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 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 Social Networking Sites and Grammar Learning: The Views of Learners and Practitioners

2021 ◽  
Vol 13 (2) ◽  
pp. 215-223
Author(s):  
Dr. Tribhuwan Kumar
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Online Course ◽  
Control Group ◽  
Efl Learners ◽  
Grammar Learning ◽  
Post Test ◽  
The Impact ◽  
To Receive ◽  
Stimulation Of

This study examines the impact of online English Teachers' Stroking Behaviors on L2 grammar learning through online learning of L2 grammar for EFL learners. Sixty intermediate EFL learners were chosen for this reason and split randomly into three telegram groups. A researcher-made grammar test was administered as a pre-test prior to beginning the online course. For all three groups during one month, the determined grammar points were instructed in the same manner by one teacher. The instructor also used some pre-planned terms and phrases in the first category that suggested a positive conditional stimulation in her input during the teaching process. The researcher often used some per-planned terms and phrases with negative conditional stimulation for the next group, and the instructor provided the students with the input for the last group as the control group, suggesting no emotional themes. Another researcher-made grammar test was given as the post test for three groups at the final session. The findings showed that the positive verbal conditional stimulation of the teacher was substantially more efficient than the negative conditional stimulations; however, the negative ones were more efficient than no stimulation. Interview results revealed that, compared to receiving no stimulations, the participants prefer to receive stimulations from the instructor, including harmful ones.

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>

scholarly journals Instructional Effects of Syntactic Parsing on Chinese College Students’ EFL Reading Rates

2018 ◽  
Vol 6 (11) ◽  
pp. 176
Author(s):  
Xiaokan Chen ◽  
Hongmei Li ◽  
Min Gui
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Structured Interview ◽  
Reading Rate ◽  
Control Group ◽  
Syntactic Parsing ◽  
Chinese College Students ◽  
Efl Learners ◽  
Positive Effects ◽  
Experimental Group

 Foreign language reading serves as the fundamental channel for foreign language acquisition and for information gathering. However, English as a Foreign Language (EFL) learners are generally slow in their reading rates. A number of approaches have been proposed to improve reading rates of EFL learners, underpinned by learning theories. From an information processing perspective, building automaticity in lower-level processes is necessary to allow readers to allocate more cognitive resources for higher-level processes. Given the importance of reading rate and the scarcity of related research, the present study intends to explore the relationship between Chinese college students’ syntactic parsing ability and their EFL reading rates, and investigate the effects of syntactic parsing instruction on their EFL reading rates. A total of 87 freshmen from two intact classes participated in the present study. They were divided into an experimental group (43) and a control group (44). The experimental group received a 12-week instruction on syntactic parsing ability. A pretest-posttest design was employed to explore the participants’ development of syntactic parsing ability and their reading rates. After the training period, a semi-structured interview was conducted among 10 participants of the experimental to explore their attitudes towards the syntactic parsing ability instruction. Two major findings were revealed. First, there was a close relationship between syntactic parsing and reading rate. Second, syntactic parsing instruction may have positive effects on some students’ reading rates in the experimental group. Responses in the interview indicated that the participants held positive attitudes towards the syntactic parsing ability training.

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. 

The Writing Performance of Iranian EFL Learners in the Light of Metadiscourse Awareness

2016 ◽  
Vol 7 (5) ◽  
pp. 923 ◽  
Author(s):  
Sima Farhadi ◽  
Nader Asadi Aidinloo ◽  
Zahra Talebi
Keyword(s):  
Language Learners ◽  
Control Group ◽  
Writing Performance ◽  
Intermediate Students ◽  
Writing Ability ◽  
Efl Learners ◽  
Writing Test ◽  
Writing Skill ◽  
Post Test ◽  
Experimental Group

In the framework of language teaching, the writing skill requires to be encouraged during the language learners’ course of study. Since metadiscourse markers help transform a tortuous piece of text into a coherent and reader-friendly one, knowledge about the metadiscourse, amongst other things, is used to improve writing skill. The current study aimed to investigate the influence of instruction of metadiscourse markers on intermediate EFL learners’ writing performance by using metadiscoursal taxonomies proposed by Hyland (2005). For this purpose, a pet test was administrated to 60 intermediate students in Iran Language Institute in Urmia. Having being homogenized by Preliminary English Test (PET), they were assigned randomly into two groups. Both the control and the experimental group sat for a pretest of writing test in the form of a cloze test which aimed to measure the learners’ initial knowledge of writing performance. The experimental group was exposed to explicit instruction of metadiscourse markers for seven successive sessions. On the other hand, the control group didn’t receive any instruction.  Eventually,  a post  test  designed to evaluate  their  writing  ability  with the focus of  metadiscourse markers  was  administered to both groups. The findings implied generally that the implementation of metadiscourse markers (via instruction) significantly improves EFL learners’ writing ability.

