scholarly journals The Impact of Planning on Accuracy and Complexity in Oral Production of Male and Female English as a Foreign Language (EFL) Learners

2013 ◽  
Vol 2 (2) ◽  
pp. 25-32 ◽  
Author(s):  
Morteza Bagheri ◽  
Atefeh Hamrang
Keyword(s):  
Foreign Language ◽  
Male And Female ◽  
Efl Learners ◽  
Oral Production ◽  
The Impact

An exploration of target L2 morphemes in the oral production of young EFL learners in Croatia

2020 ◽  
Author(s):  
Jelena O'Reilly ◽  
Eva Jakupčević
Keyword(s):  
Foreign Language ◽  
Research Area ◽  
Simple Construction ◽  
L2 Acquisition ◽  
Efl Learners ◽  
Oral Production ◽  
The Past ◽  
Base Form ◽  
Production Study ◽  
Efl Students

Although the second language (L2) acquisition of morphology by late L2 learners has been a popular research area over the past decades, comparatively little is known about the acquisition and development of morphology in children who learn English as a foreign language (EFL). Therefore, the current study presents the findings from a longitudinal oral production study with 9/10-year-old L1 Croatian EFL students who were followed up at the age of 11/12. Our results are largely in line with the limited research so far in this area: young EFL learners have few issues using the be copula and, eventually, the irregular past simple forms, but had considerable problems with accurately supplying the 3rd person singular -s at both data collection points. We also observed a be + base form structure, especially at the earlier stage, which appears to be an emergent past simple construction.

N-gram use in EFL learners’ retelling and monologic tasks

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Xiaopeng Zhang ◽  
Baoshan Zhao ◽  
Wenwen Li
Keyword(s):  
Foreign Language ◽  
Association Strength ◽  
College Level ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Oral Production ◽  
Speaking Proficiency ◽  
N Gram

Abstract This study examined n-gram use in oral production by Chinese college-level English as a foreign language (EFL) learners at four distinct proficiency levels. Thirty indices regarding range, frequency, and association strength of bi- and tri-grams obtained from retelling and monologic samples were analyzed. Results suggest that, i) the four proficiency levels differed in measures for frequency and association strength of bi- and tri-grams, ii) academic bi- and tri-gram proportions and association strength (captured by MI- and t-scores) were predictive of EFL speaking proficiency for both the retelling and monologic samples but the effects were small, and iii) EFL learners used more well-attested bi- and tri-grams in monologues than in retelling, demonstrating that higher rated samples tended to contain more strongly-associated bi- and tri-grams, a greater proportion of frequent attested academic tri-grams, and that EFL n-gram use was task-sensitive. These findings help enrich our understanding on EFL development of multi-word sequences and have potentially useful implications for EFL pedagogy.

scholarly journals Effects of Bilingualism on Reading Fluency: An Analysis of Pausing Patterns of Iranian Learners of English as a Third Language

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Zahra Banitalebi ◽  
Ali Akbar Jabbari ◽  
Shouket Ahmad Tilwani ◽  
Mohammad Hasan Razmi
Keyword(s):  
Foreign Language ◽  
Reading Fluency ◽  
English Language ◽  
Oral Proficiency ◽  
Bilingual Learners ◽  
Male And Female ◽  
Efl Learners ◽  
Third Language ◽  
English Reading ◽  
Significant Difference

Fluency is one of the most important components of oral proficiency, which can be affected by a number of variables including frequency, duration, and place of pause phenomena. The present study aimed at investigating the effect of bilingualism on learning a foreign language from the angle of fluency and pausing patterns by comparing the pausing patterns of monolingual (Persian speakers) and bilingual (Iranian Turkish speakers; L1: Turkish and L2: Persian) EFL learners. To this end, a sample of 40 male and female advanced EFL learners were selected from Yazd University and several English-language institutes. An English reading passage test was used to measure students’ fluency in terms of their pausing patterns in prepared mode of speech. As learners started to read the passage, their speeches were recorded. The collected data were analyzed by Praat software. The statistical analyses revealed a significant difference between monolingual and bilingual learners in the frequency, duration, and placement of the pauses they had produced while they were reading the English passage. The results showed that bilingual learners outperformed monolingual participants, suggesting the superiority of bilinguals in their pausing patterns. The implications are discussed.

scholarly journals The Impact of Strategic Notetaking on EFL learners’ Academic Performance in Jordan

2020 ◽  
Vol 9 (1) ◽  
pp. 249
Author(s):  
Ibrahim F. F. Almaagbh
Keyword(s):  
Academic Performance ◽  
Foreign Language ◽  
Positive Impact ◽  
Note Taking ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Descriptive Research ◽  
The Social ◽  
Independent Variable ◽  
The Impact

This study investigates the impact of strategic notetaking on English as Foreign Language (EFL) learners’ academic performance among university students in Jordan. Thus, we hypothesized that there is a significant and positive impact of strategic note-taking on EFL learners’ academic performance. To confirm this hypothesis, descriptive research design was applied in this study. 384 (three hundred and eighty-four) respondents were randomly selected from the four public universities in Jordan. This study adapted instruments which include strategic note taking and students’ academic performance measurement items and the data obtained was analysed through Statistical Package for the Social Science (SPSS-22). The result showed that the strategic note taking (i.e. independent variable) has significant effects on EFL learners’ academic performance (R2 =.919). Moreover, the strategic notetaking made the significant contribution (Beta= .449; t= 18.714; P <0.05) to the prediction of EFL learners’ academic performance. In line with the findings, this study emphasised and explained the impact of strategic notetaking and how to improve EFL learners’ level of notetaking for better academic performance in Jordan.

