scholarly journals The Comparative Effect of Portfolio and Summative Assessments on EFL Learners' Writing Ability, Anxiety, and Autonomy

2017 ◽  
Vol 8 (4) ◽  
pp. 823
Author(s):  
Mania Nosratinia ◽  
Farahnaz Abdi
Keyword(s):  
Foreign Language ◽  
Portfolio Assessment ◽  
Treatment Phase ◽  
Summative Assessment ◽  
Post Treatment ◽  
Analysis Of Covariance ◽  
Writing Ability ◽  
Efl Learners ◽  
Significant Difference ◽  
The Impact

The present study was an attempt to systematically compare the effect of portfolio and summative assessment on writing ability, anxiety, and autonomy of English as a Foreign Language (EFL) learners. The participants were 70 male and female intermediate level EFL learners, between 19 and 35 (Mage = 27), who were non-randomly selected from among 90 EFL learners through employing a piloted sample of the Preliminary English Test (PET). They were randomly assigned into two experimental groups of 35, named portfolio assessment writing and summative assessment writing. Prior to the treatment phase, the participants filled out the English versions of Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and Zhang and Li's (2004) Learner Autonomy Questionnaire. The portfolio group was instructed based on the Classroom Portfolio Model, by Hamp-Lyons and Condon (2000), whereas in the summative assessment group, the common traditional summative assessment approach was implemented. After the treatment phase, both experimental groups were given another writing section of the PET test and the same anxiety and autonomy questionnaires as the posttests. The analysis of the test scores using two independent-samples t-tests and an analysis of covariance (ANCOVA) revealed that the summative assessment group had a significantly higher post-treatment level of anxiety. Furthermoe, the level of post-treatment autonomy in the portfolio assessment group was significantly higher. It was also concluded that there was a non-significant difference between the impact of portfolio and summative assessment on writing scores when controlling for the impact of pretest scores.

scholarly journals PROMOTING FOREIGN LANGUAGE LEARNERS� WRITING: COMPARING THE IMPACT OF ORAL CONFERENCING AND COLLABORATIVE WRITING

2019 ◽  
Vol 7 (2) ◽  
pp. 17
Author(s):  
Mania Nosratinia ◽  
Niousha Nikpanjeh
Keyword(s):  
Foreign Language ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Analysis Of Covariance ◽  
Efl Learners ◽  
Writing Group ◽  
Teacher Student ◽  
Significant Difference ◽  
Before And After ◽  
The Impact

This study is an attempt to compare the effect of oral conferencing alongside collaborative writing on writing skills of English as a Foreign Language (EFL) learners. For this purpose, a piloted sample of the Preliminary English Test (PET) was administered to 90 intermediate female EFL learners, between 20 and 32 years old (Mage = 26). The results of this test enabled the researchers to select 60 homogenous individuals who were then randomly assigned into two experimental groups of 30 named �oral conferencing group� and �collaborative writing group�. To ensure the homogeneity among the participants in terms of their writing ability before the treatment, their scores on the writing section of the PET test were analyzed in isolation and it was considered as the pretest of the study. Oral conferencing included the discussions and negotiations among the participants and the teacher before and after writing activities followed by live teacher-student as well as student-student feedbacks. In the collaborative writing group, the participants wrote compositions in groups based on the same topics introduced in the oral conferencing group. At the end, both groups were given another piloted writing section of the PET test as the posttest. The analysis of the test scores using an independent sample t-test and analysis of covariance (ANCOVA) revealed that there is a significant difference between the effect of oral conferencing and collaborative writing on EFL learners� writing skills. Finally, it can be concluded that EFL learners� writing skill was more affected by applying oral conferencing rather than collaborative writing.

