The Comparative Effect of Audio-Taped and Written Homework Feedback on EFL Learners’ Speaking Complexity, Accuracy and Fluency

2021 ◽  
Vol 10 (4) ◽  
pp. 4
Author(s):  
Maryam Mashoura ◽  
Abdollah Baradaran ◽  
Ghassemi Nazanin
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Research Study ◽  
Comparative Effect ◽  
Efl Learners ◽  
Proficiency Level ◽  
Participant Selection ◽  
Dependent Variables ◽  
New Methodologies ◽  
Independent Variable

The main focus of the present study was the comparative effect of two various types of homework and feedback (Audio-Taped Homework Feedback and Written Homework Feedback) on EFL learners’ speaking complexity, accuracy and fluency. Also, there are three dependent variables including Speaking Complexity, Accuracy and Fluency. The study offered the same kind of teaching procedures to 60 female EFL learners, selected from a population of 90 individuals. All have been studying at intermediate level of English learning at the same institute for approximately 3 years. The process of participant selection was based on learners’ performance on a sample piloted test called PET, at Zabansara institution. Indeed, Due to the fact that there is a need to be able to generalize the present study’s findings to similar contexts of learning, the piloted PET test was carried out and general language proficiency level of students was measured meticulously. Moreover, the total number of the present research participants (60) was divided into one experimental groups as Audio-Taped Homework Feedback and one experimental group as Written Homework Feedback. Each individual group consisted of 30 members. 10 sessions of treatment (each 2 hours) were held for both experimental groups. The outlook of the present research study was seen as enhancement of language learners’ Speaking Complexity, Accuracy and Fluency. Hence, two models of Homework (by the participants) and Feedback (by the teacher) were carried out. The present research study included one independent variable with two modalities of Audio-Taped Homework Feedback and Written Homework Feedback. What is more, there are three dependent variables as Speaking Complexity, Accuracy, and Fluency. It is necessary to point it out that a Pre and Posttest of Speaking was administered to all individuals (participants) considering Speaking Complexity, Accuracy, and Fluency. To this end, the statistical analyses were conducted and the obtained results showed a significant influence of Audio-Taped Homework Feedback on the mentioned dependent variables, comparing with Written Homework Feedback. This research study is hoped to increase students’ general language proficiency level along with the focus on new methodologies of assignment/feedback and implementation of the findings as reference in further educational contexts.

scholarly journals EFL Learners’ Learning Styles and Self-regulated Learning: Do Gender and Proficiency Level Matter?

2021 ◽  
Vol 12 (4) ◽  
pp. 616-623
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mohammad Shaker Khoshroudi
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Self Regulation ◽  
Moderator Variable ◽  
Efl Learners ◽  
Self Regulated Learning ◽  
Proficiency Level ◽  
Regulated Learning

The present study attempted to investigate the interdependence of self-regulated learning and language learning styles among three levels of language learners. Their gender and language proficiency level were also taken into consideration to find out the interaction between these variables. To carry out the study, the subject was selected based on the multi-stage sampling procedure. From five universities, 200 EFL learners studying TEFL, Literature, and Translation were randomly selected. Based on their scores on the TOEFL test, the participants were divided into beginner, intermediate, and advanced levels. From each level, 30 subjects were randomly selected. The research instruments were used to collect the required data for the study. After analyzing the data, the results showed a significant relationship between the EFL learners’ learning styles and their self-regulation. It was disclosed that the higher the learners’ scores on language learning styles were, the more self-regulated they were. When gender was taken into account as a moderator variable, no significant correlation between language learners’ learning styles and their gender was detected. It was found that both male and female learners were self-regulated in the same way. In addition, EFL learners’ proficiency level significantly made a difference in their self-regulation; however, it did not affect their learning styles.

Exploring The Complexity Of Classroom Tasks For Language Learning

2008 ◽  
Vol 80 ◽  
pp. 42-47
Author(s):  
Kris Van den Branden
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Task Complexity ◽  
Real Life ◽  
Negotiation Process ◽  
Shared Knowledge ◽  
Multiple Dimensions ◽  
The Social ◽  
Dependent Variables

