scholarly journals The Impact of Teaching Vocabulary through “Kik” Application on Improving Intermediate EFL Learner’s Vocabulary Learning

2018 ◽  
Vol 5 (1) ◽  
pp. 22 ◽  
Author(s):  
Saeedeh Rajayi ◽  
Mahpareh Poorahmadi ◽  
Mahpare Poorahmadi
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Instruction ◽  
Control Group ◽  
Vocabulary Test ◽  
Efl Learners ◽  
Independent Variable ◽  
And Control ◽  
The Impact ◽  
Considerable Body ◽  
Experimental Group

A considerable body of research has been conducted on effective vocabulary instruction to improve vocabularylearning. However, no research has been done to empirically document the link between teaching vocabulary through“Kik’ application and vocabulary learning. Thus, this study was conducted to fill this gap in research related to thisphenomenon. To this effect, 61 intermediate EFL learners from Joyandegan language institute were selected throughconvenience sampling and randomly assigned to two groups; experimental and control group. In this pretest, posttestexperimental study, only the experimental group received training through “Kik” application. The comparison of thescores of Teacher Made Vocabulary Test showed that the scores of experimental group were higher than those of thecontrol group. The comparison of the scores of Teacher Made Vocabulary Test showed that the scores ofexperimental group were higher than those of the control group. This provided a statistically significant relationshipbetween the independent variable, teaching vocabulary through “Kik” application, and vocabulary learning which isthe dependent variable. The results of this study point to a probability that on using of “Kik” for teaching vocabularyand the results of this study showed that using “Kik” for teaching can have a significant impact on EFL learners’vocabulary learning.

scholarly journals The Effect of Aural and Visual Storytelling on Vocabulary Retention of Iranian EFL Learners

2017 ◽  
Vol 10 (4) ◽  
pp. 92
Author(s):  
Maryam AminAfshar ◽  
Ahmad Mojavezi
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Vocabulary Test ◽  
Vocabulary Retention ◽  
Visual Storytelling ◽  
Efl Learners ◽  
Post Test ◽  
Experimental Group ◽  
Do So

EFL learners at all ages and proficiency levels are usually confronted with various problems in vocabulary learning and retention. This study sought to introduce strategies for improvement of vocabulary learning and retention. Therefore, the effects of using aural/visual storytelling on Iranian EFL learners’ vocabulary learning and retention were investigated. To do so, 50 intermediate female EFL learners were randomly assigned to two groups. After the administration of teacher made English Vocabulary Test as the pre-test, aural storytelling method was used for the control group, and visual storytelling method was used for the experimental group. After three months of instruction, the aforementioned teacher made English Vocabulary Test, as the post-test, was given to the students of both groups to assess their improvements. Two weeks after post-test, they were given a delayed post-test to measure their retention of English vocabulary knowledge. The reliability of the English Vocabulary Test using Cronbach's Alpha was estimated equal to 0.80. Finally, Using ANCOVA, the results revealed that, the experimental group’s participants outperformed those of control group in both learning and retention of English vocabulary. So, it can be noted that the training program according to visual could have impressive impact on the learning and retention of vocabulary knowledge.

scholarly journals The Impact of Smartboard on Preparatory Year EFL Learners’ Motivation at a Saudi University

2017 ◽  
Vol 8 (3) ◽  
pp. 172
Author(s):  
Waqar Ahmad ◽  
Zuraina Ali ◽  
Muhammad Aslam Sipra ◽  
Imtiaz Hassan Taj
Keyword(s):  
Teaching And Learning ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Significant Difference ◽  
Literature Reviews ◽  
Preparatory Year ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Smartboards, which are now widely used in the teaching and learning process in Saudi Arabia, have turned the traditional environments of the classrooms, especially the EFL classrooms to be more interesting and encouraging. Literature reviews suggest that Saudi students usually lack motivation for studying English as a foreign language. This study tends to investigate the impact of Smartboards on preparatory year EFL learners motivation at a Saudi university. Two intact groups were selected, in which one was termed as experimental and the second as control group. The experimental group was taught using the Smartboard while the control group was taught with the traditional whiteboard, pen and book method. The treatment was given for seven weeks. A questionnaire was administered to both the groups at the beginning and the end of the study. The data was analysed using the SPSS and the results showed that there was significant difference between the experimental and control groups in terms of motivation.  

