scholarly journals Effect of Inter-sentential vs Intra-sentential Code-Switching: With a Focus on Past Tense

2018 ◽  
Vol 7 (2) ◽  
pp. 163
Author(s):  
Hanieh Kashi
Keyword(s):  
Statistical Analysis ◽  
Code Switching ◽  
The Other ◽  
Elementary Level ◽  
Past Tense ◽  
Comparative Effect ◽  
Efl Learners ◽  
Efl Teachers ◽  
Teaching Grammar ◽  
Experimental Group

The current study aimed at the comparative effect of inter-sentential vs intra-sentential code-switching on learning past tense. Initially, through non-random convenient sampling, the researcher chose 90 female EFL learners at the elementary level. Next, Key English Test (KET) was administered to the 90 learners and the results were used to select 60 participants for the purpose of this study. The participants were then divided into two groups each consisting of 30 learners. Afterwards, a grammar pretest having 30 items focusing on past simple tense was given to both groups. Following that, the grammatical explanations were provided for the two groups for ten sessions using code-switching.  The first experimental group received inter-sentential code switching in line with Reyes’s (2004) as a switch between two languages, where a sentence in one of the languages is completed and the next sentence starts with the other language (Reyes, 2004). In the second experimental group, in line with Reyes’s (2004), the switching occurred within a sentence. The results of statistical analysis indicated that inter-sentential code-switching proved more effective compared to intra-sentential code-switching on the learning of past tense by EFL learners. Based on the findings of the present study, EFL teachers are encouraged to use inter-sentential code-switching more compared to intra-sentential code-switching when it comes to teaching grammar. 

scholarly journals The Comparative Effect of Student Team-Achievement Division and Cooperative Integrated Reading and Composition on EFL Learners’ Speaking Complexity

2018 ◽  
Vol 7 (3) ◽  
pp. 67 ◽  
Author(s):  
Zeinab Ghasemi ◽  
Abdollah Baradaran
Keyword(s):  
Significant Influence ◽  
Statistical Analyses ◽  
The Other ◽  
Comparative Effect ◽  
Efl Learners ◽  
Efl Context ◽  
Post Test ◽  
Cooperative Methods ◽  
Student Team ◽  
Experimental Group

The effectiveness of complexity acquisition to enhance intermediate learners’ speaking complexity, is particularly the focus of the present study. The participants of the present study, were 60 female EFL learners, who were selected from a larger population of 90 EFL learners based on their performane on a sample piloted PET test in Zabansara Language Institution. The total of 60 participants were divided into two experimental groups of 30. The experimental group of STAD (Student Team-Achievement Division), and the experimental group of CIRC (Cooperative Integrated Reading and Composition), which were both regarded as cooperative methods. The 10-session treatment, included focusing on complexities using STAD cooperative method instruction in one experimental group, and CIRC in the other. A post-test was administered to both groups at the end of the treatment,after applying the mentioned cooperative methods. The statistical analyses were conducted, and the gained results of the study indicated that CIRC had a significant influence on learners’ complexity learning. It concluded the importance of applying appropriate complexities in EFL context to developing speech naturalness.

scholarly journals Teacher’s Corrective Feedback in Paragraph Writing in Terms of Accuracy: Teacher’s Comments Vs. Error Marking

2021 ◽  
Vol 4 (4) ◽  
pp. 200-207
Author(s):  
Tahereh Ghasemi ◽  
Zohre Noroozi ◽  
Zohreh Salehan
Keyword(s):  
Statistical Analysis ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Intermediate Level ◽  
The Other ◽  
Efl Learners ◽  
Grammatical Accuracy ◽  
Group 2 ◽  
Experimental Group ◽  
Better Than

The aim of this paper is investigating whether teacher’s corrective feedback (Teacher’s comment vs. error marking) caused any differential effects on the paragraph writing in term of accuracy by Iranian EFL learners. The participants were divided into two groups. Experimental group1 and experimental group 2 forty learners in intermediate level formed two groups, 20 learners in each group. One experimental group did not receive teacher’s comment in terms of grammar during four alternative weeks; the other group received teacher’s comment. The statistical analysis indicated that the second group performed better than the group which did not receive teachers’ comment in terms of accuracy in paragraph writing. Therefore, these results suggested that teachers’ corrective feedback has pedagogical value, and teachers’ corrective feedback promoted learners' grammatical accuracy in L2 writing more effectively.

