scholarly journals The Effects of Pre-task Planning on Iranian EFL Learners’ Accuracy of Writing Performance

2016 ◽  
Vol 6 (4) ◽  
pp. 119 ◽  
Author(s):  
Maryam Sharafi-Nejad ◽  
Shohreh Raftari ◽  
Shaik Abdul Malik Mohamed Ismail ◽  
Lin Siew Eng
Keyword(s):  
The Other ◽  
Task Planning ◽  
Writing Performance ◽  
Efl Learners ◽  
Written Production ◽  
The Third ◽  
Post Test ◽  
Planning Condition

This study aims to investigate the effects of guided task-based planning on the accuracy of Iranian EFL learners’ writing performance. Participants were forty eight EFL learners' studying at Islamic Azad University in Kerman, Iran. They were randomly divided into three experimental groups of sixteen students: one group with meaning-based pre-task planning; the other group with form-based pre-task planning; and the last one with meaning and form based pre-task planning. Participants in the form-based planning were taught how to plan the form of their written production in five minutes for eight following sessions. In meaning-based planning condition, the learners were given instructions about planning the content of their argumentative writings in five minutes for eight sessions. In the third group, however, the learners were helped to focus both on form and content in five minutes for eight following sessions. Then, they engaged in planning. The three groups received the same pre-test as post-test and the same topic in each of the eight sessions with the same examples. After collecting and analyzing the pretest and posttest data, the results showed the significantly superior effects of form- and meaning-based pre-task planning on the accuracy of the writing performance. 

scholarly journals The Comparative Effect of Student Team-Achievement Division and Cooperative Integrated Reading and Composition on EFL Learners’ Speaking Complexity

2018 ◽  
Vol 7 (3) ◽  
pp. 67 ◽  
Author(s):  
Zeinab Ghasemi ◽  
Abdollah Baradaran
Keyword(s):  
Significant Influence ◽  
Statistical Analyses ◽  
The Other ◽  
Comparative Effect ◽  
Efl Learners ◽  
Efl Context ◽  
Post Test ◽  
Cooperative Methods ◽  
Student Team ◽  
Experimental Group

The effectiveness of complexity acquisition to enhance intermediate learners’ speaking complexity, is particularly the focus of the present study. The participants of the present study, were 60 female EFL learners, who were selected from a larger population of 90 EFL learners based on their performane on a sample piloted PET test in Zabansara Language Institution. The total of 60 participants were divided into two experimental groups of 30. The experimental group of STAD (Student Team-Achievement Division), and the experimental group of CIRC (Cooperative Integrated Reading and Composition), which were both regarded as cooperative methods. The 10-session treatment, included focusing on complexities using STAD cooperative method instruction in one experimental group, and CIRC in the other. A post-test was administered to both groups at the end of the treatment,after applying the mentioned cooperative methods. The statistical analyses were conducted, and the gained results of the study indicated that CIRC had a significant influence on learners’ complexity learning. It concluded the importance of applying appropriate complexities in EFL context to developing speech naturalness.

The metacognitive awareness listening questionnaire as a metacognitive-raising tool: Does it work?

2015 ◽  
Vol 5 (1) ◽  
pp. 101 ◽  
Author(s):  
Rahman Sahragrard ◽  
Ali Kushki ◽  
M. Miri ◽  
Farzad Mahmooudi
Keyword(s):  
University Students ◽  
Repeated Exposure ◽  
Metacognitive Awareness ◽  
The Other ◽  
Control Group ◽  
Efl Learners ◽  
Other Hand ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The present study aimed at exploring the influence of a repeated exposure to the Metacognitive Awareness Listening Questionnaire (MALQ) on EFL learners’ level of metacognitive awareness. Participants of the study were forty intermediate university students who were randomly assigned to experimental (n=20) and control (n=20) groups. The experimental group completed MALQ in odd sessions (seven sessions in total) across a semester. The control group, on the other hand, completed it in the first and last sessions of the course as pre-test and post-test, respectively. Results of the study showed that the questionnaire benefited the experimental group in a statistically significant way. Also, findings of the study revealed that less-skilled participants of the experimental groups benefited from the treatment more in comparison to their more-skilled counterparts in the experimental group. Keywords: MALQ, metacognitive instruction, metacognitive awareness

scholarly journals Newspaper Reading Comprehension Development through Vocabulary or Structure Instruction

