scholarly journals The Effect of Teaching Cohesive Devices on IELTS Writing Task 2 of Iranian Foreign Language Learners

2017 ◽  
Vol 5 (1) ◽  
pp. 81
Author(s):  
Leila Kamelifar
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Relevant Research ◽  
Foreign Language Learners ◽  
Paired Samples ◽  
Cohesive Devices ◽  
Significant Difference ◽  
The World ◽  
The Mean ◽  
Writing Task

Obtaining good scores in IELTS has become a concern for many foreign language learners throughout the world. Therefore, any relevant research to pave the way of applicants' achievement may be considered significant. This study deals with an indispensable element of IELTS writing tasks as teaching cohesive devices and it verifies the effect on writing performance of IELTS task 2. To this end, 30 participants at intermediate level took an IELTS test writing task 2 as the pretest. Then, they went under a 10 session treatment program to learn cohesive devices. At the end, they took a parallel form of IELTS task 2. The scores were obtained. The inter-rater reliability was met. The results of the paired Samples T-test showed that there was a significant difference between the mean scores of pre and post- tests of the participants after being exposed to cohesive devices treatment.

scholarly journals Kollokationskompetenz vs. Sprachfertigkeiten bzw. andere Sprachkompetenzen – ein Forschungsüberblick

2019 ◽  
Vol 46 (1) ◽  
pp. 179-196
Author(s):  
Joanna Targońska
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Skills ◽  
Research Question ◽  
Language Learner ◽  
Relevant Research ◽  
Foreign Language Learners ◽  
The World ◽  
Foreign Language Learner

The goal of the article is to examine the dependency between collocational competence and other competences and language skills of a foreign language learner. The paper begins with an explication of the notions of collocation and collocational competence. It further presents the results of an analysis of the relevant research on collocational competence. Based on publications of researchers from all over the world, the research question which has been formulated concerns the dependency between a well developed collocational competence and the level of proficiency in reading, listening, writing and speaking. And conversely, the analysis seeks to find out if the language skills above automatically develop learners’ collocational competence. Finally, the article shows the influence of collocational competence on language reception and production, and discusses some methods which may improve foreign language learners’ collocational competence

scholarly journals Effect of Paper and E-Dictionaries on Iranian EFL Learners' Reading Comprehension

2017 ◽  
Vol 6 (5) ◽  
pp. 199
Author(s):  
Shiva Grami ◽  
Mahmood Hashemian
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Learners ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Test Results ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Paired Samples ◽  
Treatment Design

The purpose of this study was to investigate the effects of paper and e-dictionaries on Iranian intermediate learners' reading comprehension. To this end, 90 female English Foreign language learners were randomly selected and assigned into 2 experimental groups (e-dictionaries and paper dictionaries groups) and 1 control group. All the groups took a pretest using no dictionaries. After 2 weeks of treatment design for the experimental groups, all the 3 groups took part in the posttest. The experimental groups did their task with their relevant dictionaries, whereas the control group did their task without using any kind of dictionary. Data were analyzed through analysis of covariance (ANCOVA) and paired samples t test. Results showed that the participants’ reading comprehension improved from the pretest to the posttest in both experimental groups. Results also indicated that the learners in the e-dictionaries group outperformed those in the paper dictionaries group. The outcome of study reveals that e-dictionaries could improve students’ reading comprehension by motivating them, shortening the time of searching words and reading a text, and increasing the number of look ups. 

scholarly journals THE IMPACTS OF EXPLICIT INSTRUCTIONS ON COHESIVE DEVICES ON IMPROVING READING COMPREHENSION

2018 ◽  
Vol 34 (4) ◽  
Author(s):  
Bo Thi Ly
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Learners ◽  
Training Procedure ◽  
Survey Questionnaire ◽  
Foreign Language Learners ◽  
Experimental Teaching ◽  
Cohesive Devices ◽  
Post Test ◽  
Comprehension Tests

This action research examines the effectiveness of an explicit cohesive device training procedure on improving foreign language learners’ reading comprehension. The research was carried out in a six-week experimental teaching procces for a class of 24 non-English majored students with the aid of two main data collection instruments, including two reading comprehension tests (a pre-test and a post-test) and a survey questionnaire. The data was mainly analyzed quantitatively using the Paired Sample T-tests. The overall result revealed that there was a significant improvement on students’ reading comprehension, which indicated that the technique worked well and was found effective in the study.

scholarly journals A synchronic comparison between the vowel phonemes of Bengali & English phonology and its classroom applicability

2013 ◽  
Vol 6 ◽  
pp. 285-314 ◽  
Author(s):  
Aleeya Tamzida ◽  
Sharmin Siddiqui
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Linguistic Diversity ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
English Vowels ◽  
The World ◽  
Survey Results ◽  
Synchronic Comparison

