scholarly journals The Effect of Register Instruction on EFL Learners’ Writing Performance

2017 ◽  
Vol 7 (1) ◽  
pp. 153
Author(s):  
Mohammad Yousefi Osguee ◽  
Nader Assadi Aidinlou ◽  
Masoud Zoghi
Keyword(s):  
Qualitative Analysis ◽  
Traditional Method ◽  
Systemic Functional Linguistics ◽  
Teaching Writing ◽  
Control Groups ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Advanced Students ◽  
Post Test ◽  
Writing Task

The purpose of the present study was twofold. First, it examined the effect of a register-based approach to writing instruction based on the insights gained from Systemic Functional Linguistics (SFL). Second, it attempted to examine the perceptions of the participants toward the register-based approach to writing. To this end, 100 intermediate and advanced students were selected and assigned to two experimental groups (advanced and intermediate ones) and two control groups. Prior to any instruction, the participants of all groups were assigned a writing task as a pre-test. The experimental groups were treated with SFL-oriented register knowledge for 20 sessions while control groups were exposed to the traditional method of teaching writing. Following the treatment, a post test was administered to the groups. The results revealed that the participants in the experimental groups surpassed their counterparts in the control groups. The results of qualitative analysis also disclosed that learners held positive attitudes towards this approach as it heightened their interest in writing.

scholarly journals Instructional Efficacy of Portfolio for Assessing Iranian EFL Learners’ Speaking Ability

2016 ◽  
Vol 9 (3) ◽  
pp. 102
Author(s):  
Mahshad Safari ◽  
Mansour Koosha
Keyword(s):  
Alternative Form ◽  
Control Groups ◽  
Self Assessment ◽  
Chi Square ◽  
Efl Learners ◽  
Instructional Efficacy ◽  
Advanced Students ◽  
Advanced Control ◽  
Speaking Skill ◽  
Advanced Proficiency

<p>Regarding the fundamental role of speaking in language skills, this study intended to investigate the effects of speaking portfolio as an alternative form of assessment for assessing Iranian EFL learners’ speaking ability at the intermediate and advanced proficiency levels and also its impact on their attitudes. Accordingly, from the population of 72 students studying at Kowsar Language Institute in Esfahan, a sample of 64 male and female intermediate and advanced students were randomly selected based on their scores on an OPT test and they were assigned to 4 groups: intermediate and advanced experimental groups and intermediate and advanced control groups. In order to collect the data, a pretest and a posttest as well as a questionnaire were employed. To analyze the data, an ANOVA and a series of Chi-square were run in the study and the findings indicated that the experimental groups using speaking portfolios performed better than the control groups in terms of speaking ability. Moreover, the result shed light on the advantages of speaking portfolios such as self-assessment, peer-feedback, and improvement of speaking skill. This study provides instructors, administrators, and test developers with alternative ways to improve and assess speaking skill through speaking portfolios.</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 Genre-based Approach to Writing in EFL Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 95
Author(s):  
Vu Phi Ho Pham ◽  
Thi Kim Loan Bui
Keyword(s):  
Systemic Functional Linguistics ◽  
Writing Skills ◽  
Teaching Writing ◽  
Microsoft Excel ◽  
Efl Writing ◽  
Efl Learners ◽  
Step Structure ◽  
Writing Course ◽  
Efl Teachers ◽  
Teachers And Students

Writing is a challenging and demanding skill for EFL learners in Vietnam. Teaching writing skills at Vietnamese universities is problematic since different approaches to writing have not been implemented effectively. Mainly, a genre-based approach to writing has not yet been implemented in EFL writing classrooms successfully. This paper investigates how the genre-based writing approach has been taught and learned at Van Lang University. The study mentions some critical notions of systemic functional linguistics, genre-based writing approach, and the importance and effects of genre-based approach to writing. 128 students turned in their midterm essays in week 5 of the 10-week writing course. These 128 expository essays were analyzed and synthesized using Microsoft Excel to calculate the differences in move-step structure. The findings indicated that the students had difficulty following the fixed move-step structure, and they also faced challenges of lexico-grammatical usage for the expository. Hence, the study suggests some implications for applying a genre-based approach to writing for EFL teachers and students and suggests further research.

