scholarly journals The Effects of Audio- visual Recorded and Audio Recorded Listening Tasks on the Accuracy of Iranian EFL Learners’ Oral Production

2016 ◽  
Vol 9 (9) ◽  
pp. 110
Author(s):  
Pooya Drood ◽  
Hanieh Davatgari Asl
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Control Groups ◽  
Efl Learners ◽  
Oral Production ◽  
Self Study ◽  
Teachers And Students ◽  
English Speaking ◽  
And Control

<p>The ways in which task in classrooms has developed and proceeded have receive great attention in the field of language teaching and learning in the sense that they draw attention of learners to the competing features such as accuracy, fluency, and complexity. English audiovisual and audio recorded materials have been widely used by teachers and students, and have been the important resources of teaching and self-study. Nowadays, the environment we are living in is abundant with audio visual input and we as teachers ,thus, should be aware of the fact that environment can change students’ behavior towards language and language learning .What effects do these materials have on English speaking ability? The objective of this study is to find out whether there is difference in Iranian EFL learners’ accuracy in both audiovisual recorded (videos, movies ,etc.) and audio recorded tasks. For this purpose, 40 students of intermediate level were chosen and then were randomly assigned into two experimental and control groups each of which was under different listening tasks. (Audio visual- and audio only). Data analysis showed that the group which was trained under AV listening tasks showed different effects on students’ accuracy, compared to the other group positioned using audio recorded. Based on the results of this study, it is imperative that teachers consider the types of activities and methods that can have influence over language learners’ speaking ability.</p>

scholarly journals Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

2018 ◽  
Vol 8 (1) ◽  
pp. 139
Author(s):  
Seyyed Hatam Tamimi Sa’d ◽  
Fereshte Rajabi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Strategy Training ◽  
Efl Learners ◽  
English Language Teachers

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145  intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary. 

The Influence of Explicit, Implicit, and Contrastive Lexical Approaches on Pragmatic Competence: The Case of Iranian EFL Learners

2020 ◽  
Vol 58 (1) ◽  
pp. 103-131
Author(s):  
Meisam Ziafar
Keyword(s):  
Language Learners ◽  
Teaching And Learning ◽  
Research Literature ◽  
Pragmatic Competence ◽  
Positive Role ◽  
Efl Learners ◽  
Treatment Groups ◽  
Significant Difference ◽  
Teachers And Students ◽  
Lexical Approach

AbstractResearch literature suggests the positive role of lexical chunks and translation in teaching and learning pragmatics (Ketko, H. 2000. Importance of multi-word chunks in facilitating communicative competence and its pedagogic implications. The Language Teacher 24(12). 5–11; Rose, K. R. 1999. Teachers and students learning about requests in Hong Kong. In E. Hinkel (Ed.), Culture in second language teaching and learning, 167–180. Cambridge: Cambridge University Press.). Accordingly, the present study aimed at investigating the influence of contrastive lexical approach (CLA), in comparison with explicit and implicit approaches, on Iranian EFL learners’ pragmatic competence. Sixty-three participants were randomly assigned to three treatment groups and received dissimilar instructional treatments for ten 30-minute sessions. A pretest-posttest equivalent-groups research design was carried out and pretest scores were used as the covariate in a one-way ANCOVA data analysis. CLA showed no significant advantage over the other two methods. Previous studies have often combined a contrastive method with explicit teaching. Confounding variables in this way may have made interpretation of results problematic. In the present research explicit and contrastive instructions were kept separate and no significant difference was found between the three treatments, although all instruction types enhanced the language learners’ pragmatic competence. As a result, a pragmatic teaching course is recommended which incorporates the useful teaching techniques and practices of these three approaches to teaching pragmatic competence.

scholarly journals Exploring Gender on EFL Learners’ Beliefs about Language Learning

2014 ◽  
Vol 8 (2) ◽  
pp. 128 ◽  
Author(s):  
Hanna Sundari ◽  
Irfan Hadi ◽  
Nurhayati Nurhayati
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
English Education ◽  
Belief System ◽  
English Learning ◽  
Efl Learners ◽  
First Semester ◽  
English Speaking ◽  
Beliefs About Language Learning ◽  
Learning English

Article aimed to describe language learners’ belief system and to investigate how significance the language learners’ beliefs are between them in language learning. Using both qualitative and quantitative approaches, this research took 111 female- and 32 male-first semester college-students majoring in English Education as respondents. The instrument was 34-item BALLI questionnaire designed by Horwitz. The findings of the research showed that females and males’ language beliefs about language learning are mostly in similar fashion. The significant differences in responses were on the beliefs related to language and intelligence, enjoyment in practicing English, learning English-speaking cultures, having English-speaking friends, and motivation in learning English.

scholarly journals EFL Learners’ Perspectives on the use of Smartphones in Higher Education Settings in Slovakia

2021 ◽  
Vol 18 (6) ◽  
Author(s):  
Rastislav Metruk
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Population ◽  
Smart Devices ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes

