scholarly journals The Effect of Oral Summary of Short Stories on Iranian Intermediate EFL Learners’ Vocabulary Learning: With a Focus on Gender

2016 ◽  
Vol 6 (6) ◽  
pp. 129
Author(s):  
Amir Reza Nemat Tabrizi ◽  
Setareh Abbasi
Keyword(s):  
Short Stories ◽  
Language Learners ◽  
Proficiency Test ◽  
Vocabulary Learning ◽  
Language Teachers ◽  
Control Group ◽  
Efl Learners ◽  
Course Content ◽  
Oral Production ◽  
Language Courses

<p>This study investigated the effect of producing oral summary of short stories by language learners on vocabulary learning of EFL learners at intermediate level and the possible different effect of this classroom activity on male and female participants. In order to pursue the purpose of the study, one hundred twenty Iranian EFL learners were given Nelson proficiency test as the proficiency test and pretest. Seventy five learners were chosen as the participants for the study who formed one control group and two experimental groups. After twenty sessions of treatment, the participants were given a piloted version of a researcher-made test based on the vocabulary used in the short stories. The findings of the study proved that oral production of short stories can have a positive effect on vocabulary learning among intermediate learners, but the effect of this mode of teaching was not different on male or female language learners. The findings of the study could be used by language teachers who aim at conducting learner-centered language classes and material producers who aim at increasing the outcome of language courses by opting suitable course content.</p>

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 The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness

2021 ◽  
Vol 2021 ◽  
pp. 1-12
Author(s):  
Maryam Ebrahimi ◽  
Siros Izadpanah ◽  
Ehsan Namaziandost
Keyword(s):  
Language Learners ◽  
Peer Assessment ◽  
Language Teachers ◽  
Metacognitive Awareness ◽  
Placement Test ◽  
Control Group ◽  
Self Assessment ◽  
Efl Learners ◽  
The Impact ◽  
Metacognitive Awareness Inventory

One of the most significant current discussions in writing is self-assessment and peer assessment. This study aimed to investigate the impact of writing self-assessment and peer assessment on autonomy and metacognitive awareness of Iranian EFL learners. One hundred and twenty participants were selected using convenience sampling. Four instruments were used in this test: (1) Nelson placement test; (2) Metacognitive Awareness Inventory (MAI); (3) Zhang and Li’s autonomy questionnaire; and (4) rubric. A quasiexperimental design was used in this study. They were divided into two experimental groups, self-assessment (N = 40) and peer assessment (N = 40), and one control group (N = 40). Collected data were tested and compared using covariance analysis (ANCOVA). Results from the tests indicated that both self-assessment and peer assessment are effective ways to improve autonomy and metacognition awareness of EFL learners in the completion of writing tasks. Findings also showed that self-assessment was more effective than peer assessment and the results showed that the types of assessments increased the learners’ knowledge in the writing, teaching, lexicography, spelling, grammar, and similar models and were significantly effective in developing their writing skills. The findings of the present research study might have some implications for researchers, instructors, language teachers, and language learners.

How effective are recasts in teaching /θ/ and /ð/ to EFL learners?

2018 ◽  
Vol 10 (1) ◽  
pp. 78
Author(s):  
Maryam Karami ◽  
Laya Heidari Darani
Keyword(s):  
Language Learners ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Control Group ◽  
Complex Sounds ◽  
Efl Learners ◽  
Feedback Type ◽  
Paired Samples ◽  
Before And After ◽  
And Control

This study explored the effect of recasts as corrective feedback (CF) on teaching the sounds /θ/ and /ð/ to Iranian EFL learners, which are absent in Persian. A group of 30 intermediate level students studying English were assigned randomly to the experimental group (EG) and control group (CG). The EG was instructed by giving recasts as CF; while the CG received no feedback when they were taught these sounds. In this experimental study, two teacher-made tests on sounds /θ/ and /ð/ were administered to the participants before and after the treatment. The collected data were analysed using paired-samples t tests. Language learners in the recast group outperformed those in the CG in the posttest. The results showed that recast was an effective feedback type in teaching both the sounds. Findings of the present study can help language teachers and teacher trainers in teaching these complex sounds to Iranian EFL learners.   Keywords: Corrective feedback, errors, form-focused instruction, recast, sounds /ð/ and /θ/.    