scholarly journals The Effect of Using Authentic Texts on Iranian EFL Learners' Incidental Vocabulary Learning: The Case of English Newspaper

2019 ◽  
Vol 2 (5) ◽  
pp. 422-432
Author(s):  
Goodarz Shakibaei ◽  
Fatemeh Shahamat ◽  
Ehsan Namaziandost
Keyword(s):  
Vocabulary Learning ◽  
T Test ◽  
Control Group ◽  
Authentic Texts ◽  
Efl Learners ◽  
Incidental Vocabulary ◽  
Post Test ◽  
Incidental Vocabulary Learning ◽  
And Control ◽  
Experimental Group

This study intended to investigate the effect of using authentic texts on Iranian EFL learners' incidental vocabulary learning. To this end, a population of 52 Iranian female EFL learners aged 15 to 17 was selected. They were two intact classes; experimental group (25 students) and control group (27 students). Both groups received a pretest at the first session. Regarding the treatment, the authentic reading texts selected from World News for students of English, Level1 was taught to the experimental group while the texts selected from book 1 was taught to the control group. After a month post-test were run among all of the participants in both control and experimental groups to find out the possible effects of the treatment on the participants' vocabulary improvement. The analysis of data paired samples t-test and independent samples t-test showed that there was a significant difference between the post-tests of experimental and control groups. The experimental group outperformed the control group on the post-test.

The Effect of Collaborative Prewriting Discussions on L2 Writing: Complexity, Accuracy, and Fluency (CAF)

2019 ◽  
Vol 1 ◽  
pp. 18-30
Author(s):  
Mohammad Naghavi ◽  
Mahboubeh Nakhleh
Keyword(s):  
Control Group ◽  
Essay Writing ◽  
Efl Learners ◽  
Assessment Measure ◽  
Writing Complexity ◽  
Overall Performance ◽  
Research Questions ◽  
And Control ◽  
The Impact ◽  
Experimental Group

The present study essayed to investigate the impact of collaborative pre-writing discussions on three aspects of writing skill namely, complexity, accuracy and fluency (CAF). To reach this goal, 60 intermediate male EFL learners ranging from 22 to 28 years at Shahid Beheshti Language Center in Tehran, Iran participated in the study. For the purpose of homogeneity, the standardized English Proficiency Test (Preliminary English Test) was administered to 88 students and they were divided into two intact experimental and control groups. The experimental group, which was divided into six groups of five was exposed to and performed on a-40- minute essay writing tasks held two sessions per week lasting ninety-minutes for ten weeks with collaborative pre-writing discussions. Moreover, the students in experimental group were required to complete a questionnaire at the end of the study to find out about their feelings regarding prewriting discussions prior to writing in L2. The control group received the same materials and teacher as experimental group, except for, there was no collaborative pre-writing discussions to write the essays. After the raters were trained and familiarized with the rating process, the essays by both groups were collected and scored holistically based on the assessment measure provided to the two raters. In order to provide plausible answers to the research questions posed above, a series of one way ANOVA was employed to evaluate the participants' overall performance in the two conditions. The results indicated that collaborative pre-writing discussions were superior to mainstream methods. Thus, the findings can have an immediate implication for EFL teachers and practitioners who are searching for cutting edge ways of developing EFL learners' writing performance.

scholarly journals The Impact of Reflective Writing on Writing Achievement, Vocabulary Achievement and Critical Thinking of Intermediate EFL Learners

2015 ◽  
Vol 5 (3) ◽  
pp. 174
Author(s):  
Narges Laqaei
Keyword(s):  
Critical Thinking ◽  
Reflective Writing ◽  
Control Group ◽  
Vocabulary Test ◽  
Writing Achievement ◽  
Efl Learners ◽  
Writing Practices ◽  
The Impact ◽  
Experimental Group ◽  
Vocabulary Achievement

