READING ON EFL LEARNERS’ WRITING PERFORMANCE

2021 ◽  
Vol 6 (5) ◽  
Author(s):  
Vo Thi Thuy Duong ◽  
Nguyen Huynh Trang
Keyword(s):  
Language Learning ◽  
Control Group ◽  
Extensive Reading ◽  
Writing Performance ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Reading Materials ◽  
Before And After ◽  
Post Test ◽  
Experimental Group

<p>Extensive Reading (ER) is considered as a good learning technique to enhance every skill in language learning. It is considered to assist the improvement of other skills of language learners especially English as a Foreign Language (EFL) leaners. This study is designed to evaluate the effectiveness of ER on EFL learners’ writing performance and to identify the EFL learners’ attitude towards the effects of ER on writing performance. The study recruited a group of 59 non-English majors at a public university in Vietnam. The participants were divided into two groups, i.e., experimental group and control group. The participants in the experimental group were assigned extensive reading materials as their homework to support their learning of writing meanwhile the participants in the control group were guided to write without the support of extensive reading materials. To check the differences of the participants’ writing ability before and after the intervention, pre-test and post-test were employed. A questionnaire was also delivered to the experimental group after the treatment. The results from the tests revealed that ER supported EFL learners in their writing performance. The experimental group had more significant enhancement. The results obtained from the questionnaire also indicated that the EFL learners had positive attitudes towards the use of extensive reading materials provided in their writing learning process. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0870/a.php" alt="Hit counter" /></p>

scholarly journals The Impact of Flipped Classroom Instruction on Iranian Upper-Intermediate EFL Learners' Writing Skill

2019 ◽  
pp. 164-172 ◽  
Author(s):  
Parisa Abedi ◽  
Ehsan Namaziandost ◽  
Samira Akbari
Keyword(s):  
Flipped Classroom ◽  
Classroom Instruction ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Significant Difference ◽  
Writing Skill ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

This study attempted to examine the effects of flipped classroom instruction on Iranian EFL learners’ writing skill. To fulfill the objective of the study, 48 Iranian upper-intermediate participants were selected through administrating the Oxford Quick Placement Test (OQPT). Then, they were divided into two groups; one experimental group and one control group. Then, both groups were pretested by a writing test. After that, the researcher put the participants of the experimental group in a flipped classroom. The flipped classroom was equipped with Internet, computer and projector and participants in this classroom were allowed to bring their Smartphones to the classroom and use them during learning. The control group was exposed to traditional instruction in the class. This procedure continued till the last session. The results of independent samples t-test and one-way ANCOCA revealed that the experimental group outperformed the control group on the post-test. In addition, the results showed that there was a significant difference between the performances of the experimental group and the control group on the post-test.

The Impact of Cooperative Learning on Iranian Intermediate EFL Learners’ Reading Comprehension: The Case of Jigsaw Technique

2020 ◽  
Vol 5 (1) ◽  
pp. 11-18
Author(s):  
Behnaz Raji
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
T Test ◽  
Control Group ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Jigsaw Technique ◽  
Experimental Group

This study examined the effect of Jigsaw technique as a part of cooperative learning on Iranian EFL learners’ reading comprehension. To this end, 40 intermediate participants were selected out of 73 EFL learners based on the results of Oxford Quick Placement Test (OQPT). The participants were divided into two groups; control and experimental. Then, the participants of both groups were pretested on reading comprehension. After pre-testing, the cooperative learning activities (Jigsaw technique) were practiced with the participants of the experimental group during 5 sessions. The experimental participants were assigned to five-member teams to work on reading texts. Each team member read an assigned section and then members from different teams who had studied the same sections met in ‘expert groups’ to discuss their sections. Then, students returned to their own teams and taught their team-mates about their section. On the other hand, the control group received traditional teacher-fronted instruction throughout the classroom time. After the treatment sessions, a teacher-made reading comprehension post-test was given to the participants of both groups to measure their reading comprehension ability after the treatment. The results of paired samples t-test and independent samples t-test revealed that the experimental group outperformed the control group on the post-test. The findings also showed that there was a significant difference between the post-tests of both groups in favor of the experimental group.

The Impact of Computer Assisted Language Learning (CALL) on Improving Intermediate EFL Learners’ Vocabulary Learning

2020 ◽  
Vol 4 (2) ◽  
pp. 96
Author(s):  
Fatemeh Enayati ◽  
Abbas Pourhosein Gilakjani
Keyword(s):  
Language Learning ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Post Test ◽  
Efl Students ◽  
And Control ◽  
Experimental Group

Regarding the large amount of vocabulary that learners should learn and the limited amount of time available in the EFL classes, Computer Assisted Language Learning (CALL) is considered as an attractive option for learning. One specific benefit of using CALL vocabulary instruction is to provide systematic repetition of words, ensuring that learned words are not forgotten. The objective of current investigation is to examine the effect of CALL on Iranian intermediate learners’ vocabulary learning. The researchers used Tell Me More (TEM) software for this objective. This investigation used Preliminary English Test (PET) as a standardized measurement to seek the level of the subjects in terms of language proficiency. Then, the researchers assigned the participants into two groups: experimental group and control group. Experimental group included 31 EFL students and control group involved 30 EFL students. 80 items were administered as pre-test to evaluate the participants’ previous knowledge of English in respect to the vocabularies. The researchers taught the students of both groups for 12 sessions. The TEM software was used as treatment in experimental group and the control group received no treatment. The taught words were the same in both groups. After 12 sessions, the 65 items were administered as post-test in order to compare the results of the scores of two groups and decide about the effectiveness of the treatment. The data were analyzed through running the Independent sample t-test. The results of post-test showed that the participants of experimental group outperformed the control group and had positive attitudes towards CALL. The results of this study may be useful for EFL teachers, EFL learners, and syllabus designers.

scholarly journals Improving Children’s E-Safety Skills through an Interactive Learning Environment: A Quasi-Experimental Study

2020 ◽  
Vol 4 (2) ◽  
pp. 10
Author(s):  
Iolie Nicolaidou ◽  
Agnes Venizelou
Keyword(s):  
Learning Environment ◽  
Test Scores ◽  
Control Group ◽  
Safety Skills ◽  
Web Based ◽  
Web Based Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group ◽  
The Web

There is a worldwide concern for young children’s online safety and a growing necessity for e-safety skills to be taught to children from a young age as part of formal schooling. The purpose of this study was to design and evaluate the effectiveness and motivational capacity of an interactive web-based learning environment for improving children’s e-safety skills. A quasi-experimental pre-test post-test control group design was used with an experimental group of 48 sixth-grade primary school students, who used the web-based learning environment over two 80-min lessons, and a control group of 25 students who did not. Findings revealed a statistically significant difference (t(47) = −14.06, p < 0.01) in the experimental group students’ e-safety performance, when students’ pre-test scores (mean (Μ) = 41.13, SD = 10.47) were compared to their post-test scores (Μ = 56.69, SD = 9.38). The analysis of an attitudes questionnaire and of student interviews documented the experimental group students’ positive attitudes toward the learning environment. Findings provide evidence of the effectiveness and motivational capacity of the web-based learning environment, which can be used in either formal education or informal learning settings, for improving children’s e-safety skills.

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