Developing EFL learners’ morphological awareness: Instructional effect, teachability of affixes, and learners’ perception

2019 ◽  
Vol 57 (3) ◽  
pp. 289-325
Author(s):  
Ming-Fang Lin
Keyword(s):  
Language Learners ◽  
Junior High School ◽  
Second Language Learners ◽  
Vocabulary Learning ◽  
Seventh Graders ◽  
Control Group ◽  
Efl Learners ◽  
Instructional Effect ◽  
Morphological Instruction ◽  
Southern Taiwan

Abstract Morphological instruction has been proved to be facilitative of second language learners’ vocabulary learning. However, studies on the effect of teaching affixes on Chinese EFL learners’ vocabulary learning were relatively less explored. Therefore, this study was aimed at investigating the effect of teaching six affixes on Chinese EFL learners’ vocabulary learning, the teachability of affixes, and the learners’ perception toward the instruction. The participants were 40 seventh-graders from two intact classes in a junior high school in southern Taiwan. One class of 20 students served as the control group, and the other class of 20 students was assigned as the experimental group to receive the six-session training of affixes. Instruments were a morpheme identification task, a vocabulary translation test, students’ learning journals, and a questionnaire of perception toward the instruction. The results indicated the positive effect of instruction on the experimental group’s receptive learning of the affixes. In addition, the data also showed the students’ positive perception toward morphological instruction. This study concluded with theoretical implications for future studies and pedagogical implications for teaching affixes.

The Effect of Learning-oriented Assessment on Learning Pronunciation among Iranian EFL Learners

2018 ◽  
Vol 6 (2) ◽  
pp. 63
Author(s):  
Leila Ashegh Navaie
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Oral Communication ◽  
Language Teachers ◽  
Control Group ◽  
Efl Learners ◽  
Conventional Curriculum ◽  
Language Classes ◽  
Language Proficiency Test ◽  
The City

Oral communication is one of the main reasons language learners attend language classes. As pronunciation is among the most significant aspects of oral communication, this study attempted to see how learning-oriented assessment (LOA) could affect pronunciation learning of Iranian EFL learners. To this end, 64 language learners in a private language institute in the city of Amol, Iran, were given NELSON language proficiency test as homogeny test. A total of 40 learners were selected and assigned to two groups. Both groups were given a researcher-made pronunciation test at the beginning and two pronunciation tests (immediate and delayed tests) at the end of the treatment. The control group participants followed the conventional curriculum of the language center and the experimental group learners went through LOA treatment. The findings of the study revealed that LOA can positively affect pronunciation learning of Iranian EFL learners. In addition, it was observed that LOA has a significant effect on the participants’ retention of pronunciation knowledge. This study can have pedagogical implications for language teachers and teacher trainers.

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 Effect of Neuro-Linguistic Programming (NLP) on Reading Comprehension in English for Specific Purposes Courses

2018 ◽  
Vol 6 (1) ◽  
pp. 79 ◽  
Author(s):  
Fahimeh Farahani
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Language Learners ◽  
English For Specific Purposes ◽  
Control Group ◽  
Efl Learners ◽  
Course Content ◽  
Sensory Learning ◽  
Scant Attention ◽  
Experimental Group

Neuro-Linguistic Programming (NLP) has potential to help language learners; however, it has received scant attention. The present study was an attempt to investigate the effect of NLP techniques on reading comprehension of English as a Foreign Language (EFL) learners at an English for Specific Purposes (ESP) course. To achieve this goal, two intact classes of students were selected to form an experimental group (n=30) and a control group (n=30). A reading pretest (based on the course content) was given to all participants. The sensory learning styles of the participants were diagnosed using Reid's (1987) leaning style questionnaire, and the participants in the experimental group were familiarized with NLP techniques to be able to implement these techniques in their reading. In the control group, the conventional approach to teach ESP reading was used. Considering the analysis of posttest results through ANCOVA, it was found that implementation of NLP techniques can have significant effect on reading comprehension of Iranian undergraduate EFL learners. Pedagogical implications are discussed.