<p>The present study investigated the effectiveness of a rather newly- developed method in language teaching that was reflective writing in improving EFL learners’ writing achievement, vocabulary achievement and critical thinking. To fulfill the purpose of the study, first 60 participants from among 100 intermediate learners studying at Tehran University of Medical Sciences were chosen by means of administrating Preliminary English Test (PET), Vocabulary Test, and Critical Thinking Questionnaire developed by Honey(2000),. Then through administrating the writing section of the standard preliminary English test (PET), Vocabulary Test, and Critical Thinking Questionnaire developed by Honey (2000), 60 out of 90 remaining learners were chosen to serve as the participants of the study. Two groups, a control group and an experimental group, were formed. The experimental group was provided with reflective writing instructions, while the control group received the routine writing practices. To see if the independent variable had significant effects on writing achievement, vocabulary achievement, and critical thinking, a Multivariate Analysis of Variance test was run the results of which revealed that the treatment significantly improved vocabulary, writing and critical thinking of the learners. </p>

scholarly journals The Impact of Individualized Homework Assignment on Iranian Intermediate EFL Learners’ Motivation

2018 ◽  
Vol 8 (1) ◽  
pp. 129
Author(s):  
Hamed Abbasi Mojdehi ◽  
Davood Taghipour Bazargani
Keyword(s):  
Learning Style ◽  
American English ◽  
Language Teachers ◽  
Control Group ◽  
Private Language ◽  
Efl Learners ◽  
Age Range ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study was designed to investigate the effectiveness of applying individualized homework assignments on Iranian intermediate level EFL learners’ motivation. To achieve this objective, 60 learners in the 16-21 age range who were studying at two private language institutes in Rasht, Iran, were selected from 122 participants based on their performance on QPT. The participants were randomly assigned to experimental and control groups. A pretest piloted before with an accepted reliability index was administered to both groups. Next, the experimental group received the treatment for 20 sessions (doing homework materials specifically designed based on each learner’s interests and preferred learning style). Meanwhile, the control group received a placebo which was the use of exercises in the workbook of the coursebook American English File 3 (Second Edition) as homework assignments. The posttest of motivation was then administered to both groups. The results showed significantly higher scores on motivation test for experimental group at the end of the course. Based on the findings of this study, language teachers can utilize individualized homework assignments to motivate their learners for doing their homework more willingly.

Enhancing EFL learners’ vocabulary learning through formative assessment: Is the effort worth expending?

2018 ◽  
Vol 8 (2) ◽  
pp. 239-264
Author(s):  
Masoomeh Estaji ◽  
Mostafa Mirzaii
Keyword(s):  
Formative Assessment ◽  
Language Learners ◽  
Vocabulary Learning ◽  
Control Group ◽  
Lexical Knowledge ◽  
Efl Learners ◽  
Widespread Agreement ◽  
Group Interviews ◽  
And Control ◽  
Experimental Group

AbstractDespite widespread agreement among ELT researchers that vocabulary lies at the heart of communicative competence, currently no consensus exists as to how learning of previously presented lexical items can be guaranteed. Given the inconclusiveness of findings, the present study attempted to delve into the differences in the learning of target vocabulary through formative assessment. To this end, 58 EFL learners assigned to two groups (the experimental and control group) took a vocabulary pretest. The target vocabulary was explicitly presented to both groups, and the experimental group underwent formative assessment of this vocabulary through such techniques as concept mapping, oral questioning, and vocabulary quizzes. In order to probe deep into the perceptions of formative assessment, two focus-group interviews were held with 14 participants of the experimental group. Finally, both groups sat a posttest whose results revealed that the participants in the experimental group outperformed the control group in terms of vocabulary learning. The findings showed that formative assessment can enable language learners to apply their newly gained lexical knowledge with syntactic correctness and semantic appropriateness. The interviews indicated that participants had a positive attitude toward formative assessment.

scholarly journals The Impact of Shadowing Technique on Tertiary EFL Learners’ Listening Skill Achievements