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 Glossed Texts on Reading Comprehension among Tertiary Saudi Students

2018 ◽  
Vol 11 (3) ◽  
pp. 153
Author(s):  
Bader Alharbi
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Male Students ◽  
Control Group ◽  
Efl Learners ◽  
Future Studies ◽  
Saudi Students ◽  
Significant Difference ◽  
L1 And L2 ◽  
The Impact

The purpose of this study is to explore the existing effect of gloss conditions on reading comprehension and vocabulary understanding of learners in the context of English as a foreign language. The study composed of 72 male students aged between 19 and 21 years selected from Qassim University in Saudi Arabia. The participants were divided into four groups, namely; L1 Arabic gloss, L2 English gloss, a combination of L1 and L2, and the last group with no gloss. Results and findings of the study revealed a significant difference regarding the comprehension of the texts among the experimental groups when correlated with the control group. Additionally, there was no significant change noted regarding performance among the experimental groups. Another finding indicated that the learners had a preference of L1 and L2 gloss over L1 gloss and L2 gloss types, with 93.03% of them preferring to read glossed texts. Overall, these findings suggest that the gloss and no conditions were significantly distinct. This research results will be beneficial for future studies that are interested in developing reading comprehension of EFL learners.

scholarly journals USING GOOGLE SEARCH FOR ENGLISH GRAMMAR LEARNING

2021 ◽  
Vol 6 (2) ◽  
pp. 318-339
Author(s):  
Mona Tavakoli
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
The Body ◽  
Efl Learners ◽  
English Grammar ◽  
Grammar Learning ◽  
Significant Difference ◽  
Google Search ◽  
The Impact

Background/Purpose: Second/foreign language learners face problems in different areas such as correct word usage, grammatical accuracy, and pronunciation fluency. This paper responds to one of these problems by investigating the impact of strategic Google Search on Iranian English as a foreign language (EFL) learners’ grammar learning.   Methodology: Sixty Iranian intermediate EFL learners from a private English language institute in Isfahan, Iran were selected and randomly divided into two groups. To find which areas of grammar are most problematic among the participants, a multiple-choice grammar pretest which was validated by five English experts was given to them. Then 10 questions that most participants answered wrongly were selected as the most challenging ones. During 10 class sessions, the participants were taught how to select the correct choice through Google Search. In fact, each participant in the class had a laptop connected to the internet. The researcher taught them how to search on Google strategically and the participants found out that in Google sites there are some sentences which are grammatically wrong and they should not trust them. They learned how to search strategically for the correct choices. At the end of the sessions they answered a posttest containing different questions but in the same grammatical areas. The pretest and posttest both were conducted while the participants were connected to internet sites.   Findings: Data analysis was done through running t-test using SPSS software and statistically significant difference was revealed. The findings showed that those participants who were taught how to strategically use Google Search performed better in the posttest. Therefore, the results revealed that correct Google Search had improved the Iranian intermediate EFL learners’ grammar knowledge.    Contributions: This study has several implications for both language learners and teachers regarding the use of Google platform for English grammar learning. In addition, it contributes to the body of knowledge that strategic Google Search does not only improve the Iranian EFL learners’ English grammar but also make them less dependent on teachers thus promoting autonomous learning.   Keywords: Google search, EFL learners, grammar learning, intermediate EFL learners, Iran, web-based instruction.   Cite as: Tavakoli, M. (2021). Using Google search for English grammar learning. Journal of Nusantara Studies, 6(2), 318-339. http://dx.doi.org/10.24200/jonus.vol6iss2pp318-339

scholarly journals THE EFFECT OF BRAINSTORMING AS A PRE-WRITING STRATEGY ON IRAQI EFL MA LEARNERS’ WRITING ABILITY

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Murtadha Abdulhassan Mohammed ◽  
Dr. Bushra Saadoon Mohammed Al-Noori
Keyword(s):  
Men And Women ◽  
Male And Female ◽  
Writing Ability ◽  
Efl Learners ◽  
Meaningful Relationship ◽  
Significant Difference ◽  
Writing Strategy ◽  
Questions And Answers ◽  
Post Test ◽  
The Impact