Due to linguistic diversity, phonologies of the world are notably different from one another, leading the foreign language learners encounter varied phonetic and phonological problems. Bengali speaking EFL learners face problems especially in pronunciation owing to their lack of sound knowledge regarding the distinct positions of phonemes and other aspects of Bengali and English phonology. In this context, our attempt, particularly in this article, is to compare the positions of Bengali and English vowel phonemes and identify the distinctions existing between those in order to help the Bengali speaking EFL learners to improve their pronunciation. Mainly, English vowels (RP) Diagram, Bengali vowels diagram, Cardinal vowels diagram etc have been examined to identify the distinctions mentioned. This paper shows the applicability of our findings by presenting some survey results and suggests some measures to be followed by learners to improve their pronunciation. Stamford Journal of English; Volume 6; Page 285-314 DOI: http://dx.doi.org/10.3329/sje.v6i0.13919

scholarly journals Reading Online in Foreign Languages: A Study of Strategy Use

2016 ◽  
Vol 17 (6) ◽  
Author(s):  
Richard Tsan-Jui Cheng
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Reading Strategies ◽  
Online Survey ◽  
Language Teachers ◽  
Foreign Languages ◽  
Future Research ◽  
Online Reading ◽  
Foreign Language Learners ◽  
Significant Difference

<p class="3">Scores of studies have established that when learning online, students must be equipped with different sets of strategies and skills than in a physical classroom setting (Anderson, 2003; Broadbent &amp; Poon, 2015; Coiro, 2007; Leu et al., 2007; Michinov, Brunot, Le Bohec, Juhel, &amp; Delaval, 2011; Salmon, 2013).  The present study, by virtue of exploring foreign language learners’ online reading experience, aimed to identify the reading strategies that learners would use when engaged in online reading activities in the target foreign languages.  Thirty-two foreign language learners whose native language was English participated in the study.  The Online Survey of Reading Strategies (OSORS) designed by Anderson (2003) was administered to investigate the following four research questions: (1) What are the strategies that language learners would or would not use when reading online in foreign languages? (2) Would foreign language learners use some of the online reading strategies more frequently than other strategies? (3) Would different levels of foreign language proficiencies influence language learners’ use of the strategies?  (4) What could foreign language teachers do in their instruction to help students acquire and broaden their repertoire of online reading strategies?  Data analysis demonstrated the most and least frequently used strategies of the foreign language learners and uncovered a significant difference in the frequency of use among the strategies.  However, there was no significant difference found between the use of online reading strategies and learners’ foreign language proficiencies.  Implications and suggestions for future research and practice were proposed accordingly.      </p>

The Effects of Different Caption Modes on Chinese English Learners' Content and Vocabulary Comprehension

2021 ◽  
Vol 11 (4) ◽  
pp. 54-68
Author(s):  
Hongling Lai ◽  
Dianjian Wang ◽  
Xiancai Ou
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Learners ◽  
English Proficiency ◽  
Advanced Learners ◽  
Foreign Language Learners ◽  
Significant Difference ◽  
Vocabulary Comprehension ◽  
Chinese English Learners ◽  
Different Levels

This empirical study investigates the effects of different caption modes on the content and vocabulary comprehension by Chinese English learners with different levels of English proficiency. The results show that the full captioned group performed better on content comprehension than the keyword group, while no significant difference was found on vocabulary comprehension between the two captioned groups. For the beginning-level learners, the full captioned groups did better both in content and vocabulary comprehension than the keyword caption group; meanwhile, for the advanced learners, both full captions and keyword captions similarly facilitated content and vocabulary comprehension. Therefore, the present findings suggest that keyword captioning is insufficient for foreign language learners' content comprehension, yet might be appropriate for their vocabulary learning. Furthermore, choosing the content caption mode for teaching EFL depends on students' English proficiency and their learning purpose.

scholarly journals IMPROVING STUDENTS’ WRITING SKILL USING A MOBILE LEARNING APPLICATION

JURNAL BASIS ◽  
2020 ◽  
Vol 7 (2) ◽  
pp. 281
Author(s):  
Endar Rachmawaty Linuwih ◽  
Yohanes Kurniawan Winardi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Mobile Learning ◽  
Action Observation ◽  
Writing Test ◽  
Foreign Language Learners ◽  
Writing Skill ◽  
The Subject ◽  
The Mean ◽  
Planning Action

