scholarly journals ENGAGE Model as an Innovation in Teaching Speaking: A Case of Cognitively More and Less Active EFL Learners

2021 ◽  
Vol 13 (4) ◽  
pp. 729-753
Keyword(s):  
Cognitive Ability ◽  
Intermediate Level ◽  
Cognitive Profile ◽  
Active Group ◽  
Model Group ◽  
Intermediate Students ◽  
Efl Learners ◽  
L2 Speaking ◽  
Speaking Performance ◽  
And Task

This study investigated the effect of using the ENGAGE Model on the speaking performance of cognitively more and less active EFL learners. The participants of the study were 60 intermediate level male EFL learners who were non-randomly selected from a pool of intermediate students (N=80) based on their performance on a standard version of Preliminary English Test (PET). The selected participants were assigned to the two groups of the ENGAGE Model and Task-based Language Teaching (TBLT). They were also specified in terms of their cognitive ability as cognitively more or less active learners based on their answers to a validated cognitive profile questionnaire. The results revealed that learners in the ENGAGE Model group outperformed students in the TBLT group in terms of their L2 speaking, regardless of whether they belonged to the cognitively less or more active group. It was also concluded students with a cognitively more active profile benefit more from the ENGAGE Model. Keywords: Cognition, ENGAGE Model, Speaking Performance, TBLT, EFL Learners.

scholarly journals Developing Lexical Competence Through Literature: A Study of Intermediate Students of Pakistan

2018 ◽  
Vol 8 (4) ◽  
pp. 164
Author(s):  
Muhammad Din ◽  
Mamuna Ghani
Keyword(s):  
Quantitative Research ◽  
Vocabulary Knowledge ◽  
Intermediate Students ◽  
Efl Learners ◽  
The Difference ◽  
Lexical Competence ◽  
Esl Learners ◽  
Insight Into ◽  
And Task

This study brings to light the fact how much teaching English through literature renders any pay off in developing and honing the EFL/ESL learners’ lexical competence. This study strives to investigate the role of literature in developing the ESL/EFL learners’ lexical competence, find out the ESL/EFL learners’ attitude towards teaching lexical competence through literature, know the lexical competence level of the ESL learners, examine ESL/EFL learners’ vocabulary knowledge and get insight into the difference between the ESL/EFL learners’ receptive and productive knowledge of vocabulary. In the Pakistani context, literature seems to be inadequate language teaching tool at HSSC level. To achieve the set objectives, the researcher went for the quantitative research methodology. So, a questionnaire comprising of 15 items encompassing the different aspects of vocabulary was designed to collect data from 600 subjects (male/female) of intermediate level. The researcher has also conducted “Vocabulary Level Test” and “Word Associate Test” as achievement tests. The collected data were analyzed through software package (SPSS XX). The findings of this study explicitly reveal that the EFL learners remain unable to develop lexical competence when they are taught English through literature. This study recommends that the teaching of English should be application oriented and task-based strategies and activities should be resorted to by the EL educators.

scholarly journals The Effect of Mnemonic Keyword Techniques Instruction on Vocabulary Achievement and vocabulary Size of Iranian EFL Learners

2018 ◽  
Vol 7 (4) ◽  
pp. 222
Author(s):  
Amir Marzban ◽  
Mojgan Firoozjahantigh
Keyword(s):  
Language Learners ◽  
Vocabulary Instruction ◽  
Intermediate Level ◽  
Achievement Level ◽  
Vocabulary Size ◽  
Intermediate Students ◽  
Efl Learners ◽  
Efl Context ◽  
Experimental Group ◽  
Vocabulary Achievement

This study aimed at probing the effect of using mnemonic keyword techniques, a number of less used procedures, in teaching vocabulary in an EFL context in Iran on the vocabulary achievement level and vocabulary size of language learners. to this end, 70 EFL intermediate students were selected because they were all intermediate level learners. They were assigned to control and experimental groups. The instructor taught the two groups new vocabulary items in their textbooks as part of the class procedures. The first group received vocabulary instruction through mnemonic keyword techniques while the second had vocabulary taught in conventional ways. Both groups were tested for their EFL vocabulary achievement and vocabulary size. The results revealed significantly higher achievement and vocabulary size levels for the participants in the experimental group. Certain implications were provided for EFL instructors, material developers and EFL learners who pursue to boost their vocabulary levels more effectively.