This study aimed to study the impact of the use of brainstorming and its subcategories (listing, questions and answers, sketch) as a pre-writing strategy for Iraqi EFL MA students. Participants in the study were 60 Iraqi EFL MA learners, both male and female. The instruments of the study were the pre-test, the instruction, the post-test and a questionnaire at the end of the treatment to measure the attitude of the students toward teaching. The results of the study showed that there was no meaningful relationship between brainstorming, its subcategories and the written development of EFL learners. Moreover, the results showed that there was no significant difference between men and women in terms of brainstorming usage and the three subcategories.

scholarly journals Comparing the impact of spaced instruction and massed instruction in learning collocations among Iranian EFL learners

2020 ◽  
Vol 5 (1) ◽  
pp. 55
Author(s):  
Ehsan Namaziandost ◽  
Choiril Anwar ◽  
Leila Neisi
Keyword(s):  
Treatment Phase ◽  
Placement Test ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Do So

This study compared the impact of spaced instruction and massed instruction on learning collocations among Iranian EFL learners. To do so, 60 Iranian pre-intermediate EFL learners were selected among 90 students based on the results of Oxford Quick Placement Test (OQPT). The selected participants were then non-randomly divided into two equal experimental groups; spaced group and massed group. Afterwards, the researcher measured the participants’ collocations knowledge by administering a collocation pre-test. Then, 100 English collocations were instructed to the both experimental groups in the treatment phase of the study. After the instruction, a collocation post-test was administered to both groups and finally the data were analyzed by using paired and independent samples t-tests. The obtained results indicated that there was a significant difference between the post-tests of spaced and massed groups. The findings indicated that the spaced group significantly outperformed the massed group (p < .05) on the post-test. The implications of this study can make the teachers aware that teaching through spaced intervals can provide better results than teaching through one massed session.

scholarly journals Effects of Montessori Teaching Method on Writing Ability of Iranian Male and Female EFL Learners

2020 ◽  
Vol 2 (1) ◽  
pp. 8-15
Author(s):  
Fatemeh Aghajani ◽  
Hadi Salehi
Keyword(s):  
Teaching Method ◽  
Statistical Tests ◽  
Control Group ◽  
Male And Female ◽  
Writing Ability ◽  
Efl Learners ◽  
Significant Difference ◽  
Group Members ◽  
The Impact ◽  
Experimental Group

This study was an attempt to find out the impact of Montessori teaching method on EFL learners’ writing achievement. To fulfill the purpose of the study, out of 150 students, 95 male and female students were selected randomly to participate in this study. All of them were given a pretest to find out their level of proficiency. They had no background knowledge of English and they had not studied English before. They were also divided randomly into two groups namely experimental and control. The experimental group consisted of 23 male and 27 female learners while the control group consisted of 21 male and 24 female learners. Experimental group members were instructed based on Montessori teaching method and their instruction was based on different Montessori materials. The control group members had a routine teaching process. Each group was a mixture of both male and female learners with the age range of 5-6. After 12 sessions, writing posttest was given to both groups to evaluate whether there is any significant difference between these two groups or not. The obtained data were analyzed both descriptively and inferentially. The data were analyzed by statistical tests such as one-way ANCOVA and one-sample t-test. The statistical analyses revealed that there was significant statistical differences between two groups mean scores on the writing posttest. Therefore, it can be argued that Montessori teaching method had significant impact on learners’ writing skill.

scholarly journals The Impact of Spaced and Massed Instruction on Foreign Language Reading Motivation and Reading Attitude among Pre-intermediate EFL Learners

2020 ◽  
Vol 22 (2) ◽  
pp. 104-120
Author(s):  
Ehsan Namaziandost ◽  
Maryam Khodaverdian Dehkordi ◽  
Poupak Alipour ◽  
Shouket Ahmad Tilwani
Keyword(s):  
Foreign Language ◽  
Reading Motivation ◽  
Reading Attitude ◽  
Attitude Survey ◽  
Efl Learners ◽  
Foreign Language Reading ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Minute Session