Writing is claimed to be the most difficult skill for second language and foreign language learners. Thus, it needs an effective model of teaching to improve the students’ writing skill. This study aims to describe the use of a mobile learning application Busuu to improve students’ writing skill. This is a classroom action research (CAR) that was conducted into two cycles. Each cycle consisted two meetings and involved four steps namely planning, action, observation and reflection. The data were collected by using technique of observation, test, and interview. The subject of the research was fourteen students of Widya Kartika University. The result showed that there was an improvement in students’ writing skill. It can be seen from the result of writing test in each cycle which was improved. Mean score of the students’ writing in cycle 1 was 61.14 and the mean score of the students’ writing was 71.42 in cycle 2. In addition, the results of the interview showed that the students had a positive attitude toward the implementation of mobile learning application Busuu in the activities of learning writing.

scholarly journals A STUDY OF USING POP SONGS TO PROMOTE NEW VOCABULARY LEARNING FOR SECONDARY SCHOOL STUDENTS

2016 ◽  
Vol 4 (1) ◽  
pp. 86-92
Author(s):  
Thippawan Borisai ◽  
Nutprapha K. Dennis
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learners ◽  
Research Finding ◽  
Secondary School Students ◽  
Vocabulary Learning ◽  
Sampling Technique ◽  
School Students ◽  
Foreign Language Learners ◽  
The Mean

The purpose of this study aimed to1)  promote students’ ability in learning new vocabulary through pop songs and  2)  to investigate students’ opinions toward using pop songs in learning new vocabulary of grade 10 students at YangchumnoiPittayakom school, in Yangchumnoi district of Sisaket province. The sample who participated in this study were 40 grade 10 students at YangchumnoiPittayakom school derived by purposive sampling technique. The instruments were pretest and posttest, lesson plans and a questionnaire which was used to find the student’s opinions towards using pop songs method. The data collection were analyzed with the mean, standard deviation and t-test. The research finding of the study showed that teaching through pop songs increased students’ vocabulary ability for foreign language learners with significant value at .01 level. The students had the positive opinions toward using pop songs methods.  It also revealed that the pop song technique was an effective tool to promote students’ vocabulary ability, made students cheerfully participate in class and increased motivation in learning English.

The Effects of Different Caption Modes on Chinese English Learners’ Content and Vocabulary Comprehension

2021 ◽  
Vol 11 (4) ◽  
pp. 0-0
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Learners ◽  
English Proficiency ◽  
Advanced Learners ◽  
Foreign Language Learners ◽  
Significant Difference ◽  
Vocabulary Comprehension ◽  
Chinese English Learners ◽  
Different Levels

This empirical study investigates the effects of different caption modes on the content and vocabulary comprehension by Chinese English learners with different levels of English proficiency. The results show that the full captioned group performed better on content comprehension than the keyword group, while no significant difference was found on vocabulary comprehension between the two captioned groups. For the beginning-level learners, the full captioned group did better both in content and vocabulary comprehension than the keyword captioned group; meanwhile, for the advanced learners, both full captions and keyword captions similarly facilitated content and vocabulary comprehension. Therefore, the present findings suggest that keyword captioning is insufficient for foreign language learners’ content comprehension, yet might be appropriate for their vocabulary learning. Furthermore, choosing the content caption mode for teaching EFL depends on students’ English proficiency and their learning purpose.

scholarly journals INVESTIGATING SEVERAL SIMILAR QUESTIONS TYPES IN TURKISH, KURDISH, ENGLISH, RUSSIAN AND GERMAN

2021 ◽  
Vol 8 (2) ◽  
pp. 52-59
Author(s):  
Mehmet Veysi BABAYİĞİT
Keyword(s):  
Foreign Language ◽  
Key Words ◽  
Language Learners ◽  
The Other ◽  
Target Language ◽  
Foreign Language Learners ◽  
The World ◽  
Multiple Question ◽  
Alternative Questions ◽  
Topic Issue

Language is used as a tool of communication in all over the world, and each society or country may adopt a different language leading various dialects or language usages. In order to interrogate different aspects, multiple question types are utilized in a language. Also, questions are globally used to get information about a topic / issue, ask for confirmation, request something or clarify some controversial aspects almost in all languages. In addition, some questions are directed to speakers via question words such as what, where or how; on the other hand, some questions are conducted via helping verbs, adjuncts or question tags. Foreign language learners first learn affirmative, then negative and finally questions forms in the target language that is why it may be inferred that using questions in a language requires improvement and experience. The current study aims to find out some similar questions types in Turkish, English,Kurdish, Russian and German; hence, an analysis has been conducted on question samples obtained descriptively in those languages. The results of the analysis indicated that there are some similar types of questions such as general questions, special questions, tag questions and alternative questions in both languages. Key Words: Types, question, Kurdish, English, Turkish, Russian, German

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