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 Corpus-Based Versus Traditional Collocation Learning: The Case of Iranian EFL Learners

2016 ◽  
Vol 3 (2) ◽  
pp. 103
Author(s):  
Elham Mohammadi Foomani ◽  
Karim Khalaji
Keyword(s):  
Control Group ◽  
Word Knowledge ◽  
Traditional Methods ◽  
Intermediate Students ◽  
Efl Learners ◽  
Teaching Procedure ◽  
Post Test ◽  
Experimental Group ◽  
Insight Into ◽  
Writing Task

<p>A vital aspect of word knowledge is knowledge of collocations. Regarding its central role in accurate and fluent use of words, it is essential to consider collocation learning as integral to the study of vocabulary. While different methods are proposed for teaching collocations, the efficiency of these methods is yet subject to question. This study sought to investigate the effectiveness of corpus-based learning of verb-noun collocations as opposed to the traditional methods. To this aim Collin Collocation Dictionary was used as a concordancing tool for learning collocations. Forty five upper-intermediate students divided randomly into control and experimental groups were studied. A pre-test was conducted to both groups before the experiment. Next, in 4 subsequent weeks, the experimental group was provided with 24 concordance collocations and was required to identify the collocations and miscollocations while the control group received traditional collocation training through texts. At the end of the teaching procedure a post-test as well as a writing task were administered to compare students’ collocation learning and their accurate application of collocations in the writing task. In a final step, an interview was conducted to gain insight into students’ perceptions of the design. The results indicated the experimental groups’ advantage in collocation acquisition as well as their application in writings. The interview results with seven students indicated their positive perceptions of the corpus-based design despite the reported limitations.</p>

scholarly journals IMPROVEMENT OF WRITING SKILLS USING ACTIVITY BASED METHOD OF LEARNING AT GRADE-VI

2018 ◽  
Vol 57 (1) ◽  
pp. 17-27
Author(s):  
Zahoor Ul-Haq ◽  
Bushra Ahmed Khurram
Keyword(s):  
Writing Skills ◽  
Teaching Writing ◽  
Elementary Level ◽  
Control Group ◽  
Control Groups ◽  
Government School ◽  
Post Test ◽  
Group A ◽  
And Control ◽  
Experimental Group

This study was undertaken to investigate the outcome of using the activity based learning method on the development of writing skills of students of grade 6. The study used pretest post-test equivalent group design. 50 students were randomly selected from a government school as sample for this study. They were divided into experimental and control groups based on the scores they achieved in pre-test. Students in the experimentalgroup received instruction through activity based method of learning. In contrast, the traditional method of teaching writing was used for teaching the control group. A comparison of pre- and post-test scores on writing measure evidenced that the experimental group performed better that the control group on writing post-test. It was concluded that activities helped enhance the writing skills of the experimental group. This finding suggests that students of elementary level should be engaged in activity based learning to enhance their writing skills.

scholarly journals Dictogloss or Processing Instruction: Which Works Better on EFL Learners’ Writing Accuracy?

2021 ◽  
pp. 263-277
Author(s):  
Yasaman Azmoon
Keyword(s):  
Teaching Writing ◽  
Elementary Level ◽  
Instructional Interventions ◽  
Approaches To Teaching ◽  
Processing Instruction ◽  
Focus On Form ◽  
Efl Learners ◽  
The Mean ◽  
Writing Accuracy ◽  
Writing Task

