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 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 Does Dictionary Use Affect Iranian EFL Learners’ Lexical Density in Writing?

2017 ◽  
Vol 1 ◽  
pp. 1-23
Author(s):  
Reza Abdi
Keyword(s):  
Placement Test ◽  
Control Group ◽  
Efl Writing ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
Lexical Density ◽  
Dictionary Use ◽  
Experimental Group ◽  
Writing Task

An important, but rare question in EFL writing is whether learners should use dictionaries or not. The problematic state of this question prompted the present study. This study assesses research on the question of "does dictionary use affect Iranian EFL learners' lexical density or not". In order to answer the above question, a total of seventy four Iranian EFL intermediate learners (male and female aged from 17 to 26) from Nasr English Institute, Ardabil, Iran took part in this research study. The participants were high school and college students whose L1 was Azari-Turkish. They were appointed to three experimental groups and one control group randomly. Since this research explored the effect of dictionary use on learners' writing, the three experimental groups were labeled as EPD, PED and EED. The study had a pre-test, post-test 1 and post-test 2 design. All four groups took a proficiency test named Solutions Placement Test. ANOVAs proved their homogeneity (F=.002, p=1.000). Then the participants completed three pieces of writing, each including a writing task with similar level and number of words but a different topic. Experimental groups had two treatment sessions after pre-test and they had a two-week interval after post-test 1. During the test, experimental group one (EPD) used English-to-Persian dictionary, meanwhile, experimental group two applied Persian-to-English dictionary and finally, experimental group three took the advantage of English-to-English dictionary. Nevertheless, the compassion group received no dictionary and no treatment sessions. To fulfill the purpose of the study, a One-way ANOVA was applied to figure out the differences among the performance of the four groups. Although, there observed tangible improvement in the scores, the results ran counter to the expectations and showed no significant difference.

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 Exploring the Effectiveness of Critical Thinking on Vocabulary Learning by Malaysian EFL Learners

2016 ◽  
Vol 6 (2) ◽  
pp. 213
Author(s):  
Maryam Sharafi Nejad ◽  
Shohreh Raftari ◽  
Lin Siew Eng
Keyword(s):  
Critical Thinking ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Efl Learners ◽  
Male Undergraduate ◽  
Significant Difference ◽  
Thinking Strategies ◽  
Post Test ◽  
Experimental Group

<p>Based on the findings of previous studies which highlight the role of vocabulary knowledge  in English as a Foreign Language/English as a Second Language (EFL/ESL) learners’  learning process, this study is aimed at exploring<strong> </strong>the effectiveness of critical thinking on vocabulary learning by Malaysian EFL learners. .To achieve the purpose of this study, 60 male undergraduate EFL learners studying English at Asian EFL Academy Language Institute in Pinang were selected after administering Preliminary English Test.To examine whether there is a significant difference between experimental and control group, two parallel versions of Vocabulary Knowledge Scale (Pribakht &amp; Wesche, 1993) were used as pre-test and post-test. The participants in experimental group were instructed on how to employ critical thinking strategies on vocabulary learning. The results of the post-test showed that the experimental group who received formal instruction based on the critical thinking strategies revealed the prominent <a href="https://www.google.com.my/search?newwindow=1&amp;biw=1366&amp;bih=609&amp;q=define+development&amp;sa=X&amp;sqi=2&amp;ved=0ahUKEwjsxaLZw_nLAhVMFJQKHWTjC10Q_SoIHjAA">development</a> and interest in vocabulary learning. The t-test also indicated a significant difference between the performance of the control and experimental group.</p>

scholarly journals Effect of Elaborative Text Modification on Pre-intermediate Male and Female EFL Learners’ Reading Comprehension

2017 ◽  
Vol 8 (2) ◽  
pp. 337
Author(s):  
Shahram Esfandiari Asl ◽  
Asgar Mahmoudi
Keyword(s):  
Reading Comprehension ◽  
Placement Test ◽  
Control Group ◽  
Control Groups ◽  
Male And Female ◽  
Efl Learners ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Experimental Group ◽  
Reading Comprehension Ability

The current study was carried out to investigate whether elaborative text modification improves reading comprehension ability of pre-intermediate male and female EFL learners. To do this, 60 pre-intermediate learners were chosen based on their performance on a standard version of Longman's New Opportunities Placement Test. The participants also received a piloted version of a researcher-made reading comprehension test as the pretest to ascertain their homogeneity. The participants were then divided into two equal groups to represent the experimental and the control groups. Each group was further subdivided into male and female groups. Five reading passages in two formats (unmodified and elaborated) were administered to the participants in five weeks which was followed by a posttest. The experimental group received the elaborated texts, while the control group received the unmodified baseline texts. The results of a Two-way ANOVA indicated no significant effect for gender but there was a significant difference between the experimental and the control groups' reading comprehension. Findings of the study suggest that elaborative text modification can be a worthy option in EFL reading classes.

scholarly journals Improving Upper-intermediate EFL Learners’ Communicative Competence through Authentic Materials