In task-based language teaching (TBLT), defining and manipulating the complexity of language tasks has been claimed to be of crucial importance, in view of sequencing tasks in a task-based syllabus, manipulating tasks to meet specific learners' needs, and assessing language learners' current level of language proficiency. The theoretical literature and empirical research on task complexity has recendy expanded, but much of this work fails to take into account the multiple dimensions that affect task complexity. For one, in authentic, truly functional task performance, key features of the social setting in which tasks are performed, and interlocutor-dependent variables (such as their shared knowledge and experiences) influence actual task complexity. Since in real life interlocutors reinterpret tasks to suit their own needs, motivations and purposes, and dynamically tune the complexity of their performance to the ongoing conversation and negotiation process, predictions about task complexity cannot be as accurate as some applied linguists claim they should be.

scholarly journals The Comparative Effect of Teaching Concept Mapping in Reading on Extrovert and Introvert EFL Learners' Self-Regulation

2017 ◽  
Vol 6 (5) ◽  
pp. 161
Author(s):  
Mania Nosratinia ◽  
Fatemeh Abbasi
Keyword(s):  
Concept Mapping ◽  
Language Proficiency ◽  
English Language ◽  
Self Regulation ◽  
English Language Proficiency ◽  
Efl Learners ◽  
Proficiency Level ◽  
Teaching Concept ◽  
Efl Teachers ◽  
Pre Treatment

The present study attempted to compare the effect of teaching concept mapping in reading on extrovert and introvert English as a Foreign Language (EFL) learners' Self-Regulation (SR). The participants were 60 female EFL learners at the intermediate level of English language proficiency, between 18 and 20 (Mage = 19). The Preliminary English Test was employed in order to select homogeneous participants in terms of English language proficiency level, followed by administering Eysenck's Personality Inventory (1985). The language-wise homogeneous introvert (n = 30) and extrovert (n = 30) participants were assigned randomly into two experimental groups of 30. To identify the pre-treatment and post-treatment levels of participants' SR, the Motivated Strategies for Learning Questionnaire (1991) was administered twice. The two groups were instructed using the same material and implementing Harris and Graham’s (1996) concept mapping instruction model. The analysis of the scores using an Independent-Samples t-Test revealed that extrovert participants exhibited a significantly higher SR level as a result of being exposed to concept mapping. The study concludes with a discussion on the obtained results and the probable reasons leading to them, followed by presenting some implications for EFL teachers, learners, and syllabus designers. 

scholarly journals A Descriptive Study of Life Syllabus in Assessing Proficiency Level and Collocational Categories of Iranian EFL Learners

2018 ◽  
Vol 8 (3) ◽  
pp. 354
Author(s):  
Mustapha Hajebi
Keyword(s):  
Language Learners ◽  
Descriptive Study ◽  
Advanced Learners ◽  
Efl Learners ◽  
Proficiency Level ◽  
Compelling Reason ◽  
Advanced Proficiency

This research is done to prove the effect of life syllabus in assessing proficiency level and collocational categories of Iranian EFL learners. To this end, four hundred and twenty EFL learners from Yazd and Shiraz universities were selected. They were in intermediate and advanced proficiency groups. The participants were assigned into three groups of one hundred and forty learners and took each of the tests separately. The result appeared to manifest that learners’ perception improve by advanced learners who received life syllabus instructions. It also yielded compelling reason to argue that advanced participants based on life syllabus performed more efficiently compared to their intermediate peers and indicated more collocational competence. The study suggested important implications for language learners, EFL instructors and materials developers.

scholarly journals Scope of Cooperative Learning (CL) Strategies in Teaching English to Saudi Adult EFL Learners: A Study of Practical Barriers and Possible Implications

2017 ◽  
Vol 6 (7) ◽  
pp. 110 ◽  
Author(s):  
Muhammad Ishtiaq ◽  
Muhammad Sabboor Hussain
Keyword(s):  
Saudi Arabia ◽  
Cooperative Learning ◽  
Language Proficiency ◽  
Educational Administration ◽  
English Language ◽  
English Language Teaching ◽  
Teaching English ◽  
Efl Learners ◽  
Proficiency Level ◽  
Efl Teachers