scholarly journals A Study of Relationship Between Depth of Vocabulary Knowledge and Semantic Set in Iranian EFL Learners’ Vocabulary Used in Writing

2018 ◽  
Vol 1 (2) ◽  
pp. p77
Author(s):  
Parisa Barkhodari
Keyword(s):  
Data Analysis ◽  
Significant Role ◽  
Word Association ◽  
Vocabulary Knowledge ◽  
Intermediate Level ◽  
Appropriate Use ◽  
Writing Performance ◽  
Efl Learners ◽  
Intermediate Learners

This study investigated the Relationship between Depth of Vocabulary Knowledge and Semantic Set in Iranian EFL Learners’ Vocabulary Used in Writing. The purpose of this study was to see the role of depth of vocabulary knowledge in making appropriate choices among words in a semantic set in EFL learners’ writing performance. 70 lower-intermediate and upper-intermediate learners of English as a foreign language (EFL) from the language learners of English institute in Bandar Abbas, Iran participated in this study. Instruments for the data collection include Word Association Test (WAT), Vocabulary Knowledge Scale (VKS), and four writing tests. In the first phase, using MANOVA statistical procedure for data analysis, the role of depth of vocabulary knowledge in writing performance and appropriate use of words in a semantic set in overall writing quality was investigated. The second part of the study attempted to explore the role of appropriate use of words in a semantic set in the participants’ overall writing performance using independent sample t-test. Finally, attempts were made to identify the role of depth of vocabulary knowledge and appropriate use of words in a semantic set in the overall use of words in the participants’ writings using a two-way ANOVA as the data analysis technique. The results of the data analysis provided empirical evidence supporting that: a) depth of vocabulary knowledge played a fundamental role in appropriate use of words in a semantic set in lower-intermediate level but not in upper-intermediate level, b) depth of vocabulary knowledge has a significant role in overall writing performance only in upper-intermediate level, c) using words appropriately in a semantic set played a significant role in writing performance of the lower-intermediate participants, while the opposite was revealed for the upper-intermediate group, d) the upper-intermediate learners could benefit from their knowledge of depth of vocabulary in using words, in general, correctly and appropriately. The findings promise some pedagogical implications for vocabulary and writing curriculum development, material development, and course designing.

scholarly journals The Effect of Teaching English through Literature on Creative Writing at HSSC Level in Pakistan

2017 ◽  
Vol 7 (2) ◽  
pp. 142
Author(s):  
Mamuna Ghani ◽  
Muhammad Din
Keyword(s):  
Creative Writing ◽  
Quantitative Research ◽  
Language Skills ◽  
Achievement Test ◽  
Teaching Tool ◽  
Teaching English ◽  
Efl Learners ◽  
Language Areas ◽  
Esl Learners ◽  
And Task

Creative writing means the ESL/EFL learners’ capacity to respond vividly and spontaneously, and to convey responses freely in their writing. This study brings to light the fact that teaching English through literature does not render any positive pay off in developing and honing the EFL/ESL learners’ creative writing. In the Pakistani context, literature seems to be inadequate and improper language teaching tool at HSSC level. To achieve the set objectives of this study, the researcher went for the quantitative research methodology. So, a questionnaire comprising of 15 items encompassing the different aspects of creative writing was designed to collect data from 600 subjects (male/female) of intermediate level. The researcher also conducted an achievement test so that a correlation might be drawn between their attitude towards “developing creative writing through literature” and the score of their achievement test. The collected data were analyzed through software package (SPSS XX). The findings of this study explicitly reveal that the EFL learners remain unable to develop both the language skills (particularly writing skill) and language areas when they are taught English through literature. This study recommends that the teaching of English should be application oriented and task-based strategies and activities should be resorted to by the EL educators.

