scholarly journals The Effects of Using Podcast on Listening Comprehension among Iranian Pre-intermediate EFL Learners

2017 ◽  
Vol 6 (6) ◽  
pp. 57 ◽  
Author(s):  
Islam NamazianDost ◽  
Ghassem Bohloulzadeh ◽  
Rezvan Rahmatollahi
Keyword(s):  
Listening Comprehension ◽  
Placement Test ◽  
Control Group ◽  
Homogeneity Test ◽  
Efl Learners ◽  
English Classes ◽  
Post Test ◽  
Listening Ability ◽  
Experimental Group ◽  
Better Than

The purpose of the present study was to explore the effects of using podcast on listening comprehension among Iranian pre-intermediate EFL learners. To fulfill the objectives of the study a Homogeneity test (Oxford Quick Placement Test) was administered among 90 students at the pre-intermediate level of Poyesh language Institute and finally 60 participants were selected. Then, they were non-randomly divided into two sub­groups, namely control and experimental groups.  Before starting the treatment, a validated teacher-made listening comprehension test was administered to students as pre-test to assess the participants' listening comprehension at the beginning of the course. Then, the experimental group received the treatment, which was teaching listening comprehension through using podcasts while the control group was taught using traditional methods of teaching listening with no multimedia source. After 20 sessions of treatment, the two groups were administered the same teacher-made listening test as post-test. Data were analyzed by Paired and Independent Samples t-­test. The findings showed that the experimental group significantly performed better than the control group. Generally, the experimental groups outperformed the control groups. The results suggest that podcasts can be used in English classes to develop listening ability among Iranian EFL learners.

scholarly journals Partial Dictation vs. Dictogloss Effect on Listening Comprehension of Iranian EFL Learners

2020 ◽  
Vol 10 (4) ◽  
pp. 240-256
Author(s):  
Bahram Mowlaie ◽  
Milad Abdolmajid ◽  
Ali Rahimi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Vital Role ◽  
Control Group ◽  
Homogeneity Test ◽  
Efl Learners ◽  
Instructional Activity ◽  
Post Test ◽  
Experimental Group

The unique characteristics of the listening skill and the vital role they play in language learning and communication do not receive the attention they deserve and the situation is worsened in EFL contexts due to lack of communication in everyday context.  Given this, the present study was an attempt to empirically investigate if partial dictation versus dictogloss had any significant effect on listening comprehension of Iranian EFL learners. To this end, 60 male EFL learners were selected via double sampling and, after taking homogeneity test and listening pre-test, they were randomly assigned to two experimental groups (partial dictation versus dictogloss) and a control group. The first experimental group was exposed to dictogloss, while the second experimental group was exposed to partial diction. The control group underwent the mainstream usual classroom activities. After the treatment which took one hour each session for seven sessions, a listening post-test was given to all groups. The thorough analysis of data using paired sample t-test indicated that partial dictation group slightly outperformed the dictogloss group in the listening post-test and both experimental groups significantly outperformed the control group in the listening test. The result can have implications for learners, teachers, and material developers in all second and, especially, foreign language contexts where listening comprehension does not receive the attention it deserves and this, in turns, deprives EFL learners of viable sources of input. It is recommended that dictation in either partial format or dictogloss become an instructional activity in English classes because of its usefulness in improving listening comprehension and, more importantly, because of its practicality which is an important concern in many language learning contexts.  Key words: Dictogloss; English as a Foreign Language, Listening Comprehension; Partial Dictation 

scholarly journals Using Podcasts to Improve Second Language Comprehension in Iranian Language Classrooms

2016 ◽  
Vol 6 (2) ◽  
pp. 24
Author(s):  
Mohammad Davoudi ◽  
Mojtaba Rezaei
Keyword(s):  
Language Comprehension ◽  
Good Method ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Significant Difference ◽  
Language Classrooms ◽  
Post Test ◽  
Experimental Group ◽  
Transcript File

<p>The present study aims at investigating the influence of podcasts (POD) on language comprehension of Iranian pre-intermediate EFL learners. An Oxford Placement Test (OPT) was administered to 60 male and female university students. The participants were considered as pre-intermediate learners and were divided into two groups (one experimental group and one control group). During the fifteen sessions of the treatment, thirty podcasts were presented to the two groups. The experimental group received just the audio file of the POD, and the control group received a different treatment which was the transcript file of the same audio podcast file of the experimental group. The results of the t-tests revealed that there was no significant difference in language comprehension scores across the posttest between two groups. Based on the interview results after the post-test, all of the participants (100%) agreed that both audio and the transcripts (written texts) were useful for them and claimed that it is a good method of improving language comprehension.</p>

scholarly journals The Effect of Using Approximation and Appealing for Help Techniques on Learning Speaking Skill among Iranian Intermediate EFL Learners

2017 ◽  
Vol 8 (6) ◽  
pp. 1195
Author(s):  
Islam NamazianDoost ◽  
Asadallah Hashemifardnya ◽  
Nasrin Panahi
Keyword(s):  
Target Population ◽  
Role Playing ◽  
Control Group ◽  
Efl Learners ◽  
Post Test ◽  
Speaking Skill ◽  
Post Hoc ◽  
And Control ◽  
Experimental Group ◽  
Better Than