MALL (Mobile assisted language learning) affords new opportunities for EFL (English as a foreign language) learners and teachers. Research on MALL is still in its infancy in Slovakia, and this paper attempts to fill in this gap by examining students’ perception and attitudes towards the use of smartphones for the purposes of learning and practicing English. The target population of this study constituted of the Slovak university EFL learners whose major was Teacher Training of English Language and Literature (n = 77) at a Slovak university. The research method employed to achieve the objectives of this study was a 5‑point Likert scale questionnaire, comprising of two sets of statements: general and out‑of‑the‑classroom statements with a total of 29 items. The research results for both sets of statements imply that the participants display moderately positive attitudes towards smartphones in the context of EFL learning. However, the findings also reveal some issues surrounding the perception and potential use of smartphones such as the inability to plan students’ language learning appropriately and effectively, general underuse of smartphone apps, or problems related to practicing speaking skills. The results further suggest the immediate need to develop and enhance the awareness of smartphones and their potential in the process of teaching and learning English so that the EFL learners can utilize considerable opportunities these smart devices offer. Finally, the limitations of this study are recognized, and it is emphasized that conducting further research in this area is urgently needed.

scholarly journals Traditional & Socio-Cultural Barriers to EFL Learning: A Case Study

2015 ◽  
Vol 8 (12) ◽  
pp. 191
Author(s):  
Jameel Ahmad
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Cultural Barriers ◽  
Barriers To Learning ◽  
Efl Learners ◽  
English Speaking

<p>This research tends to ascertain several traditional and socio-cultural barriers to English language learning in Saudi Arabia and to explore more ways than before for making teaching and learning more effective. The findings of four quantitative and qualitative surveys conducted in this regard reveal a unique traditional and socio-cultural milieu, which turns the Saudi EFL learners lackadaisical towards English. The belief that prosperity and prestige are blessed by divine force rather than proficiency in English has influenced Saudi parents and Saudi EFL learners since time in memorial. In addition, a laissez-faire attitude to English language teaching in Saudi schools, lack of motivation for English, inadequacy of competitive and learning environment both at home and schools, and the appointment of some unskilled school-teachers were investigated as some of the major barriers to learning English in the Kingdom of Saudi Arabia. A piecemeal reform taken over a period was found ineffective. Therefore, implementation of culturally relevant English curricula, learner-centered instruction, appointment of skilled English teachers and establishment of boarding schools were recommended to address the aforementioned challenges. The findings of the present research is no doubt specific to Saudi EFL context but the traditional and socio –cultural barriers and the exclusion of local culture in EFL textbooks may have exactly the same impact in many non-native English speaking countries.</p>

scholarly journals Effective Reading Comprehension in EFL Contexts: Individual and Collaborative Concept Mapping Strategies

2017 ◽  
Vol 8 (1) ◽  
pp. 51 ◽  
Author(s):  
Zahra Riahi ◽  
Natasha Pourdana
Keyword(s):  
Reading Comprehension ◽  
Concept Mapping ◽  
Language Learners ◽  
Control Group ◽  
Control Groups ◽  
Efl Learners ◽  
Reading Materials ◽  
Post Test ◽  
And Control ◽  
Collaborative Concept Mapping

The present study attempted to investigate the possible impacts of Individual Concept Mapping (ICM) and Collaborative Concept Mapping (CCM) strategies on Iranian EFL learners' reading comprehension. For this purpose, 90 pre-intermediate female language learners ranged between 12 to 17 years of age were selected to randomly assign into ICM, CCM and Control groups in this study. After taking Key English Test (KET), the ICM and CCM groups received EFL reading materials presented and practiced with ICM and CCM strategies, respectively, while the Control group received only conventional instructions to reading comprehension. After conducting the treatment, all participants took a Concept Mapping post-test constructed by the researchers. The hypothetical assumptions in this study were in favor of ICM and CCM strategies to improve the Iranian EFL learners’ reading comprehension. Statistics supported the outperformance of the ICM and CCM groups comparing to Control group who received convention PPP teaching techniques on Concept Mapping post-test. However, the superiority of neither strategies was statistically proved so that no meaningful difference between the reading comprehension of the ICM and CCM groups were detected. Therefore, the researchers failed to determine which strategy caused a better or higher impact. Some pedagogical implications and recommended topics for further research were provided to the motivated researchers.

scholarly journals EDUCATIONAL VALUE OF TOPONYMICAL DICTIONARIES IN TEACHING FOREIGN LANGUAGE

2019 ◽  
Vol 7 (6) ◽  
pp. 20-23
Author(s):  
Lyubov G. Chumarova ◽  
Evgeniya A. Belyayeva ◽  
Rezida
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Communicative Skills ◽  
Educational Value ◽  
Undergraduate Level ◽  
Self Study ◽  
Methods And Techniques ◽  
Teachers And Students ◽  
English Speaking