scholarly journals EFL LEARNERS’ ATTITUDES TOWARDS THE IMPROVEMENT OF THEIR ENGLISH SPEAKING PERFORMANCE

LITERA ◽  
2014 ◽  
Vol 12 (2) ◽  
Author(s):  
Siti Mahripah
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Self Assessment ◽  
Efl Learners ◽  
Positive Attitudes ◽  
English Speaking ◽  
Speaking Performance ◽  
The Difference ◽  
Students Attitudes

This study aims to describe EFL learners’ attitudes towards the improvement of their English speaking performance. The data were collected through a questionnaire distributed to 131 students of Department of English Language Education. The results of the dataanalysis show that all respondents show positive attitudes towards the improvement of their English speaking performance. Although female students have more positive attitudes than male students, the difference is not significant. The results also show that students’ attitudes towards their speaking performance change in accordance with their learning time. Their self-assessment of their speaking performance has a significant correlation with their attitudes. Their positive attitudes towards the improvement of their English speaking performance serve as a foundation to the success of the English language learning. Therefore, learners should pay attention to and maintain attitudes to improve their speaking performance.

scholarly journals Effects of smartphone-based collaborative vlog projects on EFL learners’ speaking performance and learning engagement

2021 ◽  
pp. 18-40
Author(s):  
Hui-Wen Huang
Keyword(s):  
Digital Media ◽  
Real Life ◽  
Media Production ◽  
Learning Context ◽  
Learning Engagement ◽  
Efl Learners ◽  
Group Collaboration ◽  
Efl Classrooms ◽  
Speaking Performance ◽  
Collaborative Video

This study examined how smartphone-based collaborative video projects influenced English as a Foreign Language (EFL) learners’ speaking performance and learning engagement using blended learning in China. The collaborative video projects helped students engage in two smartphone-based video filming tasks to combine language learning with real-life experiences simultaneously. A total of 65 college students used smartphones to participate in 3-minute collaborative video tasks that were related to the learning context of the classroom textbook. Qualitative and quantitative data were collected during this 8-week intervention. This included pretest and post-test speaking scores, a questionnaire on group collaboration, students’ final reflections and focus group interviews. A paired-sample t test, descriptive analysis and qualitative content analysis were used to analyse the data. The results indicate that students’ speaking abilities were significantly improved at the end of the intervention. They enjoyed group collaboration in the video projects and appreciated acquiring digital media production skills. Interview results highlight the opportunities for and challenges of the educational application of video projects in EFL classrooms.   Implications for practice or policy: Integrating collaborative vlog projects in EFL classrooms can stimulate students’ speaking performance. Student-made collaborative vlogs can help students develop 21st century skills, especially in digital media production. Smartphone-based vlog projects can increase learners’ engagement and enhance their group collaboration skills.  

scholarly journals Role of Technology in Developing Oral Fluency among Intermediate Students

2020 ◽  
Vol V (I) ◽  
pp. 442-459
Author(s):  
Mahnoor Zahra ◽  
Tanveer Hussain ◽  
Deeba Shahwar
Keyword(s):  
Quantitative Data ◽  
Positive Influence ◽  
Modern Technology ◽  
Intermediate Level ◽  
Positive Role ◽  
Learning Skills ◽  
Oral Fluency ◽  
Intermediate Students ◽  
Use Of Technology

Use of technology develops learner oral fluency, as well as their other learning skills. The recent research is on the role of modern technology in developing oral fluency of English among the students of intermediate level. The objective of the paper is to answer the question, what role technology plays in developing the oral fluency of learners? This study has been built on the hypothesis that technology has a positive influence on oral fluency, as by using technology learners enhance their oral fluency. In order to check our hypothesis this study used the quantitative data through questionnaire from 200 students (both male and female) aged between 17-19 years, at intermediate level from Government Emerson College Multan and Government Degree College Multan. The framework employed in this study is the input hypothesis by Stephen Krashen (1977). The hypothesis that technology plays positive role in developing oral fluency among students is proved in conclusion.

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