scholarly journals The Impact of Teaching Compensatory Strategies on Iranian EFL Learners’ Speaking Skill: The Case of Approximation, Appealing for the Help, Code-switching, and Time-gaining

2021 ◽  
Vol 3 (1) ◽  
pp. 01-07
Author(s):  
Abdolamir Amari
Keyword(s):  
Code Switching ◽  
The Other ◽  
Control Group ◽  
Compensatory Strategies ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
Speaking Skill ◽  
The Impact ◽  
Experimental Group

This study examined the impacts of using Compensatory Strategies (CSs) on speaking skill of Iranian EFL learners. To conduct this research, 50 Iranian intermediate EFL learners were chosen among 80 students and then, they were divided into two equal groups- one experimental group and one control group. The groups then were pretested by a speaking pre-test. After that, the participants of the experimental group were taught by using the CSs including approximation, appealing for the help, code switching, and time-gaining. On the other hand, the participants of the control group received traditional activities in learning speaking such as repetition and over-learning. After the treatment, both groups took the post-test of speaking. The results of paired and independent samples t-tests indicated that the experimental group outflanked the control group on the post-test. The results revealed that there was a significant difference between the performance of the experimental group and the control group on the post-test.

The Effect of Structured Input, Meaningful Output and Traditional Instruction on EFL Learners’ Productive Use of Passive Voice

2017 ◽  
Vol 7 (9) ◽  
pp. 737
Author(s):  
Horye Seyednejad ◽  
Hamid Gholami
Keyword(s):  
Teacher Educators ◽  
Traditional Instruction ◽  
The Other ◽  
Passive Voice ◽  
Efl Learners ◽  
Structured Input ◽  
Instruction Group ◽  
Efl Teachers ◽  
Post Hoc

This study aimed at investigating the effect of structured input, meaningful output and traditional instruction on EFL learners’ productive use of passive voice. To achieve this purpose 60 intermediate female EFL learners were selected from Fahim institute in Kermanshah. They were assigned into three experimental groups (structured input, meaningful output and traditional instruction group). To analyze the collected data of three experimental groups, ANOVA and a post hoc Scheffe was run. The results showed the superiority of structured input technique over the other two techniques. All in all, the findings of the present study confirms the use of structured input technique for the purpose of developing productive use of linguistic items. This study has implications for EFL teachers, teacher educators, and material developers.

The metacognitive awareness listening questionnaire as a metacognitive-raising tool: Does it work?

2015 ◽  
Vol 5 (1) ◽  
pp. 101 ◽  
Author(s):  
Rahman Sahragrard ◽  
Ali Kushki ◽  
M. Miri ◽  
Farzad Mahmooudi
Keyword(s):  
University Students ◽  
Repeated Exposure ◽  
Metacognitive Awareness ◽  
The Other ◽  
Control Group ◽  
Efl Learners ◽  
Other Hand ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The present study aimed at exploring the influence of a repeated exposure to the Metacognitive Awareness Listening Questionnaire (MALQ) on EFL learners’ level of metacognitive awareness. Participants of the study were forty intermediate university students who were randomly assigned to experimental (n=20) and control (n=20) groups. The experimental group completed MALQ in odd sessions (seven sessions in total) across a semester. The control group, on the other hand, completed it in the first and last sessions of the course as pre-test and post-test, respectively. Results of the study showed that the questionnaire benefited the experimental group in a statistically significant way. Also, findings of the study revealed that less-skilled participants of the experimental groups benefited from the treatment more in comparison to their more-skilled counterparts in the experimental group. Keywords: MALQ, metacognitive instruction, metacognitive awareness

scholarly journals Newspaper Reading Comprehension Development through Vocabulary or Structure Instruction

IJOHMN ◽  
2020 ◽  
Vol 6 (4) ◽  
pp. 1-18
Author(s):  
Samane Naderi ◽  
Ali Fazilatfar
Keyword(s):  
Reading Comprehension ◽  
The Other ◽  
Efl Learners ◽  
Comprehension Test ◽  
Comprehension Development ◽  
Post Test ◽  
Experimental Group ◽  
Structure Instruction ◽  
First Session

The purpose of this study is investigating the effect of specific vocabularies and structures instruction on the upper intermediate EFL learners’ newspaper reading comprehension development. For this purpose, fifty four female upper intermediate EFL learners were selected and randomly assigned in three groups each consisting of eighteen learners, two experimental and one control. At the first session,a researcher-made newspaper reading comprehension test was applied as the pretest. The learners of one experimental group received instruction of newspaper structures and the other one received related vocabularies instruction and the control one received just translation of newspaper content by the teacher. In the last session, another researcher-made comprehension test was administered for three groups as the post test. The findings indicate thatstructure instruction is significantly the most beneficial one and the mere translation of newspaper content is the least beneficial in developing learner's newspaper reading comprehension.The results of interviews confirmed the study findings as well.