This study aims at investigating the teachers’ practices and perceptions in teaching English in Saudi Arabia by viewing their stance on Cooperative Learning (CL) — an innovative teaching approach proposed to raise the language proficiency level of adult EFL learners. The study has been conducted in Qassim University, Saudi Arabia—a vibrant and flourishing EFL context. A quantitative tool (a questionnaire) has been used to collect data and to serve qualitative purposes. It reports 80 EFL teachers’ (40 males and 40 females) perceptions about CL using a 17-items comprehensive survey covering all the possible barriers in the way of implementing CL strategies in EFL classes. The survey items also explore how the EFL teachers in Saudi Arabia foresee the implications of making such an innovative move in their classes. The responses have been analyzed on a 5-point Likert scale which ranges from strongly disagree-disagree-neutral-agree-strongly agree. Major findings are that CL strategies have practical barriers but their implications are far more positive. The barriers are mainly due to the wrong learning habits of the adult EFL learners in Qassim University and lack of will and vision of the educational administration. The study recommends that CL strategies need to be given due consideration and support by the administrators and policy makers to raise the proficiency level of adult EFL learners. The study also allays the misconception that majority of the practitioners in English language teaching field are not ready to practice and implement CL strategies in their classes.

scholarly journals The Effect Of Viewing Subtitled Videos On Vocabulary Learning

2010 ◽  
Vol 7 (9) ◽  
Author(s):  
Madhubala Bava Harji ◽  
Peter Charles Woods ◽  
Zhinoos Kamal Alavi
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Vocabulary Learning ◽  
Instructional Video ◽  
Specific Test ◽  
Efl Learners ◽  
Treatment Groups ◽  
Second Language Development ◽  
Proficiency Level ◽  
The Mean

Second language development could be achieved through various teaching or learning processes; however, employing multimedia has recently intruded the process in easing or complicating manners. This study has focused on the effectiveness of English subtitles on the EFL learner’s vocabulary learning. The participants were 92 Iranian degree university students studying Translation at Islamic Azad University of Mashhad, Iran. Having set two homogenized groups on the basis of their English language proficiency level, each was randomly assigned to be control and treatment groups. They were given two different instructions, one practicing instructional video episodes with subtitles and the other without subtitles. Their vocabulary learning was tested by a Content Specific Test (CST). The mean scores of the two groups were compared through a t-test. The findings illustrated that participants viewing the videos with subtitles could obtain a significantly higher mean score of the CST vocabulary tests than that of the ones who viewed the videos without subtitles. The findings of this research can get educators well informed of the effectiveness of subtitles on EFL learners’ better vocabulary learning.

scholarly journals Exploring Gender-based Language Identity Among Iranian EFL Learners

2017 ◽  
Vol 6 (4) ◽  
pp. 70
Author(s):  
Hossein Khodabakhshzadeh ◽  
Mansooreh Hosseinnia ◽  
Fatemeh Ahmadi
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
American English ◽  
Male And Female ◽  
Efl Learners ◽  
Language Identity ◽  
Australian English ◽  
Gender Based

The purpose of this study is examining the language identity among male and female language learners in Iran. 1268 English language learners from different parts of the country from different ages and Iranian ethnicity and English language proficiency levels participated in this research. Validated and reliable scales of measuring language identity was used. The results of this study revealed that male and female English language learners are significantly different in their language identity and Iranian English language learners are in a moderate level of language identity. Moreover, the majority of the participants in each gender (male: 35.52%, and female: 50.88%) chosen American English as their favorite pronunciation kind, females (41.04) prefer Persian English more than males (20.94), and the lowest percent among male learners is related to Australian English (7.05) and among female learners is related to Canadian (1.54). 

scholarly journals THE INVESTIGATION OF PRODUCTIVE AND RECEPTIVE COMPETENCE IN V+N AND ADJ+N COLLOCATIONS AMONG INDONESIAN EFL LEARNERS

2017 ◽  
Vol 7 (1) ◽  
pp. 189
Author(s):  
Saudin Saudin ◽  
Iis Sulyaningsih ◽  
Lina Meilinda
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
English Learners ◽  
Native Speakers ◽  
Test Model ◽  
Efl Learners ◽  
Lexical Cohesion ◽  
Foreign Language Learners ◽  
Important Sign