The Effect of Using Short Stories on Vocabulary Learning of Iranian EFL Learners

2016 ◽  
Vol 6 (7) ◽  
pp. 1476
Author(s):  
Fatemeh Parvareshbar ◽  
Behrooz Ghoorchaei
Keyword(s):  
Short Stories ◽  
Language Learning ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Difference ◽  
Experimental Group

This study aimed at investigating the effect of using short stories on enhancing vocabulary learning of Iranian intermediate EFL learners. The purpose of the study was to come up with new methods of enhancing learners’ vocabulary which enable both teachers and students to better cope with language learning and teaching. The design of the study is of quasi-experimental pretest-posttest. The participants were in two classes each of which had 25 students. One of the classes was considered as the control group and the other one was considered as the experimental group. The analysis of data using independent samples t-test showed that there was no significant difference between two groups at the outset of the study. After the treatment period, a posttest was given to both groups to see if there was a significant difference between the two groups. The magnitude of sig (2-tailed) on posttest was 0.01 that is lower than 0.05. Therefore, the difference is significant and the experimental group outperformed the control group. This can be attributed to the effect of using short stories on improving vocabulary performance of learners. The results have some implications for language teachers and materials developers.

scholarly journals The Effect of Authentic Problem-Based Vocabulary Tasks on Vocabulary Learning of EFL Learners

2017 ◽  
Vol 5 (3) ◽  
pp. 35
Author(s):  
Fateme Shir Mohammadi
Keyword(s):  
Language Learners ◽  
Vocabulary Learning ◽  
Real Life ◽  
Control Group ◽  
Metacognitive Skills ◽  
Vocabulary Retention ◽  
Efl Learners ◽  
Vocabulary Recall ◽  
Learning Tasks ◽  
Experimental Group

Language learners’ cognitive engagement with the content in language classes has been advocated in the last few decades (Laufer & Hulstjin, 2001). To this end, the researcher designed authentic problem-based tasks which make use of learners’ cognitive and metacognitive skills to solve real-life vocabulary tasks. Nelson vocabulary test was administered to 64 Iranian EFL learners studying at a language institute in Tehran. By considering 1 standard deviation above and below the mean score, two cohorts of participants were selected for this study, i.e., the experimental group (n=24) and the control group (n=23). Conventional vocabulary learning tasks were implemented in the control group classes for 10 sessions while authentic problem-based vocabulary learning tasks were implemented in experimental group classes.  The results of data analysis revealed that the experimental group participants outperformed the control group learners in both tests of vocabulary recall and vocabulary retention (administered after a two-week interval). Pedagogical Implications are discussed.

scholarly journals Output-Based Instruction, Learning Styles and Vocabulary Learning in the EFL Context of Iran

2017 ◽  
Vol 5 (2) ◽  
pp. 101
Author(s):  
Behnaz Rastegar ◽  
Fatemeh Safari
Keyword(s):  
Learning Styles ◽  
Language Learners ◽  
Teaching And Learning ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Efl Context ◽  
Based Instruction ◽  
One Way Anova ◽  
Productive Role

Language learners' productive role in teaching and learning processes has recently been the focus of attention. Therefore, this study aimed at investigating the effect of oral vs. written output-based instruction on English as a foreign language (EFL) learners' vocabulary learning with a focus on reflective vs. impulsive learning styles. To this end, 131 learners were chosen among 182 learners by taking Nelson vocabulary proficiency test. Next, the participants received a valid Persian version of reflective thinking (Kember et al., 2000) and Barratt, Patton and Stanford (1975) BIS (Barratt’s Impulsiveness Scale) 11 impulsiveness questionnaires, based on which both experimental groups were divided into impulsive and reflective subgroups, but the control group consisted of both impulsive and reflective learners. After 15 sessions of intervention and based on the results through one-way ANOVA and independent t-test it was concluded that both oral output and written output had significant effect on vocabulary learning of reflective and impulsive EFL Learners. It was also observed that the effect of both oral output and written output on impulsive (oral group’s mean=21.04; written groups’ mean= 21.75) learners and reflective learners (oral groups’ mean=22.38; written group’s mean: 22.23) is not significantly different. Pedagogical implications are discussed. 

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