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.

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

EFL Journal ◽  
2017 ◽  
Vol 2 (2) ◽  
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.

scholarly journals The Effect of Concept Mapping on Iranian EFL Learners’ Lexical Collocation Learning Across Gender

2020 ◽  
Author(s):  
Payman Rezvani ◽  
Masome Sadrosadat
Keyword(s):  
Concept Mapping ◽  
Teaching Strategy ◽  
Learning Performance ◽  
Control Group ◽  
Conventional Instruction ◽  
Efl Learners ◽  
Class 1 ◽  
The Difference ◽  
The Impact ◽  
Experimental Group

Abstract The present study attempted to investigate the impact of concept mapping strategy which is based on the theory of meaningful learning on retention of collocations. Moreover, the difference between the male and female learners exposed to the experimental condition was also examined. For this purpose, 90 EFL learners studying general English course at Urmia University were selected out of 115 learners according to their level of proficiency (PET test). Participants were assigned into two classes (class 1 (control group) = 48, class 2 (experimental group) = 42). Both groups received pre-test and post-test; however, they did get different instructions. Concept-mapping teaching strategy was used with experimental group participants while conventional instruction was employed in the control group. The results of this study support the fact that the use of concept mapping as a component of the instructional lesson can be an efficient model for fostering the collocation learning performance of learners with intermediate level of proficiency. However, there was not any statistically significant effect for gender.

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 Scrambled Cloze Procedure: Does It Influence EFL Learners’ Reading Comprehension and Writing Performance?

2020 ◽  
Vol 11 (5) ◽  
pp. 815
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mino Bargnil
Keyword(s):  
Reading Comprehension ◽  
Pearson Correlation ◽  
Control Group ◽  
Writing Performance ◽  
Efl Learners ◽  
Reading And Writing ◽  
Significant Difference ◽  
Cloze Procedure ◽  
And Control ◽  
Experimental Group

The present study investigated the effect of using scrambled cloze procedure on reading and writing among intermediate EFL learners. To fulfill the purpose of the study, 60 participants were tested on a PET test, from whom 48 homogeneous participants were selected and assigned randomly to two groups of 25 and 23, as experimental and control group. Then, both groups were given a pre-test of writing and reading comprehension. During 14 sessions, the experimental group were provided with scrambled cloze samples and tasks while practicing paragraph writing and reading, whereas the control group did not, while they were practicing paragraph writing and reading. At the end, the two groups were tested in reading comprehension and writing, based on a posttest. Two raters scored the writing samples collected from two groups in the pre and posttest. Pearson correlation was used to compute the inter-rater reliability. The results showed the experimental group outperformed the control group in paragraph writing and reading comprehension. However, it was found that gender did not make a significant difference in reading comprehension and writing performance.

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 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>

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.

scholarly journals The Effects of Visualization Training Techniques on Reading Comprehension Ability of Iranian Intermediate EFL Learners

2020 ◽  
Vol 11 (1) ◽  
pp. 73
Author(s):  
Zahra Sanati
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Control Group ◽  
Conventional Instruction ◽  
Efl Learners ◽  
Comprehension Ability ◽  
English Language Institute ◽  
The Impact ◽  
Experimental Group ◽  
Reading Comprehension Ability

The present study was conducted to investigate the impact of visualization on reading comprehension ability of Iranian intermediate EFL learners. To fulfill the purpose of the study, 40 out of 100 intermediate learners of an English language institute were chosen by means of administering a PET Test. Based on the results of the homogenizing test, two groups were formed, and learners were not randomly assigned to an experimental group and a control one. Then, both groups were provided with seven teaching sessions. A pretest was given to all examinees to capture the initial differences. Learners in the experimental group were taught to visualize the words using a variety of visualization strategies before, during, and after reading the text in class. However, students in the control group were provided with a conventional instruction in traditional classes like reading the text aloud, translating the text, and providing synonyms and antonyms, if it was needed. After teaching sessions, a posttest was given to students of both groups. The statistical analysis of obtained results using paired t-test and ANCOVA revealed that the participants in the experimental group outperformed the participants in the control group. The findings of this study showed that the effect of visualization as an instructional technology on Iranian EFL learners’ reading comprehension was extremely noticeable. The findings of the present study may have some theoretical and practical implications for both Iranian EFL teachers and students, as well as for curriculum designers and developers.

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