The important role of collocation in learners’ language proficiency has been acknowledged widely. In Systemic Functional Linguistics (SFL), collocation is known as one prominent member of the super-ordinate lexical cohesion, which contributes significantly to the textual coherence, together with grammatical cohesion and structural cohesion (Halliday & Hasan, 1985). Collocation is also viewed as the hallmark of truly advanced English learners since the higher the learners’ proficiency is, the more they tend to use collocation (Bazzaz & Samad, 2011; Hsu, 2007; Zhang, 1993). Further, knowledge of collocation is regarded as part of the native speakers’ communicative competence (Bazzaz & Samad, 2011); and lack of the knowledge is the most important sign of foreignness among foreign language learners (McArthur, 1992; McCarthy, 1990). Taking the importance of collocation into account, this study is aimed to shed light on Indonesian EFL learners’ levels of collocational competence. In the study, the collocational competence is restricted to v+n and adj+n of collocation but broken down into productive and receptive competence, about which little work has been done (Henriksen, 2013). For this purpose, 49 second-year students of an English department in a state polytechnic were chosen as the subjects. Two sets of tests (filling in the blanks and multiple-choice) were administered to obtain the data of the subjects’ levels of productive and receptive competence and to gain information of which type was more problematic for the learners. The test instruments were designed by referring to Brashi’s (2006) test model, and Koya’s (2003). In the analysis of the data, interpretive-qualitative method was used primarily to obtain broad explanatory information. The data analysis showed that the scores of productive competence were lower than those of receptive competence in both v+n and adj+n collocation. The analysis also revealed that the scores of productive and receptive competence in v+n collocation were higher than those of productive and receptive competence in adj+n collocation. The finding comes as a surprise since it turns out adj+n collocation is more problematic than v+n collocation both productively and receptively. Much research, by contrast, has reported that mistakes in v+n collocation are typical (Al-Zahrani, 1998; Nesselhauf, 2003; Liu, 1999; Sun, 2004). A conclusion has even been drawn that “v+n collocation is more difficult than adj+n collocation” (Kuo, 2009, p. 148). Though more studies are needed to support its finding, this research suggests the type of collocation deserve to get more attention from researchers.

scholarly journals The Role of Traditional and Virtual Scaffolding in Developing Speaking Ability of Iranian EFL Learners

2016 ◽  
Vol 6 (2) ◽  
pp. 43
Author(s):  
Seyyed Hassan Mirahmadi ◽  
Sayyed Mohammad Alavi
Keyword(s):  
Language Learners ◽  
Placement Test ◽  
Efl Learners ◽  
Proficiency Level ◽  
Efl Students ◽  
Convenience Sampling ◽  
Spss Software

<p>The present study attempted to investigate the effect of the four scaffolding techniques, namely Hard, Soft (Saye &amp; Brush, 2002), Reciprocal (Holton &amp; Clarke, 2006), and Virtual (Yelland &amp; Masters, 2007), on the speaking ability of the Iranian EFL language learners and their fluency, lexicon, grammar and pronunciation. To this end, the four scaffolding techniques were classified into the two groups of Traditional (Hard, Soft and Reciprocal) and technology-mediated (Virtual). 120 Maritime students at Kharg Azad University (IAU-Kharg) were selected as participants based on convenience sampling. At the onset, an Oxford Placement Test was given to the students to place them in the same proficiency level, Intermediate. 10 students were found as outliers who remained as intact members of the groups throughout the study. Eventually, the 110 homogeneous students were randomly assigned to the four scaffolding groups. A pretest of speaking ability was run to the students prior to the scaffolding treatments lasting for 8 weeks (16 sessions). After the treatments, the students completed a posttest of speaking. Having analyzed the data through SPSS software, it was found that under the influence of the four scaffoldings, not only did the Iranian EFL students outperformed in the posttest of speaking, but they also showed a significant improvement in their fluency, grammar, lexicon, and pronunciation. Thus, the findings of this current study extended earlier understandings of scaffolding in an EFL environment and will contribute to the advancement of future courses in terms of their scaffolding pedagogical aspects.</p>

Strategy Use by English-Major Jordanian Undergraduates

2010 ◽  
Vol 27 (1) ◽  
pp. 31-40 ◽  
Author(s):  
Yousef M. Al-Shaboul ◽  
Sahail M. Asassfeh ◽  
Sabri S. Alshboul
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Language Proficiency ◽  
Metacognitive Strategies ◽  
Strategy Use ◽  
Proficiency Level ◽  
English Major ◽  
Strategy Types ◽  
The Impact

AbstractResearch suggests that gender and perceived language proficiency level are among the factors that may impact the strategies language learners use. This study explored the impact of these variables on learning strategies used by 111 English-major Jordanian students. The instrument was Oxford's (1990) Strategy Inventory for Language Learning (SILL). The study revealed that females opt to use strategies more frequently than males. Results also showed that the higher the proficiency level, the more frequent the strategy use. Metacognitive strategies were the most prevalent among the different strategy types whereas memory strategies were the least deployed. These findings are discussed and implications are outlined.

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