Purpose of the study: This article is about the experience of using toponymical dictionaries in the process of developing communicative skills of the students at undergraduate level. Methodology: The authors use toponymical dictionaries of the native language and of the learning foreign language as valuable sources in their work. According to our experience, the toponymical dictionaries help to motivate students for self-study, to find interesting information about their native places where they were born and grew up and about the English-speaking countries. Students research the names of the places with great interest. Results: The authors analyzed the educational value of toponymical dictionaries. In the article, it is described the research of some successful methods and techniques of using toponymical dictionaries in teaching foreign language. It was researched pedagogical principals of using toponymical dictionaries in teaching and learning process; what results are possible to achieve and what exercises can be used working with toponymical dictionaries in teaching foreign language. Applications of this study: This research can be used for the universities, teachers, and students. Novelty/Originality of this study: In this research, the model of the Educational Value of Toponymical Dictionaries in Teaching Foreign Language is presented in a comprehensive and complete manner.

scholarly journals The Use and Evaluation of Vocabulary Learning Strategies among Sudanese EFL Learners

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Fatima Salaheldeen Ahmed Hamza ◽  
Mohamad Subakir Mohd Yasin ◽  
Ashinida Aladdin
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Teaching And Learning ◽  
Vocabulary Learning ◽  
Depth Of Processing ◽  
Efl Learners ◽  
New Words ◽  
Processing Theory ◽  
Vocabulary Learning Strategies

The learning of new vocabulary as a part of English for Foreign Language (EFL) teaching and learning has not been investigated thoroughly because its effectiveness has been questioned by various researchers in the past. However, in recent years, various studies have shown that proper strategies in acquiring new words could be one of the keys to effective language learning among EFL learners. This study investigates how Sudanese EFL learners at Khartoum University, Sudan use and evaluate vocabulary learning strategies (VLSs). The three selected categories of vocabulary learning strategies - metacognitive, discovery, and consolidation - were chosen according to taxonomies proposed by Al-Fuhaid (2004), Schmitt (1997) and Nation (2001). These VLSs were then evaluated using Han’s Information Processing Theory and Craik and Lockhart’s Depth of Processing Theory (1972) to meet the two objectives of this study. The first objective was to examine the most frequently used VLSs employing a set questionnaire designed to elicit the necessary data. The second objective was to evaluate the usefulness of each of these VLSs by conducting in-depth interviews with the respondents. The results showed that metacognitive strategies were the most frequently used VLS among the three. In-depth interview data revealed that respondents evaluated all three VLS positively and considered them very useful in acquiring as well as understanding words. These findings suggest that language learners in Sudan should be taught vocabulary enhancing techniques while language instructors should use and teach these VLS to learners explicitly.

Exploring the Potential of a Location Based Augmented Reality Game for Language Learning

2016 ◽  
Vol 6 (3) ◽  
pp. 34-49 ◽  
Author(s):  
Donald Richardson
Keyword(s):  
Augmented Reality ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Advanced Level ◽  
Efl Learners ◽  
User Friendly ◽  
The City ◽  
Augmented Reality Game

This paper adds to the small but growing body of research into the potential of augmented reality games for teaching and learning English as a foreign language (EFL). It explores the extent to which such games enhance the language learning experience of advanced level EFL learners. The author draws on his work developing Mission not really Impossible, a location-based augmented reality game which uses the Aurasma mobile application to provide a series of challenging language tasks for advanced level learners as they move around the city of Karlsruhe in Germany. The game is evaluated through a mix of observation during gameplay and feedback from participants. Broad approval of the language challenges that had to be completed is evident and Aurasma proves itself to be user-friendly and reliable. The findings affirm the potential of augmented reality games to engage and challenge advanced level language learners.

On the Consideration of Environmental Factors and Social Milieu Effective in Iranian EFL Learners

2016 ◽  
Vol 6 (4) ◽  
pp. 60
Author(s):  
Gholam Reza Parvizi ◽  
Jafar Mashayekh ◽  
Yasser Saremi
Keyword(s):  
Environmental Factors ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Target Language ◽  
Efl Learners ◽  
Efl Context ◽  
Foreign Language Learners

It has been known that teaching and learning a language in an ESL context is by far easier than teaching and learning it in an EFL context and that learning a language must take place in a social context. Foreign language milieus are those in which students do not have enough opportunities for communication in the target language beyond their classroom settings whereas in second language contexts, the target language is readily available out there (Brown, 2001). Given the important role that language learning resources could potentially play in EFL contexts, in the present study an attempt is made to shed light on the environmental factors and resources which Iranian language learners rely on and to explore the possible resources which exist around them and of which not all of them are necessarily aware. To this end, a group of students studying in Iran Language Institute in Shiraz was chosen. The data of the study were gathered through a questionnaire and a semi-structured interview. The findings suggested that they rely on very few resources outside the classroom setting. In addition, it was revealed that in an EFL context, such as Iran, there is a range of resources which foreign language learners could rely on and which could present them with opportunities in all four language skills. 

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