scholarly journals The Effect of WhatsApp Chat Group in Enhancing EFL Learners’ Verbal Interaction outside Classroom Contexts

2018 ◽  
Vol 11 (3) ◽  
pp. 1 ◽  
Author(s):  
Amir Abdalla Minalla
Keyword(s):  
Text Message ◽  
Text Messages ◽  
Traditional Classroom ◽  
Verbal Interaction ◽  
Control Group ◽  
Verbal Interactions ◽  
Efl Learners ◽  
Post Test ◽  
The Voice ◽  
Experimental Group

This study was mainly conducted to examine the possibility of utilizing ‘WhatsApp Group’ in enhancing EFL learners’ verbal interaction. To do this experimental and descriptive methods were used to achieve the objective of this study. A questionnaire and pre- and post- test were adopted as tools for data collection. Samples of two groups (experimental & control) were randomly selected. The results were analyzed with SPSS. Both groups were taught the same content using the traditional way integrated with WhatsApp Chat groups via text message as communicative platforms for practicing outside classroom contexts for what have been taught in the traditional class. However, the participants of experimental group were restrictively interacted via voice messages while the participants of control group were only interacted via text messages. The analysis of the data revealed that the participants who underwent the voice messages on WhattsApp treatment significantly outperformed those who underwent in text messages on WhatsApp. Hence, utilizing voice messages on WhatsApp chat group can be recommended as an efficient technique in enhancing EFL learners’ verbal interactions outside classroom contexts. Because EFL traditional classroom is no longer more appropriate in offering sufficient opportunities for EFL learners’ verbal interaction.

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 Using Podcasts to Improve Second Language Comprehension in Iranian Language Classrooms

2016 ◽  
Vol 6 (2) ◽  
pp. 24
Author(s):  
Mohammad Davoudi ◽  
Mojtaba Rezaei
Keyword(s):  
Language Comprehension ◽  
Good Method ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Significant Difference ◽  
Language Classrooms ◽  
Post Test ◽  
Experimental Group ◽  
Transcript File

<p>The present study aims at investigating the influence of podcasts (POD) on language comprehension of Iranian pre-intermediate EFL learners. An Oxford Placement Test (OPT) was administered to 60 male and female university students. The participants were considered as pre-intermediate learners and were divided into two groups (one experimental group and one control group). During the fifteen sessions of the treatment, thirty podcasts were presented to the two groups. The experimental group received just the audio file of the POD, and the control group received a different treatment which was the transcript file of the same audio podcast file of the experimental group. The results of the t-tests revealed that there was no significant difference in language comprehension scores across the posttest between two groups. Based on the interview results after the post-test, all of the participants (100%) agreed that both audio and the transcripts (written texts) were useful for them and claimed that it is a good method of improving language comprehension.</p>

scholarly journals The effect of peripheral learning on elementary EFL learners’ grammar improvement: The case of prepositions of time and place

2018 ◽  
Vol 7 (2) ◽  
pp. 91-100
Author(s):  
Islam Namazian Doost ◽  
Soheila Tahmasbi
Keyword(s):  
T Test ◽  
Control Group ◽  
Control Groups ◽  
Teaching Environment ◽  
Learning Abilities ◽  
Efl Learners ◽  
Post Test ◽  
Elementary Classes ◽  
And Control ◽  
Experimental Group

This study aims to investigate the possible effects of peripheral learning on elementary EFL learners’ grammar improvement: the case of prepositions of time and place. Two elementary classes were selected as experimental and control groups. Before beginning the treatment, a grammar test was administered to both the groups as a pre-test. Then, as treatment, the experimental group was exposed to realia, pictures, posters and texts, while the control group was not. After term-long treatment of 10 weeks, the two groups received the same grammar test as post-test. The results of t-test showed that the experimental group improved their grammar ability, i.e., knowledge of prepositions of time and place more than their friends in the control group. The finding of the study may open an optional path for teachers to include some peripheral materials in their teaching environment to further invest on unconscious learning abilities of the students.   Keywords: Peripheral learning, reposition of time, prepositions of place, grammar.

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

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

<p>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<strong> </strong>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 &amp; 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&amp;biw=1366&amp;bih=609&amp;q=define+development&amp;sa=X&amp;sqi=2&amp;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.</p>

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

2018 ◽  
Vol 8 (1) ◽  
pp. 28
Author(s):  
Shahin Vaezi ◽  
Aso Biri ◽  
Farhang Moradi
Keyword(s):  
Learning Experience ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Incidental Vocabulary ◽  
Post Test ◽  
Incidental Vocabulary Learning ◽  
Experimental Group

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.

scholarly journals The Effect of Using Approximation and Appealing for Help Techniques on Learning Speaking Skill among Iranian Intermediate EFL Learners

2017 ◽  
Vol 8 (6) ◽  
pp. 1195
Author(s):  
Islam NamazianDoost ◽  
Asadallah Hashemifardnya ◽  
Nasrin Panahi
Keyword(s):  
Target Population ◽  
Role Playing ◽  
Control Group ◽  
Efl Learners ◽  
Post Test ◽  
Speaking Skill ◽  
Post Hoc ◽  
And Control ◽  
Experimental Group ◽  
Better Than