2019 ◽  
Vol 9 (8) ◽  
pp. 956
Author(s):  
Mohammad Hossein Keshmirshekan
Keyword(s):  
Language Learners ◽  
Communicative Competence ◽  
Placement Test ◽  
Control Group ◽  
Authentic Materials ◽  
Efl Learners ◽  
Course Content ◽  
Foreign Language Learners ◽  
Post Test ◽  
Experimental Group

The present study aimed to investigate the effects of authentic materials on enhancing Iranian English as a foreign language learners' communicative competence. To this end, 106 upper-intermediate participants out of 136 were selected based on their performance an Oxford Placement Test (OPT) and randomly assigned to two equal groups- one experimental group and one control group. Then a pre-test was administered to assess the participants' communicative competence at the beginning of the course. Then, the experimental group received the treatment. The control group was taught the course content using the regular communicative method through which students received teacher-course from the textbook. After the treatment, the two groups took the post-test. The data analysis through paired and independent sample t-tests revealed that the experimental group outperformed the control group on the posttest. In other words, teaching authentic materials showed to have a significant effect on improving learners' communicative competence. The implications, limitations, and suggestions of this study are explained at the end of the study.

scholarly journals The effect of instructing critical thinking through debate on the EFL learners’ reading comprehension

2015 ◽  
pp. 21-40 ◽  
Author(s):  
Maryam Danaye Tous ◽  
Abdorreza Tahriri ◽  
Sara Haghighi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Quantitative Research ◽  
Control Group ◽  
Male And Female ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
The Difference ◽  
Experimental Group

The purpose of this study was to examine the effect of instruction through debate on the male and female EFL learners’ reading comprehension, and to examine the difference between male and female EFL learners’ perception towards instructing critical thinking (CT) through debate. 88 learners, out of 120, were selected through convenience sampling method. Using a quantitative research method with experimental pre-and post-tests design, this study consisted of 44 participants in the experimental group and 44 participants in the control group. The experimental group received some treatment in the form of “the Meeting-House Debate” strategy, while the control group received no such treatment. After one month and a half treatment of experimental group, both groups participated in the post-test. Data analysis was done using descriptive and inferential statistics procedures. Findings showed that the debate strategy had statistically significant effect on the students’ reading comprehension. Also, results revealed that there was no significant difference between male and female EFL learners’ perception towards instructing CT through debate. It was concluded that instructing CT skills through debate strategy resulted in better understanding of reading texts.

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 Effect of WeChat-Based Online Instruction on EFL Learners’ Vocabulary Knowledge

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Ehsan Namaziandost ◽  
Arash Hashemifardnia ◽  
Albina Anvarovna Bilyalova ◽  
Doris Fuster-Guillén ◽  
Jessica Paola Palacios Garay ◽  
...  
Keyword(s):  
Online Instruction ◽  
Vocabulary Instruction ◽  
T Test ◽  
Vocabulary Knowledge ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Paired Samples ◽  
Significant Difference ◽  
Experimental Group

During the COVID-19 pandemic, the use of online instruction through different mobile applications has become more common in education all over the world. Therefore, this research investigated the potential effects of using WeChat-based online instruction on Iranian EFL learners’ vocabulary knowledge. To achieve this objective, 44 Iranian intermediate subjects were picked out among 67 students based on the findings of the Oxford Quick Placement Test (OQPT). The subjects were then randomly divided into two equal groups: experimental and control. After assigning the subjects to two groups, they were pretested by a vocabulary test. Then, the experimental group received vocabulary instruction using WeChat application, while the control group received a conventional vocabulary instruction. After the instruction, a vocabulary posttest was given to both groups to assess the effectiveness of the treatment. The gathered data were analyzed through independent samples t-test, one-way ANCOVA, and paired samples t-test. The outcomes attained in this research demonstrated that there was a significant difference between the posttests of both groups in favor of the experimental group. Eventually, the conclusions and the pedagogical implications of this study were explicated.

scholarly journals Enhancing Iranian EFL learners’ speaking fluency through using task-based activities

2019 ◽  
Vol 9 (1) ◽  
pp. 24-32 ◽  
Author(s):  
Arash Hashemifardnia ◽  
Hosna Rasooyar ◽  
Mehrdad Sepehri
Keyword(s):  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
The Third ◽  
Post Test ◽  
Based Instruction ◽  
Task Based Instruction ◽  
And Control ◽  
Experimental Group ◽  
Fluency Task

This study examined the effects of task-based activities on Iranian EFL learners’ speaking fluency. For this study, 50 Iranian participants were selected from students based on Oxford Quick Placement Test. The selected intermediate participants were then randomly divided into two equal groups: experimental and control. After a pre-test, a treatment was started; in the first session of the treatment, the task of ‘buying’ was given to the participants to be performed in a near authentic context. In the second, the third and the fourth sessions of the treatment, the task of ‘ordering food’, ‘ordering a bus ticket’ and ‘visiting a doctor’ were given to the participants, respectively. The control group did not receive task-based instruction. At the end of the experiment, a post-test for finding their speaking fluency was done. The findings revealed that the experimental group significantly outperformed the control group (p < 0.05). Keywords: Iranian EFL learners, speaking fluency, task-based speaking activities

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