The Role of Persian Elaboration on Incidental Vocabulary Learning from Reading by EFL Learners

This study attempted to tap into the potential of reading for incidental vocabulary learning by exposing EFL learnersto elaborated texts. This study was also concerned with investigating learners’ attitudes toward using elaboratedpassages in their reading classes. To this end, 38 students were selected as the participants of this research anddivided into two groups. Students attending the experimental group (N=20) read Persian elaborated texts in whichthe Persian meanings of the specified target words were provided in apposition to them. On the other hand, studentsof the control group (N=18) were required to read the non-elaborated version of the aforementioned texts. Generally,the results of the post-test pointed to the effectiveness of this approach in incidental vocabulary learning, and theparticipants of the experimental group were found to gain a significant vocabulary improvement in comparison to thecontrol group. Furthermore, the interview suggested that students held positive attitudes to reading elaborated textsand regarded them as effective in their vocabulary learning experience. The findings of this study have implicationsfor material developers who need to reconsider the role of modified materials.

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

International Journal of Linguistics Literature & Translation ◽

10.32996/ijllt.v2i5.618 ◽

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.

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The Effect of Using Online Collaborative Tasks on Incidental Vocabulary Learning of Impulsive vs. Reflective Iranian EFL Learners

International Journal of Applied Linguistics & English Literature ◽

10.7575/aiac.ijalel.v.6n.6p.127 ◽

2017 ◽

Vol 6 (6) ◽

pp. 127 ◽

Cited By ~ 1

Author(s):

Khalil Motallebzadeh ◽

Farideh Samadi

Keyword(s):

Vocabulary Learning ◽

Sampling Procedure ◽

Thinking Styles ◽

Control Group ◽

Homogeneity Test ◽

Efl Learners ◽

Collaborative Groups ◽

Incidental Vocabulary ◽

Incidental Vocabulary Learning ◽

Experimental Group

Incidental vocabulary learning is one of the most significant sources of learning vocabulary for language learners )Laufer & Hulstjin, 2001). This study endeavored to investigate the effect of using online collaborative tasks on incidental vocabulary learning of impulsive vs. reflective Iranian EFL learners. To this end, Nelson vocabulary proficiency test was administered to 100 Iranian EFL learners as the homogeneity test and the pretest. Using random sampling procedure, 75 learners were selected as the main participants for this study. Kember, McKay, Sinclair and Wong (2008) reflective thinking questionnaire was administered to these learners, based on which they were distinguished based on their cognitive thinking styles, i.e., impulsivity and reflectivity. The participants were homogenously distributed into 3 main groups (impulsive experimental group, reflective experimental group, and the control group). All participants went through 4 weeks of treatment. Experimental groups were conducted using Telegram software and the control group was conducted in a classroom. The results of t-test after 4 weeks of treatment revealed that reflective learners benefited from online collaborative groups with regard to incidental vocabulary learning. The findings of the study are discussed in light of previous research.

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

English Language Teaching ◽

10.5539/elt.v10n4p92 ◽

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.

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

Journal of Studies in Education ◽

10.5296/jse.v6i2.9520 ◽

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

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 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 & 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&biw=1366&bih=609&q=define+development&sa=X&sqi=2&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.

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The Role of Auditory Input Enhancement through Whats App in EFL Learners’ Vocabulary Learning and Retention

Theory and Practice in Language Studies ◽

10.17507/tpls.1012.10 ◽

2020 ◽

Vol 10 (12) ◽

pp. 1576

Author(s):

Yaghoob Javadi ◽

Maryam Cheraghi Shehni

Keyword(s):

Vocabulary Learning ◽

Analysis Of Covariance ◽

Control Group ◽

Auditory Input ◽

Vocabulary Retention ◽

Efl Learners ◽

Input Enhancement ◽

The Given ◽

Experimental Group

The present study investigated the effect of teaching vocabulary using auditory input enhancement via whats app on EFL learners’ vocabulary learning and retention. For this purpose, 85 students were participated and those 56 students whose scores were one standard deviation above or below the mean on Preliminary English Test (PET) were selected and they were assigned into one experimental and a control group. Then they were given a 40 multiple choice vocabulary test as their pretest. The 10-session treatment followed by teaching vocabulary using auditory input via Whats app in one experimental group and the control group had their conventional way of teaching. After the treatment, a vocabulary posttest was administered to groups in order to compare the participants' performance and to examine if or not the given instruction had any meaningful effect on their vocabulary achievement. After about 10 days after the posttest, the same vocabulary posttest was administered again to check the learners’ vocabulary retention. The analysis of the test scores through an independent sample t-test and analysis of covariance (ANCOVA) indicated that auditory input enhancement through Whats app had a statistically significant effect on vocabulary learning and retention of Iranian EFL learners.