Although many investigations have been carried out into the consequence of applying different approaches to teaching writing, there is still a lack of the empirical comparing research into two influential focus-on-form methods of generating writing accuracy. This study is therefore significant as it is the very first study that compares the relative effects of the two instructional interventions of dictogloss and processing instruction on EFL learners’ writing accuracy. To achieve the abovementioned aim, 56 teenage Iranian participants with elementary level English were homogenized and selected out of 90 learners at a language school, using the results of a piloted sample Key English Test (KET). These participants were randomly divided into two experimental groups with 28 participants in each to practice in one group dictogloss tasks and in the other processing instruction tasks after a pretest. A picture sequence writing task was administered as a posttest at the end of the treatments to both groups. Finally the mean scores of both groups on the posttest were compared through an independent samples t-test. The result rejected the null hypothesis demonstrating that dictogloss could significantly motivate the participants who outperformed the processing instruction group regarding their writing accuracy.

scholarly journals The Effect of Mobile Social Networking as a Supplementary Strategy on EFL Learners’ Writing Ability

2018 ◽  
Vol 7 (2) ◽  
pp. 9
Author(s):  
Sedigheh Talakoub
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Structured Interview ◽  
Writing Ability ◽  
Efl Learners ◽  
Positive Effects ◽  
Mobile Social Networking ◽  
Positive Attitudes ◽  
Post Test ◽  
Experimental Group

The popularity of mobile learning and social networking sites has encouraged second language instructors to integrate these technologies into learners’ curriculum. In this study, the learners were supposed to practice in an online jigsaw writing as an extra-curricular activity. They used their imagination and creativity to depict their thoughts using their previous knowledge. The current research had both a qualitative and quantitative phases. From the quantitative perspective, the effectiveness of mobile social networking on EFL learners’ writing ability was examined statistically. In doing so, 60 EFL learners were divided into the experimental and control groups. The learners of the experimental group were also assigned into three virtual groups in which they could help each other to write a piece of writing on pre-determined topics during twelve sessions. Running the t-test indicated that the students in the experimental group could significantly outperform their counterparts in the post-test. Therefore, it could be claimed that mobile social networking as a supplementary strategy had positive effects on EFL learners’ writing ability. In the qualitative phase of the study, a semi-structured interview was conducted in order to explore learners’ attitudes and beliefs about the experiment they had. The responses to the semi-structured interview also revealed that the learners had positive attitudes towards this online supplementary technology-supported writing. The pedagogical implications of the study were discussed and further suggestions were put forward.  

scholarly journals Iranian EFL Learners` Use of Metadiscourse Markers in Argumentative Writing

2020 ◽  
Vol 3 (3) ◽  
pp. 1353-1362
Author(s):  
Mostafa Rahimi Rad
Keyword(s):  
Social Activity ◽  
Argumentative Writing ◽  
Knowledge Use ◽  
Male And Female ◽  
Writing Ability ◽  
Efl Learners ◽  
Advanced Students ◽  
First Languages ◽  
Post Test ◽  
Different Cultures

This paper is an attempt to investigate the EFL Iranian learners` use of metadiscourse markers in argumentative writing. The participants of the study are 40 students both male and female. To produce the relevant data, participants were given a pretest of writing ability to check their initial knowledge use of metadiscourse markers. Finally, a post test assessing their writing ability with metadiscourse markers was administered. Writing is a social activity and it is supposed as an important factor of literacy in society despite being mastered in English, students from different cultures and with different first languages seem to be different in developing writing texts.  Metadiscourse markers enable the writers to interact with the readers effectively. The findings revealed that both male and female writers employed more interactive markers than interactional markers due to the fact that both genders inserted transition markers frequently to guide readers through the texts. The findings indicated generally that instruction of metadiscourse markers significantly improves EFL learners’ writing ability of advanced students. The Teachers pay more attention to metadiscourse markers in making EFL curricula. Then they ask for the reinforcement of metadiscourse markers through instruction in EFL courses for the improvement of the learners' writing ability.

scholarly journals EFFECTS OF EXTENSIVE READING ON EFL LEARNERS’ WRITING PERFORMANCE

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

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

Sign in / Sign up

Export Citation Format

Share Document