scholarly journals Constructing and validating a questionnaire on barriers to EFL learners’ reflective writing

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Fariba Salahi ◽  
Majid Farahian
Keyword(s):  
Factor Analysis ◽  
Foreign Language ◽  
Educational System ◽  
Reflective Writing ◽  
The Other ◽  
Item Pool ◽  
Alpha Coefficient ◽  
Efl Learners ◽  
Related Literature ◽  
Efl Teachers

AbstractThe purpose of the current study was to develop and validate a scale to assess the inhibitors to reflective writing of Iranian English as a Foreign Language (EFL) teachers. The other aim of this study was to assess the reliability of the questionnaire. To prepare the first item pool of the questionnaire, the researchers reviewed the previous related literature and prepared the first item pool with 62 items. At the next stage, based on the judgments of some experts in the field regarding the items of the questionnaire, 31 items were deleted and the next draft included 31 items. Then, 265 EFL teachers were invited to fill out the questionnaire. As the next step, exploratory factor analysis (EFA) was conducted to investigate the construct validity of the scale. Based on the results of EFA, 10 items were deleted. The final draft of the questionnaire included 21 items with three factors including ‘teachers’ issues’, ‘students’ issues’, and ‘institutions and educational system issues’. In addition, a Cronbach’s alpha coefficient was run to measure the internal consistency of the scale and the findings indicated a satisfactory level of reliability. The findings have implications for pedagogy as well as further research.

scholarly journals The Effect of Online Learning on Grammatical Accuracy among EFL Upper-intermediate Learners

2020 ◽  
Vol 11 (6) ◽  
pp. 1011
Author(s):  
Mohsen Mahmoudi
Keyword(s):  
Online Learning ◽  
Experimental Approach ◽  
Smart Phone ◽  
Control Group ◽  
Online Classroom ◽  
Efl Learners ◽  
Intermediate Learners ◽  
Grammatical Accuracy ◽  
Teaching Grammar ◽  
Experimental Group

The present study sought to investigate the effectiveness of online learning via smart phone on Iranian EFL learners’ grammatical accuracy improvement. A number of 20 upper-intermediate male and female EFL learners selected as the population. The population selected from Pishtazan English Institute of Janah, a city in Hormozgan province of Iran. To achieve this aim, the researcher adopted the experimental approach. The researcher chose two groups of the upper intermediate learners: one group consisting of (10) students was used as an experimental group and the other also consisting of (10) students was used as the control group. The traditional method was used in teaching grammar to the control group, while the online classroom was used to the experimental group. To analyze the data the frequencies and percentage of each item in the questionnaires computed with the aid of SPSS. The findings showed that there were significant differences between the experimental and the control groups and the experimental group who use online classroom had better performance. The finding of this study is to support the implement of useful ideas and new materials into Iran curriculum and teaching policies to benefit from the boring technologies in the Iran context.

scholarly journals The Effects of Planning on Writing Narrative Task Performance with Low and High EFL Proficiency

2011 ◽  
Vol 4 (1) ◽  
pp. 120 ◽  
Author(s):  
Massoud Rahimpour ◽  
Roghayyeh Jahan
Keyword(s):  
Statistical Analysis ◽  
Task Performance ◽  
T Test ◽  
The Other ◽  
Line Planning ◽  
Planning Time ◽  
Efl Learners ◽  
Paired Samples ◽  
On Line ◽  
The Impact

The impetus of the present study was to scrutinize the impact of planning and proficiency on 172 EFL learners’ written task performance regarding concept load, fluency, complexity and accuracy. Planning was operationalized at two levels: pretask planning (PTP) and on- line planning (OLP). Participants of this study were two groups, high and low proficiency learners who were randomly chosen. The first group was required to plan for their performance for 10 minutes and take notes before they performed the tasks, whilst the participants in the second group began writing immediately and took time as long as they like. The participants’ performances were then analyzed utilizing paired samples t-test. The results of statistical analysis showed that low-proficiency learners appear to benefit more from planning time with respect to concept load, fluency, and complexity. On the other hand, high-proficiency learners were advantaged by planning time concerning concept load and accuracy.

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