IJOHMN ◽  
2020 ◽  
Vol 6 (4) ◽  
pp. 1-18
Author(s):  
Samane Naderi ◽  
Ali Fazilatfar
Keyword(s):  
Reading Comprehension ◽  
The Other ◽  
Efl Learners ◽  
Comprehension Test ◽  
Comprehension Development ◽  
Post Test ◽  
Experimental Group ◽  
Structure Instruction ◽  
First Session

The purpose of this study is investigating the effect of specific vocabularies and structures instruction on the upper intermediate EFL learners’ newspaper reading comprehension development. For this purpose, fifty four female upper intermediate EFL learners were selected and randomly assigned in three groups each consisting of eighteen learners, two experimental and one control. At the first session,a researcher-made newspaper reading comprehension test was applied as the pretest. The learners of one experimental group received instruction of newspaper structures and the other one received related vocabularies instruction and the control one received just translation of newspaper content by the teacher. In the last session, another researcher-made comprehension test was administered for three groups as the post test. The findings indicate thatstructure instruction is significantly the most beneficial one and the mere translation of newspaper content is the least beneficial in developing learner's newspaper reading comprehension.The results of interviews confirmed the study findings as well.

scholarly journals A Comparative Study of the Effect of Portfolio and Dialogue Journal Assessment on Iranian EFL Learners' Writing Performance

2018 ◽  
Vol 9 (2) ◽  
pp. 408
Author(s):  
Seiflou Kobra ◽  
Hashemnezhad Hossein
Keyword(s):  
English Language ◽  
Portfolio Assessment ◽  
Control Group ◽  
Writing Performance ◽  
Efl Learners ◽  
Dialogue Journal ◽  
Post Test ◽  
Quasi Experimental ◽  
And Performance ◽  
English Language Institute

The aim of the present quasi-experimental study is to investigate the effect of dialogue journal assessment and portfolio assessment on Iranian EFL learners’ writing performance. To do this, 90 intermediate EFL students from 150 students in Omid –Mofid English Language institute in Khoy were non-randomly chosen. They were male and female (58 females and 32 males) and their age range is between 20-32. Then they were randomly divided into three groups of 30: a control group receiving only the routine instruction, and two experimental groups receiving portfolio and dialogue journal, respectively. Topic based paragraph writing as pretest and posttest were given to the participants of three groups to detect their writing ability at the beginning and at end of study. The result of the study showed that portfolio assessment group, the dialogue journal group and the control group performed significantly different on the post test. Students in portfolio assessment group outperformed than the student in dialogue journal group and performance of dialogue journal group was better than control group in their writing performance. Finally, some implications are provided for EFL teachers, learners, and syllabus designers.

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

Impact of task preparedness on L2 oral performance and strategy use

2021 ◽  
Vol 1 (2) ◽  
pp. 196-226
Author(s):  
Qianqian Gu
Keyword(s):  
Syntactic Complexity ◽  
Task Planning ◽  
Task Condition ◽  
Oral Performance ◽  
Line Planning ◽  
Efl Learners ◽  
Oral Production ◽  
On Line ◽  
Planning Condition ◽  
Planning Strategies