This study examined the effects of using approximation and appealing for the help techniques on learning speaking skill among Iranian intermediate EFL learners. First sixteen participants out of 120 were chosen for the target population. The participants were then randomly assigned to three equal groups- two experimental groups and one control group. The groups were pretested by a speaking pre-test. Regarding the treatment, the experimental groups were taught by using the communicative approach techniques including approximation and appealing for the help. One experimental group received instruction on how to appeal for the help if their competence cannot come up with the exact word. The other experimental group received instruction on how to compensate failure in conversation by using approximate words. For example, in case of forgetting the exact word they used an approximate word or phrase like using "boat" instead of "ship" or "pipe" for "water pipe". However, the participants in the control group received traditional activities in learning speaking such as question and answer, topic discussion, dialogs and role playing. The treatment took 10 sessions of 45 minutes each under the guidance of the supervisor. Then, the control group and the experimental groups took the post-test of pet. After collecting the data, they were analyzed through using One-way Anova and Post-hoc Scheffe Test- Multiple Comparisons. The findings showed that both experimental groups outperformed than the control group. The results showed that those students who received appealing for the help treatment were better than approximation group and control group.

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 Effect of Task-Based Listening Activities on the Listening Comprehension: A Case of Iranian IELTS Candidates

2018 ◽  
Vol 7 (5) ◽  
pp. 34
Author(s):  
Omid Ostad ◽  
Mohammad Tarang ◽  
Hamed Abbasi Mojdehi
Keyword(s):  
Listening Comprehension ◽  
Teaching Practice ◽  
Placement Test ◽  
Control Group ◽  
Traditional Practice ◽  
Listening Skill ◽  
Post Test ◽  
Sample Test ◽  
Female Aging ◽  
Experimental Group

Listening skill has always been somehow a neglected area in the English teaching practice. Using contemporary ways, such as applying task-based instructions and activities in the classrooms, is proven to be helpful (Cubillo and Brenes, 2009; Nunan, 1999). The present study aimed at exploring task-based listening activities and their role on improving the listening comprehension of Iranian IELTS candidates. To this end, 40 learners (14 male and 26 female, aging 21 to 43) in IELTS preparation courses were selected form Sama IELTS Centre in Rasht, Iran. After Oxford Placement Test (OPT), the participants were randomly divided into two parallel classes (20 in each). Both groups took a sample of IELTS listening test, which comprised of 40 items in four sections as the pre-test, and another sample test at the end of the study, as the post-test. Accordingly, the experimental group received the treatment (task-based listening activities). The control group, on the other hand received the placebo, i.e. the traditional practice of re-listening, pausing, and answering the questions. The statistical analyses of the results revealed that the experimental group had outperformed the control group in the posttest.

scholarly journals THE EFFECTS OF TYPES OF ORAL TEXTS’ GENRES ON THE IRANIAN EFL LEARNERS’ LISTENING COMPREHENSION

2017 ◽  
Vol 6 (1) ◽  
pp. 97-106
Author(s):  
Khalil Motalebzadeh ◽  
Abdolghafour Bejarzehi ◽  
Hossein Sheikhzadeh
Keyword(s):  
Listening Comprehension ◽  
Sampling Procedure ◽  
Placement Test ◽  
Control Group ◽  
Ordinary People ◽  
Male And Female ◽  
Homogeneous Groups ◽  
Efl Learners ◽  
Efl Students ◽  
Experimental Group

This study aims at investigating the effects of types of oral texts’ genres on listening comprehension of Iranian EFL learners. The participants of the study were 65 male and female EFL students which all of them from Issar institute in Nikshahr and Chabahar. In order to have homogeneous groups and real-intermediate level students, the first part of the Oxford Placement Test (OPT) containing 40 questions was performed. After the sampling procedure, the pretest was performed and then students were randomly assigned to two groups of control and experimental. The experimental group received a course encompassing the instruction of generic features including news with two genres, political and economic, for twenty sessions of instruction. The subjects in the control group listened to some pieces of news (without any specific generic features, mostly reports with ordinary people about routines). The results showed the experimental group had a better performance on the listening comprehension posttest.

scholarly journals Enhancing Iranian EFL learners’ speaking fluency through using task-based activities

2019 ◽  
Vol 9 (1) ◽  
pp. 24-32 ◽  
Author(s):  
Arash Hashemifardnia ◽  
Hosna Rasooyar ◽  
Mehrdad Sepehri
Keyword(s):  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
The Third ◽  
Post Test ◽  
Based Instruction ◽  
Task Based Instruction ◽  
And Control ◽  
Experimental Group ◽  
Fluency Task