The impact of self-perception on Iranian EFL learners' oral communication

2015 ◽  
Vol 5 (2) ◽  
pp. 171
Author(s):  
Ali Soltani ◽  
Mohsen Ghafari
Keyword(s):  
Data Analysis ◽  
Communication Skills ◽  
Communication Strategies ◽  
Oral Communication ◽  
Strong Positive Correlation ◽  
Self Perception ◽  
Male And Female ◽  
Efl Learners ◽  
Efl Students ◽  
The Impact

This study investigates the probable relationship between Iranian EFL learners' self-perception and assertiveness and their oral communication skills. A sample of 80 male and female Iranian EFL students participated in this study. The participants were initially required to complete Belbin's self-perception questionnaire, they were then asked to complete Oral Communication Strategies Inventory (OCSI). The results of the data analysis indicated that there was a strong positive correlation between the two variables and thus the higher the level of self-perception and assertiveness, the higher the level of communication will be. Keywords: Communication Strategies, Self-perception, Assertiveness.

scholarly journals Subtitling, Working Memory, and L2 Learning: A Correlational Study

2018 ◽  
Vol 18 (3) ◽  
pp. 665-696 ◽  
Author(s):  
Rafael Matielo ◽  
Roberta Pires de Oliveira ◽  
Luciane Baretta
Keyword(s):  
Working Memory ◽  
Foreign Language ◽  
Test Performance ◽  
Control Group ◽  
Vocabulary Test ◽  
Experimental Conditions ◽  
Efl Learners ◽  
L2 Vocabulary ◽  
The Impact ◽  
Processing Mechanisms

ABSTRACT This study investigates the impact of intralingual and interlingual subtitles on Brazilian English as a Foreign Language (EFL) learners as a result of their processing of a North-American sitcom. More specifically, it examines whether subtitling interacts with one’s individual differences, working memory (WM) as the case in point. Thirty-six intermediate-level EFL learners were evenly divided into two experimental groups (intralingual subtitles and interlingual subtitles) and one control group (no subtitles). Participants’ performance was measured based on an L2 video comprehension test and an L2 vocabulary test. Participants’ performance was correlated with their scores on two WM tests. The results obtained revealed that both participants’ L2 video comprehension, as well as their L2 vocabulary test performance, did not significantly interact with their WM capacity under any of the experimental conditions. These results are discussed in light of the possible processing mechanisms employed by the participants that may account for the lack of statistically significant correlations found.

Comparing the Impact of Divergent and Convergent Tasks on Extrovert and Introvert EFL Learners’ Writing Performance

2016 ◽  
Vol 6 (6) ◽  
pp. 1305
Author(s):  
Mania Nosratinia ◽  
Kolsum Kounani
Keyword(s):  
Foreign Language ◽  
Analysis Of Variance ◽  
Personality Inventory ◽  
Entry And Exit ◽  
Comparative Effect ◽  
Writing Performance ◽  
Writing Ability ◽  
Efl Learners ◽  
The Impact ◽  
Persian Translation

The present study attempted to study the comparative effect of convergent and divergent tasks on introvert and extrovert English as a Foreign Language (EFL) learners’ writing ability. 120 homogeneous EFL learners between 20 to 28 years old (Mage = 24), including 60 extroverts and 60 introverts, were selected as the participants of this study; they were assigned into 4 groups. In order to categorize the participants as introverts and extroverts, the Persian translation of Eysenck and Eysenck’s (1985) Personality Inventory was employed. A number of PET tests by Quintana (2004) were piloted and employed for selecting homogenous individuals and testing participants’ entry and exit writing performances. Running a two-way analysis of variance (ANOVA) revealed that there were not significant differences between the extrovert and introvert participants' means on the posttest of writing (F (1, 116) = 3.67, p =.058, η2 = .031). It was also concluded that the divergent group had a significant but moderately higher mean on the posttest of writing than the convergent group (F (1, 116) = 16.32, p =.000, η2 = .12). The significance of divergent tasks over convergent tasks among introvert and extrovert participants was also confirmed through running 3 independent samples t-tests.

scholarly journals The Impact of Vocabulary Enhancement Activities on Vocabulary Acquisition and Retention among Male and Female EFL Learners in Iran

2014 ◽  
Vol 7 (4) ◽  
Author(s):  
Maryam Sharafi-Nejad ◽  
Shohreh Raftari ◽  
Maryam Bijami ◽  
Zahra Khavari ◽  
Shaik Abdul Malik Mohamed Ismail ◽  
...  
Keyword(s):  
Vocabulary Acquisition ◽  
Male And Female ◽  
Efl Learners ◽  
The Impact
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