scholarly journals The Impact of Task-Based Language Teaching on Iranian Female Intermediate EFL Learners’ Writing Performance

2016 ◽  
Vol 6 (4) ◽  
Author(s):  
Gholam Reza Parvizi ◽  
Hooshang Khoshsima ◽  
Mohammad Tajik
Keyword(s):  
Language Teaching ◽  
Traditional Approach ◽  
Teaching Writing ◽  
Control Group ◽  
Writing Performance ◽  
Efl Learners ◽  
Paired Samples ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

<p>This article investigated the impact of task-based language teaching (TBLT) on writing performance of the Iranian intermediate EFL learners. There were two groups of forty students of the intermediate female learners studying English in Jahad-e-Daneshgahi language institute, ranging in age from thirteen to nineteen. They participated in their regular classes in the institute and were assigned to two groups including an experimental group of task-based language teaching and a control group for the purpose of homogeneity, all students in two groups took an achievement test before the treatment. As a pre-test; students were assigned to write a task at the beginning of the course. One of the classes was conducted through talking a TBLT approach on their writing, while the other class followed regular patterns of teaching, namely traditional approach for TBLT group. There were some tasks chosen from learners’ textbook. The task selection was in accordance with learning standards for ESL and TOFEL writing sections. At the end of the treatment, a post-test was administered to both experimental group and the control group. Scoring was done on the basis of scoring scale of “expository writing quality scale”. The researcher used paired samples t-test to analyze the effect of TBLT teaching approach on the writing performance of the learners. The data analysis revealed that the subjects in TBLT group performed better on the writing performance post-test than the subjects in control group. The findings of the study also demonstrated that TBLT would enhance writing performance in the group of learners. Moreover, it was indicated that TBLT has been effective in teaching writing performance to Iranian EFL learners. </p>

scholarly journals The Impact of Using Task-Based Activities on Iranian EFL Learners’ Speaking Skill

2021 ◽  
Vol 5 (1) ◽  
pp. 13-27
Author(s):  
Atefeh Shamsy ◽  
Rasoul Mombeini
Keyword(s):  
Traditional Instruction ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
Speaking Skill ◽  
The Impact ◽  
Experimental Group

This study explored the impacts of task-based activities on Iranian intermediate EFL learners’ speaking skill. To do the current study, the Oxford Quick Placement Test (OQPT) was given to 75 students and 50 intermediate participants whose scores were between 40 and 47 were selected. Then, the participants were randomly divided into two groups; one experimental group and one control group. Then they were given three topics to talk about in two minutes as a speaking pre-test.  Afterwards, the experimental group received the treatment through task-based activities while the control group received a traditional instruction. The whole instruction lasted eight sessions. In the first two sessions, the OQPT and the pre-test were administered, respectively; in five sessions, the participants received the treatment, and in the eighth session, the post-test of speaking was given to the participants of both groups to measure the effects of the treatment on their speaking improvement. The collected data were analyzed through independent and paired samples t-tests and the results indicated that the experimental group outperformed the control group on the post-test.  In other words, there was a significant difference between the speaking post-test of the two groups. The implications, the conclusions, the limitations, and the suggestions of the research were explained.  

scholarly journals Demonstration Technique to Improve Vocabulary and Grammar Element in Teaching Speaking at EFL Learners

2017 ◽  
Vol 11 (2) ◽  
pp. 26
Author(s):  
Muhammad Husnu
Keyword(s):  
T Test ◽  
Control Group ◽  
Efl Learners ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
Class Iib ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

This study aimed at examining the effectiveness of demonstration technique to improve vocabulary and grammar element in teaching speaking at EFL learners. This research applied true-experimental design. The respondents of the study were 32 students (class IIA) as experimental group and 32 students (class IIB) as control group from the second semester of Economic Departments of Hamzanwadi University in the academic year 2016-2017. To collect the data, a pre-test and a post-test were given to the EFL learners. To analyze the data, the researcher applied SPSS 17 for windows. To analyze whether there was a significant difference in the mean score between pre-test and post-test, the researcher used a paired-samples t-test to get answer of the hypothesis. After performing a paired-samples t-test, the researcher found that there was a significant difference in mean scores between experimental and control group and t-test score is higher than t-table, it meant that demonstration technique was significantly effective in teaching speaking, especially to improve the element of vocabulary and grammar in teaching speaking at EFL learners.

scholarly journals The effectiveness of visual materials in teaching vocabulary to deaf students of EFL

2021 ◽  
Vol 17 (1) ◽  
pp. 628-645
Author(s):  
Fatma Gülengül Birinci ◽  
Arif Sariçoban
Keyword(s):  
Sign Language ◽  
Language Instruction ◽  
T Test ◽  
Control Group ◽  
Deaf Students ◽  
Paired Samples ◽  
Post Test ◽  
Visual Materials ◽  
The Impact ◽  
Experimental Group

This study aims to investigate the effectiveness of using visual materials in teaching vocabulary to deaf students of EFL. For this purpose, 80 deaf students from a state special education vocational high school in Turkey contributed to this study. All students had first English classes in their lives and they are at the starter level of English, thus pre-test for their English proficiency was not given. The students were randomly divided into two groups to form the experimental group and the control group. 10 vocabulary items per week were taught to the students, and 50 target vocabulary items in total were taught during the whole study. To the experimental group, the vocabulary items were taught via visual materials together with the sign language. The control group was not presented with any visual items during the teaching process of the experiment, only sign language instruction was used for them. After the treatment, a vocabulary test was given to each group as an immediate post-test to measure the impact on learning. Six weeks after the immediate tests, delayed post-test was given to the groups to test long term retention. The results of the two post-tests were analyzed through Independent Samples t-test and Paired Samples t-test calculations to investigate the effectiveness of visual materials. According to the results of the study, visual materials were found to be more effective than using only the sign language that does not contain any visual items in teaching vocabulary items to deaf learners who learn English as a foreign language.