This study examined the effects of task-based activities on Iranian EFL learners’ speaking fluency. For this study, 50 Iranian participants were selected from students based on Oxford Quick Placement Test. The selected intermediate participants were then randomly divided into two equal groups: experimental and control. After a pre-test, a treatment was started; in the first session of the treatment, the task of ‘buying’ was given to the participants to be performed in a near authentic context. In the second, the third and the fourth sessions of the treatment, the task of ‘ordering food’, ‘ordering a bus ticket’ and ‘visiting a doctor’ were given to the participants, respectively. The control group did not receive task-based instruction. At the end of the experiment, a post-test for finding their speaking fluency was done. The findings revealed that the experimental group significantly outperformed the control group (p < 0.05). Keywords: Iranian EFL learners, speaking fluency, task-based speaking activities

scholarly journals Incorporating Humor to Develop EFL Learner's Speaking Ability and Willingness to Communicate

2018 ◽  
Vol 9 (1) ◽  
pp. 205 ◽  
Author(s):  
Ali Akbar Khomeyjani Farahani ◽  
Zahra Abdollahi
Keyword(s):  
Willingness To Communicate ◽  
Placement Test ◽  
Control Group ◽  
Homogeneity Test ◽  
Intact Group ◽  
Significant Difference ◽  
Post Test ◽  
English Speaking ◽  
Ability And Willingness ◽  
Experimental Group

The present research attempted at finding out whether using humor techniques in the classroom is effective in developing EFL learner`s speaking ability, and second to investigate the effectiveness of these techniques in developing EFL learner`s willingness to communicate. For reaching the aims of this study, Iranian adult intermediate EFL learners were chosen based on intact group sampling. First, all the participants took The Oxford Placement test as a homogeneity test. Then, a speaking ability and willingness to communicate pre-test was administered to measure the participants’ initial level of speaking ability and willingness to communicate. After that, when the experimental group learnt the speaking ability using humor techniques, the control group just experienced their routine method of teaching. After conducting 8 sessions of the course treatment, a post-test with the same content as the pre-test was conducted one by one for all the participants in order to measure their achievement in English speaking ability. For data analysis, SPSS software was used to run independent samples t-test to make comparisons between the experimental and the control groups’ test scores. The results indicated that there is a significant difference in level of 95% certainty in terms of speaking ability and 99% certainty in terms of willingness to communicate between the learners’ scores in experimental group which incorporate techniques of humor in EFL classrooms and the learners of the control group.

scholarly journals The Impact of Flipped Classroom Instruction on Iranian Upper-Intermediate EFL Learners' Writing Skill

2019 ◽  
pp. 164-172 ◽  
Author(s):  
Parisa Abedi ◽  
Ehsan Namaziandost ◽  
Samira Akbari
Keyword(s):  
Flipped Classroom ◽  
Classroom Instruction ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Significant Difference ◽  
Writing Skill ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

This study attempted to examine the effects of flipped classroom instruction on Iranian EFL learners’ writing skill. To fulfill the objective of the study, 48 Iranian upper-intermediate participants were selected through administrating the Oxford Quick Placement Test (OQPT). Then, they were divided into two groups; one experimental group and one control group. Then, both groups were pretested by a writing test. After that, the researcher put the participants of the experimental group in a flipped classroom. The flipped classroom was equipped with Internet, computer and projector and participants in this classroom were allowed to bring their Smartphones to the classroom and use them during learning. The control group was exposed to traditional instruction in the class. This procedure continued till the last session. The results of independent samples t-test and one-way ANCOCA revealed that the experimental group outperformed the control group on the post-test. In addition, the results showed that there was a significant difference between the performances of the experimental group and the control group on the post-test.

scholarly journals The Effect of Two Pre- task Activities: Pre- taught Vocabulary and Brainstorming on Intermediate EFL Learners’ Reading Comprehension

2017 ◽  
Vol 7 (1) ◽  
pp. 86
Author(s):  
Masoud Khalili Sabet ◽  
Abdorreza Tahriri ◽  
Somayeh Rostami Shirkoohi
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Placement Test ◽  
Control Group ◽  
Attitude Questionnaire ◽  
Intermediate Students ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Post Test ◽  
Experimental Group

The primary purpose of the present study was to investigate the effectiveness of two pre- task activities of reading: pre- taught vocabulary and brainstorming in EFL learners’ reading comprehending.  To this end, three intact classes in a private English Institute in Tehran, were selected from a population of 60 English learners.  Based on their scores on Oxford Placement Test (OPT), the students were randomly assigned into two experimental groups and one control group and a pre-test was run at the beginning of the course. At outset of the course a pre- test was run among three groups.  The researcher instructed the experimental groups in 16 weeks, one session a week and lasting 40 minutes in each session. The first experimental group benefited from pre- taught vocabulary, while the second experimental group benefited from brainstorming as a pre- task and the third group did not receive any pre- task activities in the reading class. At the end of the course, a post- test with the same items of the pre- test was run to determine the improvement of EFL intermediate students’ reading comprehension changes and an attitude questionnaire was planned to determine the learners’ attitudes toward the pre- task activities.    The results of paired sample t- test indicated that the use of pre- taught vocabulary and also brainstorming enhanced the scores of  the first experimental and second experimental groups’  post- tests ; moreover, ANOVA results revealed a significant increase in reading comprehension scores  of the first and the second  experimental groups’ post- tests compared to the control group’ post-test scores.  The results of attitude questionnaire demonstrated the pupils’ positive attitudes toward the use of pre- task activities. 

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