This study examined the effects of using approximation and appealing for the help techniques on learning speaking skill among Iranian intermediate EFL learners. First sixteen participants out of 120 were chosen for the target population. The participants were then randomly assigned to three equal groups- two experimental groups and one control group. The groups were pretested by a speaking pre-test. Regarding the treatment, the experimental groups were taught by using the communicative approach techniques including approximation and appealing for the help. One experimental group received instruction on how to appeal for the help if their competence cannot come up with the exact word. The other experimental group received instruction on how to compensate failure in conversation by using approximate words. For example, in case of forgetting the exact word they used an approximate word or phrase like using "boat" instead of "ship" or "pipe" for "water pipe". However, the participants in the control group received traditional activities in learning speaking such as question and answer, topic discussion, dialogs and role playing. The treatment took 10 sessions of 45 minutes each under the guidance of the supervisor. Then, the control group and the experimental groups took the post-test of pet. After collecting the data, they were analyzed through using One-way Anova and Post-hoc Scheffe Test- Multiple Comparisons. The findings showed that both experimental groups outperformed than the control group. The results showed that those students who received appealing for the help treatment were better than approximation group and control group.

scholarly journals Improving Upper-intermediate EFL Learners’ Communicative Competence through Authentic Materials

2019 ◽  
Vol 9 (8) ◽  
pp. 956
Author(s):  
Mohammad Hossein Keshmirshekan
Keyword(s):  
Language Learners ◽  
Communicative Competence ◽  
Placement Test ◽  
Control Group ◽  
Authentic Materials ◽  
Efl Learners ◽  
Course Content ◽  
Foreign Language Learners ◽  
Post Test ◽  
Experimental Group

The present study aimed to investigate the effects of authentic materials on enhancing Iranian English as a foreign language learners' communicative competence. To this end, 106 upper-intermediate participants out of 136 were selected based on their performance an Oxford Placement Test (OPT) and randomly assigned to two equal groups- one experimental group and one control group. Then a pre-test was administered to assess the participants' communicative competence at the beginning of the course. Then, the experimental group received the treatment. The control group was taught the course content using the regular communicative method through which students received teacher-course from the textbook. After the treatment, the two groups took the post-test. The data analysis through paired and independent sample t-tests revealed that the experimental group outperformed the control group on the posttest. In other words, teaching authentic materials showed to have a significant effect on improving learners' communicative competence. The implications, limitations, and suggestions of this study are explained at the end of the study.

scholarly journals Can Explicit Written Corrective Feedback Develop Grammatical and Lexical Accuracy of Saudi EFL Learners?

2018 ◽  
Vol 6 (4) ◽  
pp. 16 ◽  
Author(s):  
Nahla Al-Hazzani ◽  
Sultan Altalhab
Keyword(s):  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Efl Students ◽  
Positive Effect ◽  
Experimental Group ◽  
Made In

Saudi students encounter many problems in writing skill as several studies revealed (e.g. Alhazmi, 2006; Alsamdani, 2010). Providing effective and useful feedback may help to overcome these challenges. Therefore, this study examines the effect of teachers’ written corrective feedback on female Saudi EFL students’ written essays and to what extent it affects students’ written grammatical and lexical accuracy. The sample comprises 50 foundation level students, across two groups: an experimental group (n=29) and a control group (n=21). Data were gathered over a 10-week period using a pre-/post-test/delayed post-test design for comparable groups. The findings show that although many errors were made in the writing performances, the students in the experimental group had significantly better achievements than the students in the control group on the measure. The results lend support to the efficiency of teachers’ written corrective feedback, showing it has a significant positive effect on the participants’ grammatical and lexical accuracy.

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.

scholarly journals A Cognitive Approach to the Instruction of Phrasal Verbs: Rudzka-Ostyn’s Model

2019 ◽  
Vol 5 (2) ◽  
pp. 10-25
Author(s):  
Ghuzayyil Mohammed Al-Otaibi
Keyword(s):  
Control Group ◽  
Cognitive Approach ◽  
Phrasal Verbs ◽  
Efl Learners ◽  
Spoken English ◽  
Post Test ◽  
Quasi Experimental ◽  
The Common ◽  
Mind Maps ◽  
Experimental Group

English as a Foreign Language (EFL) learners find some phrasal verbs problematic because of their idiomatic and polysemous nature. They are frequently used in spoken English and textbooks suggest an arbitrary way in teaching them. Cognitive linguists proposed that the particle plays a major role in determining the meaning of such phrasal verbs. This study investigated the effectiveness of a cognitive approach (i.e., Rudzka-Ostyn’s Model) in teaching taught and new phrasal verbs including metaphorical ones. Using a list of frequent phrasal verbs, a quasi-experimental design was used in which an experimental group was required to create mind maps of the common meanings of each particle with example phrasal verbs. The control group, on the other hand, was asked to memorize the frequent senses of the most frequent phrasal verbs along with their translations. The experimental group did not outperform the control group on the post-test. This was attributed to a number of problems such as the fact that some senses given by some particles are not outlined in Rudzka-Ostyn’s Model. Further, the analytical procedure followed by students to cognitively understand phrasal verbs should be made explicit and address the interaction between the verb and the particle. Additionally, following a cognitive approach, instructors should focus more on the particles up and out since they have many senses and contribute a lot to phrasal-verb formation.

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