Are Tertiary EFL Learners Ready for Input Enhancement Technique in Bangladesh?

2020 ◽  
pp. 82-95
Author(s):  
Akhter Jahan ◽  
Subramaniam Govindasamy
Keyword(s):  
Efl Learners ◽  
Enhancement Technique ◽  
Input Enhancement

Input Enhancement through Using Author’s Biography: The Impact on Iranian EFL Learners’ Reading Comprehension Ability across Gender

2016 ◽  
Vol 7 (2) ◽  
pp. 370
Author(s):  
Ayda Rahmani
Keyword(s):  
Reading Comprehension ◽  
Proficiency Test ◽  
Control Male ◽  
Control Female ◽  
Efl Learners ◽  
Input Enhancement ◽  
Paired Samples ◽  
Comprehension Ability ◽  
The Impact ◽  
Reading Comprehension Ability

This study aims to investigate whether enhancing input through author’s biography affect Iranian EFL learners’ reading comprehension ability across gender or not. To answer, a proficiency test of OPT was administered to a total of 120 male and female learners. Then 60 homogenous subjects, with the same English proficiency, were selected. The 60 participants were assigned into 4 groups randomly i.e. experimental male, experimental female, control male, control female. The study includes a pre-posttest design with 4 groups. The female and male experimental groups went through the treatment and finally the four groups were given a posttest.  Finally, descriptive and inferential statistics (A paired- samples t-test and a two-way ANOVA) were applied to analyze the statistical data. The findings indicated that input enhancement through author’s biography does affect Iranian EFL learners’ reading comprehension ability and male participants outperformed female participants.

scholarly journals Learning the English Passive Voice: A Comparative Study on Input Flooding and Input Enhancement Techniques

2018 ◽  
Vol 1 (1) ◽  
pp. p67
Author(s):  
M. Rashtchi ◽  
F. Etebari
Keyword(s):  
Data Analysis ◽  
Standard Deviation ◽  
Comparative Study ◽  
Passive Voice ◽  
Efl Learners ◽  
Input Enhancement ◽  
Significant Difference ◽  
Grammar Knowledge ◽  
To Receive ◽  
Experimental Group

The purpose of this study was to compare the effect of input flooding and input enhancement on grammar knowledge of passive voice among Iranian EFL learners. Preliminary English Test (PET) was administered to 75 learners who were in six intact classes in a language institute in Tehran. Sixty female low-intermediate learners whose scores fell within the range of ±1 standard deviation were selected. These classes were then randomly assigned to receive two different treatments. Three classes in the experimental group one (Input Enhancement Group) were exposed to passive structures through input enhancement guidelines, and the three classes in the experimental group two (Input Flooding Group) received the same materials drawing on the guidelines in line with input flooding procedures. It should be noted that the 15 discarded participants were present in the classes, but their scores were not considered in the data analysis. The reason for selecting six classes was the limited number of students in each class. However, the classes were taught by the same teacher to control teacher variable. The results of the pretest showed that the groups were homogeneous regarding their knowledge about the English passive voice. After the treatment, the participants sat for the posttest, which was identical to the pretest to measure their gain of the passive structures. The results indicated that both input flooding and input enhancement significantly affected the grammar knowledge of the passive voice. However, there was no statistically significant difference between the effects of input flooding and input enhancement in improving the knowledge of passive voice of the participants.

scholarly journals The Role of Auditory Input Enhancement through Whats App in EFL Learners’ Vocabulary Learning and Retention

2020 ◽  
Vol 10 (12) ◽  
pp. 1576
Author(s):  
Yaghoob Javadi ◽  
Maryam Cheraghi Shehni
Keyword(s):  
Vocabulary Learning ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Auditory Input ◽  
Vocabulary Retention ◽  
Efl Learners ◽  
Input Enhancement ◽  
The Given ◽  
Experimental Group

The present study investigated the effect of teaching vocabulary using auditory input enhancement via whats app on EFL learners’ vocabulary learning and retention. For this purpose, 85 students were participated and those 56 students whose scores were one standard deviation above or below the mean on Preliminary English Test (PET) were selected and they were assigned into one experimental and a control group. Then they were given a 40 multiple choice vocabulary test as their pretest. The 10-session treatment followed by teaching vocabulary using auditory input via Whats app in one experimental group and the control group had their conventional way of teaching. After the treatment, a vocabulary posttest was administered to groups in order to compare the participants' performance and to examine if or not the given instruction had any meaningful effect on their vocabulary achievement. After about 10 days after the posttest, the same vocabulary posttest was administered again to check the learners’ vocabulary retention. The analysis of the test scores through an independent sample t-test and analysis of covariance (ANCOVA) indicated that auditory input enhancement through Whats app had a statistically significant effect on vocabulary learning and retention of Iranian EFL learners.

scholarly journals IMPROVING STUDENTS’ DIRECT AND INDIRECT SPEECH MASTERY IN NEWS ITEM TEXT THROUGH USING INPUT ENHANCEMENT TECHNIQUE

2021 ◽  
Vol 22 (1) ◽  
pp. 71-82
Author(s):  
Muhammad Mujtaba Mitra Zuana
Keyword(s):  
News Item ◽  
Control Group ◽  
Control Group Design ◽  
Enhancement Technique ◽  
Indirect Speech ◽  
Input Enhancement ◽  
Analysis Technique ◽  
Significant Difference ◽  
Data Collection Technique ◽  
Experimental Group

The goal of this research is to find out whether input enhancement technique is effective in improving students’ direct and indirect speech mastery in news item text. This research is quantitative experimental research with pretest and posttest control group design. The data of this research is the students’ direct and indirect speech mastery in new item text. The data collection technique is by administering tests, using pretest-posttest design. The data analysis technique uses t-test formula. The result indicates that there was no difference between control and experimental group in initial abiity before the input-enchancemen-technique was treated. Whereas by using input enhancement technique there was significant difference between students taught direct and indirect speech mastery using input enhancement technique and those taught direct and indirect speech mastery in news item text without using input enhancement technique. Thus, it could be concluded that the use of input enhancement technique was effective in improving students’ direct and indirect speech mastery in news item text. Penelitian ini dilakukan untuk mengetahui apakah penggunaan teknik peningkatan input efektif dapat meningkatkan penguasaan tuturan siswa secara langsung dan tidak langsung pada teks item berita. Penelitian ini merupakan penelitian eksperimental kuantitatif dengan desain control group pretest and posttest. Data dalam penelitian ini adalah penguasaan tuturan langsung dan tidak langsung siswa pada teks item berita. Teknik pengumpulan data dengan pemberian tes, pretest dan posttest. Teknik analisis data menggunakan rumus uji-t. Hasil penelitian menunjukkan bahwa tidak ada perbedaan antara kelompok kontrol dan kelompok eksperimen dalam hal kemampuan awal sebelum dilakukan perlakuan teknik input-enhancemen. Sedangkan dengan menggunakan teknik peningkatan input terdapat perbedaan yang signifikan antara hasil belajar siswa dalam hal penguasaan tuturan langsung dan tidak langsung menggunakan teknik peningkatan input dengan hasil belajar siswa dalam hal penguasaan tuturan langsung dan tidak langsung dalam teks item berita tanpa menggunakan teknik peningkatan input. Dengan demikian, dapat disimpulkan bahwa penggunaan teknik peningkatan input efektif dalam meningkatkan penguasaan tuturan siswa secara langsung dan tidak langsung pada teks item berita.

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