The Effect of Employing Electronic Peer Assessment on Iranian EFL Learners’ Writing Ability and Autonomy

2016 ◽  
Vol 6 (12) ◽  
pp. 2272 ◽  
Author(s):  
Samareh Abbassi Ghadi ◽  
Hossein Khodabakhshzadeh
Keyword(s):  
Peer Assessment ◽  
Structured Interview ◽  
Placement Test ◽  
Control Group ◽  
Web Based ◽  
Writing Ability ◽  
Efl Learners ◽  
Study Results ◽  
Electronic Interventions ◽  
Experimental Group

Peer assessment known as an effective technique in improving English as a Foreign Language (EFL) learners' achievement as well as their autonomy has taken a new form thanks to the employment of electronic applications and web-based tools. The purpose of this study was to explore the effects of employing electronic peer assessment on Iranian EFL learners’ writing ability and autonomy. To achieve the goals of the study a sample including 48 Iranian upper-intermediate EFL learners were selected from among 90 female learners studying English in a language institute in Kashmar, Khorasan Razavi, according to their scores in Quick Placement Test (QPT), Version1. These participants were randomly assigned to control (N=24) and experimental (N=24) groups. Both groups took writing pretest and Learner Autonomy Questionnaire developed by Zhang and Li (2004). Throughout the experiment which lasted for 12 sessions, the experimental group benefited from the treatment, electronic peer assessment. However, the control group received the same treatment but peer assessment technique was carried out without any electronic interventions. Finally, both groups sat for the posttest being the same as the pretest. In addition, a semi-structured interview was conducted to the participants in the experimental group. Results of data analysis indicated the experimental group's outperformance in both writing and autonomy scale administered at the end of the study. Results of qualitative data (interview), also, showed that these participants had positive beliefs about employing electronic peer assessment. Pedagogically, the present findings support the employment of the treatment in EFL settings.

scholarly journals Learners’ views regarding the use of social networking sites in distance learning

2014 ◽  
Vol 15 (4) ◽  
Author(s):  
Büşra Özmen ◽  
Bünyamin Atıcı
Keyword(s):  
Distance Education ◽  
Social Networking ◽  
Undergraduate Students ◽  
Social Networking Sites ◽  
Structured Interview ◽  
Research Approach ◽  
Positive Attitudes ◽  
Face To Face Learning ◽  
The Difference ◽  
Education In Turkey

<p>In this study, it was aimed to examine the use of learning management systems supported by social networking sites in distance education and to determine the views of learners regarding these platforms. The study group of this study, which uses a qualitative research approach, consists of 15 undergraduate students who resumed their education in Turkey. The data were gathered via a semi-structured interview form which consists of open-ended questions. Content analysis was used in the analysis of the data. According to the results of the study, it has been revealed within the scope of the course that the students have positive attitudes towards the use of social networking sites and distance education applications and these applications have positively affected the quality of communication between instructors and students. Furthermore, it was seen that the students made comments relating to the interesting aspects of the applications and the difference between distance education and face-to-face learning.</p>

The effectiveness of positive training on happiness, aggression and hope in adolescents with leukemia in Ahvaz

2018 ◽  
Vol 9 (01) ◽  
Author(s):  
Marzieh . Shamkhani ◽  
Ali . Khalafi
Keyword(s):  
Sampling Method ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Positive Attitudes ◽  
Measurement Tools ◽  
Post Test ◽  
Aggression Questionnaire ◽  
Experimental Group ◽  
Period Measurement

The purpose of this study was to determine the effectiveness of positive learning on happiness, Aggression and hope for adolescents with leukemia in Ahvaz. The sample consisted of 30 people who were selected by available sampling method. 15 subjects in the experimental group and 15 in the control group were randomly assigned. The experimental design was a pre-test-post-test type with control group and follow-up period. Measurement tools included Oxford Happiness Inventory (Argyle, 1989); Ahwaz's Aggression Questionnaire (Zahedifar, Najarian, and Shokrkon, 2000); Hope Scale (Schneider, 1991). To run, at first, the pre-test was taken from both groups. Then, the experimental group was trained in 14 sessions of 90 minutes, and after each group, they were subjected to post-test. And one month later, the follow-up process was completed. Data analysis was performed using multivariate covariance analysis (MANCOVA) and one-way analysis of covariance (ANCOVA). The results showed that positive attitudes toward happiness, aggressiveness and hopefulness of adolescents with leukemia in Ahvaz were effective.

scholarly journals The Effect of Aural and Visual Storytelling on Vocabulary Retention of Iranian EFL Learners

2017 ◽  
Vol 10 (4) ◽  
pp. 92
Author(s):  
Maryam AminAfshar ◽  
Ahmad Mojavezi
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Vocabulary Test ◽  
Vocabulary Retention ◽  
Visual Storytelling ◽  
Efl Learners ◽  
Post Test ◽  
Experimental Group ◽  
Do So

EFL learners at all ages and proficiency levels are usually confronted with various problems in vocabulary learning and retention. This study sought to introduce strategies for improvement of vocabulary learning and retention. Therefore, the effects of using aural/visual storytelling on Iranian EFL learners’ vocabulary learning and retention were investigated. To do so, 50 intermediate female EFL learners were randomly assigned to two groups. After the administration of teacher made English Vocabulary Test as the pre-test, aural storytelling method was used for the control group, and visual storytelling method was used for the experimental group. After three months of instruction, the aforementioned teacher made English Vocabulary Test, as the post-test, was given to the students of both groups to assess their improvements. Two weeks after post-test, they were given a delayed post-test to measure their retention of English vocabulary knowledge. The reliability of the English Vocabulary Test using Cronbach's Alpha was estimated equal to 0.80. Finally, Using ANCOVA, the results revealed that, the experimental group’s participants outperformed those of control group in both learning and retention of English vocabulary. So, it can be noted that the training program according to visual could have impressive impact on the learning and retention of vocabulary knowledge.

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