Abstract This study investigated the impact of spaced and massed instruction on foreign language reading motivation and reading attitude among Iranian pre-intermediate EFL learners. To fulfil this objective, 60 Iranian participants were chosen among 120 students based on the results of Oxford Quick Placement Test (OQPT). The selected pre-intermediate participants were then divided into two equal experimental groups: spaced group and massed group. Afterwards, the researcher measured the participants’ reading motivation and reading attitude by administering a reading motivation questionnaire and a reading attitude survey as a pre-test. Then, both groups received the treatment. During the treatment phase of the study, the massed group was taught the reading comprehension in an intensive 60-minute session, while the spaced group was taught in three short sessions (twenty-minute session). After the instruction, a reading motivation questionnaire and a reading attitude survey as a post-test were carried out to both groups and finally the data were analyzed by running paired and independent sample t-tests. The outcomes demonstrated that there was a significant difference between the post-tests of spaced and massed groups. The findings indicated that the spaced group significantly out performed the massed group (p < .05) on the reading motivation and reading attitude post-test. The implications of this study make teachers know that teaching through spaced periods can produce better outcomes than teaching through one massed session.

scholarly journals CAN EFL LEARNERS' LEARNING STYLES IMPACT THEIR PERFORMANCE ON WRITING SKILL UNDER DIRECT AND INDIRECT CORRECTIVE FEEDBACKS?

2015 ◽  
Vol 13 (2) ◽  
pp. 155
Author(s):  
Mojtaba Maghsoudi ◽  
Sahar Saeedi
Keyword(s):  
Learning Styles ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Skill Scores ◽  
Significant Difference ◽  
Field Dependent ◽  
Writing Skill ◽  
The Impact ◽  
Experimental Group

This study presents the findings of an investigation of the impact of teacher error corrective feedback on 180 field-dependent/ field-independent (FD/FI) male and female pre-intermediate and advanced Iranian EFL learners writing skill. The participants were separated into two experimental groups and one control group and were asked to write three paragraphs of about 100-150 words around three different topics, each in odd days of a week; then they received direct (in experimental group 1), indirect (in experimental group 2) and no correction feedback (in control group). The results based on Mean Scores, Standard Deviation, Multivariate Analyses and 1-way ANOVA showed that there was not any significant difference between the FD/FI learners' writing skill scores who had received corrective feedback on their errors; however, as indicated by the second finding of the present study it would be better to feedback field-dependent/-independent EFL learners indirectly. It was also indicated that, learners' learning styles had made a significant change in their writing skill scores.

scholarly journals The Impact of Smartboard on Preparatory Year EFL Learners’ Motivation at a Saudi University

2017 ◽  
Vol 8 (3) ◽  
pp. 172
Author(s):  
Waqar Ahmad ◽  
Zuraina Ali ◽  
Muhammad Aslam Sipra ◽  
Imtiaz Hassan Taj
Keyword(s):  
Teaching And Learning ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Significant Difference ◽  
Literature Reviews ◽  
Preparatory Year ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Smartboards, which are now widely used in the teaching and learning process in Saudi Arabia, have turned the traditional environments of the classrooms, especially the EFL classrooms to be more interesting and encouraging. Literature reviews suggest that Saudi students usually lack motivation for studying English as a foreign language. This study tends to investigate the impact of Smartboards on preparatory year EFL learners motivation at a Saudi university. Two intact groups were selected, in which one was termed as experimental and the second as control group. The experimental group was taught using the Smartboard while the control group was taught with the traditional whiteboard, pen and book method. The treatment was given for seven weeks. A questionnaire was administered to both the groups at the beginning and the end of the study. The data was analysed using the SPSS and the results showed that there was significant difference between the experimental and control groups in terms of motivation.  

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