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The Effect of Text-Generation on Incidental Vocabulary Learning in Iranian Efl Learners

The Buckingham Journal of Language and Linguistics ◽

10.5750/bjll.v2i0.18 ◽

2010 ◽

Vol 2 ◽

pp. 99-106

Author(s):

Mojgan Yarahmadi

Keyword(s):

Null Hypothesis ◽

English Language ◽

Vocabulary Learning ◽

Multiple Choice ◽

Control Group ◽

Text Generation ◽

Efl Learners ◽

Significant Difference ◽

Incidental Vocabulary ◽

Incidental Vocabulary Learning

The present study was undertaken to demonstrate the effect of text-generation on incidental vocabulary learning in Iranian EFL learners. To test the null hypothesis (i.e. there is no significant difference between the vocabulary average performance of the group undergone text-generation processing and the group undergone traditional vocabulary learning processes), two intact classes containing 70 sophomore female and male students of English Translation at Arak State University, Iran participated. A Nelson test of English Language Proficiency (test 250 A) was conducted at the beginning of the study to make sure that the two intact classes did belong to the same population. A multiple choice pre-test was administered at this stage to ensure the insignificant difference between the two groups. The students in the control group were advised to read the texts, whereas the subjects in the experimental group were supposed to use text-generation (reordering the texts) technique while reading the texts. It is worth mentioning that, both groups were provided with the texts in which target vocabulary items were highlighted. At the end of twelve-week period of treatment a multiple choice post-test of vocabulary(the same as pre-test)was administered in both experimental and control groups to compare the subjects' vocabulary achievement. Adopting a quasi-experimental design, the null hypothesis was rejected at 0.05 and (even at 0.01) level of significance for 68 degrees of freedom. Key words: text-generation, incidental vocabulary learning, EFL

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EFFECTS OF EXTENSIVE READING ON EFL LEARNERS’ WRITING PERFORMANCE

European Journal of English Language Teaching ◽

10.46827/ejel.v6i5.3878 ◽

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

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. Article visualizations:<img src="/-counters-/edu_01/0870/a.php" alt="Hit counter" />

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The Effect of Two Pre- task Activities: Pre- taught Vocabulary and Brainstorming on Intermediate EFL Learners’ Reading Comprehension

International Journal of Applied Linguistics & English Literature ◽

10.7575/aiac.ijalel.v.7n.1p.86 ◽

2017 ◽

Vol 7 (1) ◽

pp. 86

Author(s):

Masoud Khalili Sabet ◽

Abdorreza Tahriri ◽

Somayeh Rostami Shirkoohi

Keyword(s):

Reading Comprehension ◽

English Learners ◽

Placement Test ◽

Control Group ◽

Attitude Questionnaire ◽

Intermediate Students ◽

Efl Learners ◽

Positive Attitudes ◽

Post Test ◽

Experimental Group

The primary purpose of the present study was to investigate the effectiveness of two pre- task activities of reading: pre- taught vocabulary and brainstorming in EFL learners’ reading comprehending. To this end, three intact classes in a private English Institute in Tehran, were selected from a population of 60 English learners. Based on their scores on Oxford Placement Test (OPT), the students were randomly assigned into two experimental groups and one control group and a pre-test was run at the beginning of the course. At outset of the course a pre- test was run among three groups. The researcher instructed the experimental groups in 16 weeks, one session a week and lasting 40 minutes in each session. The first experimental group benefited from pre- taught vocabulary, while the second experimental group benefited from brainstorming as a pre- task and the third group did not receive any pre- task activities in the reading class. At the end of the course, a post- test with the same items of the pre- test was run to determine the improvement of EFL intermediate students’ reading comprehension changes and an attitude questionnaire was planned to determine the learners’ attitudes toward the pre- task activities. The results of paired sample t- test indicated that the use of pre- taught vocabulary and also brainstorming enhanced the scores of the first experimental and second experimental groups’ post- tests ; moreover, ANOVA results revealed a significant increase in reading comprehension scores of the first and the second experimental groups’ post- tests compared to the control group’ post-test scores. The results of attitude questionnaire demonstrated the pupils’ positive attitudes toward the use of pre- task activities.

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

International Journal of Language Education ◽

10.26858/ijole.v4i2.10560 ◽

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.

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The Effect of Teaching Picture-books on Iranian Elementary EFL Learners’ Vocabulary Learning

Journal of English Language Teaching and Linguistics ◽

10.21462/jeltl.v3i3.151 ◽

2018 ◽

Vol 3 (3) ◽

pp. 247 ◽

Cited By ~ 1

Author(s):

Arash Hashemifardnia ◽

Ehsan Namaziandost ◽

Fariba Rahimi Esfahani

Keyword(s):

Elementary Students ◽

Picture Books ◽

Picture Book ◽

Vocabulary Learning ◽

Word List ◽

Control Group ◽

Efl Learners ◽

School Textbook ◽

Post Test ◽

Experimental Group

Regarding the attractiveness of picture books, this study examined the impacts of teaching picture books on vocabulary learning of 40 Iranian elementary students. The participants were randomly assigned to two groups of 20; one experimental and one control. Then, their knowledge of vocabulary was assessed through administering a researcher-made vocabulary pre-test. After that, the researchers started to teach the experimental group through teaching picture-book of Starters Word List Picture Book. The words were taught to the students and they were required to match each word with its picture. The control group was instructed through their school textbook (Prospect One). The words were taught without their pictures; the words were read and simultaneously the students were wanted to repeat them and write their Persian equivalents. After the instruction ended, a vocabulary post-test was given to determine the effects of the treatment on the students’ vocabulary learning. The results of paired and independent samples t-tests indicated that the experimental group outperformed the control group on the post-test. It was also revealed that teaching through picture books resulted in better vocabulary learning.

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