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.

scholarly journals The Effectiveness of a Blended Strategy based on Concept Mapping and Text Structure in Enhancing EFL Learners’ Writing Performance

2017 ◽  
Vol 7 (2) ◽  
pp. 184
Author(s):  
Hassan Mohammed Kassem
Keyword(s):  
Concept Mapping ◽  
Text Structure ◽  
Control Group ◽  
Conventional Instruction ◽  
Writing Performance ◽  
Efl Learners ◽  
Intact Group ◽  
First Semester ◽  
Paired Samples ◽  
Experimental Group

The current study investigated the effect of a blended strategy based on concept mapping and text structure on EFL learners’ writing performance. An intact group (N = 42) of seventh level English majors at Thadiq Sciences and Humanities College, Shaqra University, KSA participated in the study in the first semester of the academic year 2016-2017. They were assigned to an experimental group and a control group, each consisting of 21 students. A writing pretest was administered to the two groups and scored by two raters using the Weir’s TEEP attribute writing scale (1990). An independent samples t-test performed on the pretest mean scores of the two groups showed that they were homogenous prior to the experiment. Concept mapping and text formatting (the proposed blended strategy) were integrated in the Advanced Writing course (Eng 413) for experimental group students. The control group received conventional instruction that did not include the proposed strategy. Independent and paired samples t-tests revealed that the experimental group outperformed the control group in all the sub-scales of Weir’s TEEP attribute writing scale, hence supporting the positive effect of concept mapping and text formatting on EFL learners’ writing performance. Pedagogical implications are offered.

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.

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 Writing Performance of Iranian EFL Learners in the Light of Metadiscourse Awareness

2016 ◽  
Vol 7 (5) ◽  
pp. 923 ◽  
Author(s):  
Sima Farhadi ◽  
Nader Asadi Aidinloo ◽  
Zahra Talebi
Keyword(s):  
Language Learners ◽  
Control Group ◽  
Writing Performance ◽  
Intermediate Students ◽  
Writing Ability ◽  
Efl Learners ◽  
Writing Test ◽  
Writing Skill ◽  
Post Test ◽  
Experimental Group

In the framework of language teaching, the writing skill requires to be encouraged during the language learners’ course of study. Since metadiscourse markers help transform a tortuous piece of text into a coherent and reader-friendly one, knowledge about the metadiscourse, amongst other things, is used to improve writing skill. The current study aimed to investigate the influence of instruction of metadiscourse markers on intermediate EFL learners’ writing performance by using metadiscoursal taxonomies proposed by Hyland (2005). For this purpose, a pet test was administrated to 60 intermediate students in Iran Language Institute in Urmia. Having being homogenized by Preliminary English Test (PET), they were assigned randomly into two groups. Both the control and the experimental group sat for a pretest of writing test in the form of a cloze test which aimed to measure the learners’ initial knowledge of writing performance. The experimental group was exposed to explicit instruction of metadiscourse markers for seven successive sessions. On the other hand, the control group didn’t receive any instruction.  Eventually,  a post  test  designed to evaluate  their  writing  ability  with the focus of  metadiscourse markers  was  administered to both groups. The findings implied generally that the implementation of metadiscourse markers (via instruction) significantly improves EFL learners’ writing ability.

scholarly journals The Impact of Metacognitive Strategies on Jordanian EFL Learners’ Writing Performance

2018 ◽  
Vol 8 (6) ◽  
pp. 328 ◽  
Author(s):  
Tamer Mohammad Al-Jarrah ◽  
Noraien Mansor ◽  
Radzuwan Ab Rashid
Keyword(s):  
Writing Instruction ◽  
Metacognitive Strategies ◽  
School Level ◽  
Rank Test ◽  
Future Research ◽  
Control Group ◽  
Writing Performance ◽  
Efl Learners ◽  
The Impact ◽  
Experimental Group

One of the most challenging aspects of foreign language learning is writing. Writing is the most demanding and complicated aspect of language system. Writing requires the collective effort of orthographic, graphomotor and other linguistic skills with the inclusion of semantics, syntax, spelling, and writing conventions without being restricted to the aforementioned skills. The Improvement of cognitive psychology, metacognition has drawn the focus of an increasing number of researchers&rsquo; and paved way for recent dimensions on EFL writing, particularly in the aspect of writing achievement. Due to the fact that the method possesses a highly-placed executive aptness which comprises of formulation, supervision, and assessment, this study attempts to investigate the influence of using metacognitive strategies on Jordanian EFL learners&#39; writing performance. Forty four students were randomly selected from secondary school level to partake in experimental control of the study. The researcher made use of the intervention program based on CALLA model of teaching in classroom. The experimental group (EG) received metacognitive strategies-based writing instruction whereas the control group (CG) received only the routine writing instruction (Product Approach). After five weeks of instruction, both groups were post-tested and at the end of program which lasted for twelve weeks, the students carried out another post-test. Data were submitted to the independent Mann-Whitney U test followed by Wilcoxon Signed-Rank test analysis. The results showed that there was a positive effect in the experimental group&#39;s writing performance. The findings of this study have implications for pedagogy as well as for future research.

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