Abstract The present study sets out to explore the effects of pre-task planning and unpressured on-line planning on L2 learners’ oral performance and their choices of planning strategies in a dialogic task condition. Forty-eight intermediate Chinese EFL learners were invited to perform the task and were then assigned to four groups, each with a different planning condition. Complexity, accuracy, and fluency of their oral production were measured. Results indicated that in the dialogic task condition, unpressured on-line planning raised syntactic complexity. Strikingly, pre-task planning did not improve L2 performance in all dimensions. Additionally, a trade-off effect was found between complexity and accuracy. Retrospective interviews were conducted to explore strategies employed by the participants and their perceptions of task preparedness. Results showed that the participants preferred to use metacognitive strategies and social/affective strategies in the dialogic task. Both advantages and limitations were identified by the participants regarding different planning conditions.

scholarly journals Types of Recasts (Full and Partial) and Grammatical Structures by Basic Level EFL Iranian Learners

2016 ◽  
Vol 6 (3) ◽  
pp. 176 ◽  
Author(s):  
Ali Elhami ◽  
Anita Roshan
Keyword(s):  
The Other ◽  
Elementary Level ◽  
Chi Square ◽  
Efl Learners ◽  
The Third ◽  
Paired Samples ◽  
Third Person ◽  
The Third Person ◽  
Grammatical Structures ◽  
Basic Level

<p>The study was designed to show if the full and partial recast given to third person “s” or simple past “ed” caused learners to generate various kinds of output. 32 EFL learners at the elementary level participated in the current research. They were divided in two different groups, one included 18 and the other 14 learners. After recording their voice while giving them full and partial recast, regarding data analysis, chi Square and Paired-Samples t-test were run to analyze the data. The hypothesis was retained, leading us to conclude that full and partial recast did not function differently in simple past “ed” and the third person “s”. In doing so, it aims to help teachers to better understand the effectiveness of full recast and partial recast in different grammatical structures.</p>

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 EFFECTS OF STRATEGIC AND UNPRESSURED WITHIN-TASK PLANNING ON IRANIAN INTERMEDIATE EFL LEARNERS’ ORAL PRODUCTION

2021 ◽  
Vol 6 (2) ◽  
pp. 97-115
Author(s):  
Marjan Rahim Bakhtiary ◽  
Ehsan Rezvani ◽  
Ehsan Namaziandost
Keyword(s):  
Strategic Planning ◽  
Language Teachers ◽  
Task Planning ◽  
Oral Performance ◽  
Efl Learners ◽  
Oral Production ◽  
Online Planning ◽  
Quasi Experimental ◽  
Planning Condition ◽  
Teaching Programs

Background/Purpose: This study is an attempt to investigate the effect of strategic planning and unpressured within-task planning on Iranian EFL learners’ oral performance.   Methodology: Following a quasi-experimental research design, 60 intermediate EFL Iranian learners were recruited as the participants of the study and they were assigned into two groups of 30. In group one, the participants were asked to perform the task under unpressured online planning condition. In group two, the learners were asked to do the task under strategic planning condition. The pre and post-tests included story-telling narratives tasks followed with a 15-minute silent movie under two planning conditions for the two groups.   Findings: The results of data analysis showed that pre-task strategic planning and within-task planning (online planning) had a positive effect on learners’ oral production; hence, planning time provided opportunity for learners to be able to produce more fluent, accurate, and complex language than no-planners. The results indicated that the participants in the strategic planning group (STPG) significantly outperformed the participants in unpressured within-task-planning (UWPG), leading us to claim that strategic planning was more effective than unpressured within-task planning in improving oral production.   Contributions: This study has numerous benefits for language teachers and specialists in content production. Teachers should incorporate strategic planning in their regular teaching programs to encourage learners to balance their level of speech. Moreover, providing learners with the ability to plan the success of a task allows them to create a more fluent and nuanced language.   Keywords: Accuracy, complexity, fluency, strategic planning, unpressured within-task planning.   Cite as: Bakhtiary, M. R., Rezvani, E., & Namaziandost, E. (2021). Effects of strategic and unpressured within-task planning on Iranian intermediate EFL learners’ oral production. Journal of Nusantara Studies, 6(2), 97-115. http://dx.doi.org/10.24200/jonus.vol6iss2pp97-115

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