2017 ◽  
Vol 7 (5) ◽  
pp. 184
Author(s):  
Sumarsih Sumarsih
Keyword(s):  
Alternative Hypothesis ◽  
Control Group ◽  
Listening Skills ◽  
Control Groups ◽  
Efl Learners ◽  
Listening Skill ◽  
Significant Difference ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This paper is aimed at describing the impact of Shadowing Technique on students’ listening skills achievement. Therefore, the experimental research was conducted and the techniques on collecting the data were administrating pre- and post- tests to the experiment and control groups, which consisted of 30 university students in each group. Then, t-test and ANCOVA were applied on analyzing the data, then to find the impact of shadowing technique on EFL learners’ listening skill achievements in English Department of Universitas Negeri Medan (UNIMED), Indonesia. As a result, there was a significant difference between the mean of experimental and control groups (F = 8.98, p=. 004 < .05). In addition, there was a significant effect of applying shadowing technique on students’ listening skill achievements (F=56.10, p=0.00<0.05) and the experimental group grammatically outperformed the control group. In conclusion, the null hypothesis was rejected and the alternative hypothesis was accepted. 

The Impact of Computer Assisted Language Learning (CALL) on Improving Intermediate EFL Learners’ Vocabulary Learning

2020 ◽  
Vol 4 (2) ◽  
pp. 96
Author(s):  
Fatemeh Enayati ◽  
Abbas Pourhosein Gilakjani
Keyword(s):  
Language Learning ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Post Test ◽  
Efl Students ◽  
And Control ◽  
Experimental Group

Regarding the large amount of vocabulary that learners should learn and the limited amount of time available in the EFL classes, Computer Assisted Language Learning (CALL) is considered as an attractive option for learning. One specific benefit of using CALL vocabulary instruction is to provide systematic repetition of words, ensuring that learned words are not forgotten. The objective of current investigation is to examine the effect of CALL on Iranian intermediate learners’ vocabulary learning. The researchers used Tell Me More (TEM) software for this objective. This investigation used Preliminary English Test (PET) as a standardized measurement to seek the level of the subjects in terms of language proficiency. Then, the researchers assigned the participants into two groups: experimental group and control group. Experimental group included 31 EFL students and control group involved 30 EFL students. 80 items were administered as pre-test to evaluate the participants’ previous knowledge of English in respect to the vocabularies. The researchers taught the students of both groups for 12 sessions. The TEM software was used as treatment in experimental group and the control group received no treatment. The taught words were the same in both groups. After 12 sessions, the 65 items were administered as post-test in order to compare the results of the scores of two groups and decide about the effectiveness of the treatment. The data were analyzed through running the Independent sample t-test. The results of post-test showed that the participants of experimental group outperformed the control group and had positive attitudes towards CALL. The results of this study may be useful for EFL teachers, EFL learners, and syllabus designers.

scholarly journals The Impact of Portfolio Assessment on EFL Learners’ Vocabulary Achievement and Motivation

2015 ◽  
Vol 3 (1) ◽  
pp. 38
Author(s):  
Parinaz Nassirdoost ◽  
Behdokht Mall-Amiri
Keyword(s):  
Instructional Material ◽  
Portfolio Assessment ◽  
Control Group ◽  
Efl Learners ◽  
Traditional Assessment ◽  
Motivation Level ◽  
And Control ◽  
The Impact ◽  
Experimental Group ◽  
Vocabulary Achievement

<p>The purpose of this study was to examine the impact of portfolio assessment on EFL learners’ vocabulary achievement and motivation. To carry out the study, 90 female learners of Marefat language school located in Maragheh, Iran were non-randomly selected. They took a Preliminary English Test (PET) test and among these 90 participants 60 students aged between15 and 20 were selected as homogenous samples. These 60 intermediate learners were the main participants of this study. Then, they were randomly put into experimental and control groups. The participants were checked for not knowing the intended vocabulary items intended to be taught and tested in the pre-test. Also, both groups were shown to be homogeneous in terms of their motivation. Both control and experimental groups attended 12 sessions with the same instructional material. The control group received the traditional assessment while the experimental group received portfolio assessment, i.e., they were asked to make portfolios. They were given two piloted post-tests of vocabulary achievement and motivation immediately after treatment sessions. Quantitative analysis revealed that the use of portfolio assessment had a significant effect on EFL learners’ vocabulary achievement but; it did not affect EFL learners’ motivation level. Findings suggest that teachers can benefit from portfolios to arm the learners with appropriate material leading to their improvement in language skills.</p>

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