The Impact of Computer-Assisted Assessment On EFL Learners’ Writing Cohesion and Coherence

2020 ◽  
Author(s):  
Dr. Seyed Omid Tabatabaei ◽  
Zahra Farajnezhad
Keyword(s):  
Computer Assisted ◽  
Efl Learners ◽  
The Impact

The Impact of Four Reading Motivational Constructs on Motivating EFL Learners to Read Online Texts in English

2013 ◽  
Vol 3 (2) ◽  
pp. 56-81
Author(s):  
Khalid Al Seghayer
Keyword(s):  
English Learners ◽  
Critical Role ◽  
Reading Motivation ◽  
Computer Assisted ◽  
Technology Enhanced Learning ◽  
Online Reading ◽  
Efl Learners ◽  
Motivational Constructs ◽  
Preparatory Programs ◽  
The Impact

It is generally acknowledged that motivation plays a critical role in second-language (L2) reading. The technology-enhanced learning environment, specifically the computer-assisted reading environment as an interactive tool with distinctive attributes, is said to motivate English as a foreign language (EFL) learners to make more sustained efforts in online reading and show greater perseverance. Such an environment encourages students to devote more time to reading due to its ability to more profoundly engage English learners in reading accessible, electronic English texts. The present study investigates the relative contribution of four motivational constructs that constitute the EFL learner’s online reading motivation: the intrinsic value of reading online English texts, the extrinsic value of reading online English texts, the attainment value of reading, and reading efficacy. The study closely measures the views of EFL learners in preparatory programs at selected Saudi universities regarding the value of online reading with respect to these four motivational constructs. In addition, it explores differences in these motivational constructs according to the perspectives of both genders who are attending preparatory programs, as well as examines the motivational attitude of EFL learners toward the value of reading online English texts. A 35-item survey was administered to the selected respondents to identify the four dimensions of EFL learners’ online English reading motivation. The findings indicate that the four online reading motivational constructs contribute positively to EFL learners reading online English texts in the following order: extrinsic, attainment, intrinsic, and efficacy. The questionnaires were analyzed by use of within- and between-subjects ANOVA and post-hoc pairwise comparisons, whereas the open-ended questions were analyzed by use of content analysis. The results also show that both male and female EFL learners have high motivation to read online English texts, with female learners scoring significantly higher than male learners on the attainment scale.A thorough discussion that incorporates the present results is provided, along with proffering and highlighting practical technical and pedagogical implications for computer-assisted language learning (CALL) reading classrooms beyond the given context. Areas of potential future research are delineated as well.

The Impact of Feedback Provision by Grammarly Software and Teachers on Learning Passive Structures by Iranian EFL Learners

2016 ◽  
Vol 6 (9) ◽  
pp. 1884 ◽  
Author(s):  
Abolfazl Qassemzadeh ◽  
Hassan Soleimani
Keyword(s):  
Language Teachers ◽  
Control Group ◽  
Computer Assisted ◽  
Efl Learners ◽  
Post Test ◽  
Long Time ◽  
Group A ◽  
Convenience Sampling ◽  
And Control ◽  
The Impact

A major concern in today's world of pedagogy in general and language teaching, in particular, is the application of computer-assisted learning to improve students' achievement. There has been a long time that in the classroom setting only the teacher's feedback in a traditional way has been used in teaching. Due to the fact that this kind of notion can be traced back to a traditional attitude toward feedback, we looked for a new alternative in order to bring some innovation in an educational environment, namely Grammarly Software feedback provision. Therefore, the aim of the present study was to explore the impact of feedback provision by Grammarly Software and teachers on learning passive structures by EFL learners. Through convenience sampling, 70 intermediate male and female EFL learners were selected, then they were randomly assigned to two main groups: the experimental and control group. A grammar pre-test, a post-test, and a delayed post-test were administrated to the participants in six sessions. The results of the data gathered from pre-test and post-test reveal that the effect of teacher on learning passive structure, in pre-test and post-test, were more than the effect of Grammarly Software on learning passive structure of the learners, and the effect of Grammarly Software on learning passive structure in delayed post-test scores was more than the effect of teacher on learning passive structure of learners. The results might have implications for language teachers, learners, and materials developers.

scholarly journals The Impact of Using YouTubes and Audio Tracks Imitation YATI on Improving Speaking Skills of EFL Learners

2019 ◽  
Vol 12 (6) ◽  
pp. 191
Author(s):  
Mona M. Hamad ◽  
Amal Abdelsattar Metwally ◽  
Sabina Yasmin Alfaruque
Keyword(s):  
Language Learning ◽  
Positive Impact ◽  
Pearson Correlation ◽  
Control Group ◽  
Computer Assisted ◽  
Pedagogical Tools ◽  
Efl Learners ◽  
Youtube Videos ◽  
The Impact ◽  
Speaking Skills

The purpose of this study is to shed light on a developed approach to be adopted in EFL speaking classes and show the effectiveness of using YouTube videos and Listening Audio Tracks Imitation (YATI) for teaching English language in speaking classrooms as pedagogical tools to improve EFL learners’ speaking skills. To find out the impact of using You Tubes and Audio Tracks Imitation (YATI) on improving speaking skills of EFL learners, the qualitative experimental approach is used to conduct this study. The participants of this study are 48 students studying major English, divided into two sections studying Listening & Speaking Course at College of Science & Arts Muhayil, King Khalid University. One section was used as a control group and the other as an experimental group. Data was collected using speaking tests results which were analyzed using SPSS Pearson correlation coefficient. The results revealed that employing YATI technique has a positive impact on the effectiveness of the speaking skills, fluency and pronunciation of EFL learners. This study concluded that YouTube videos and Listening Audio Tracks Imitation (YATI) is a very effective CALL (Computer-Assisted Language Learning) tool towards improving students’ speaking skills. This study recommends the use of YATI approach in order to help students overcome speaking problems.

scholarly journals The Impact of Memrise Application on Iranian EFL Learners’ Collocation Learning and Retention

2020 ◽  
Vol 4 (2) ◽  
pp. 222
Author(s):  
Zeynab Esmaeili ◽  
Mohsen Shahrokhi
Keyword(s):  
Data Analysis ◽  
Language Learning ◽  
Test Scores ◽  
Differential Effect ◽  
Computer Assisted ◽  
Traditional Teaching ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
The Impact

This study aimed at investigating the effect of Memrise application on Iranian EFL learners’ collocation learning and retention. To this end, a quasi-experimental design was used. 75 Iranian intermediate EFL learners studying English at a private language institute, namely Farahan, Iran were selected to participate in the study based on convenience sampling in the form of two intact classes. The scores obtained were entered into SPSS software for the purpose of data analysis. The results of data analysis showed that Memrise application had a statistically differential effect on collocation learning of Iranian EFL learners. Moreover, it was demonstrated that Memrise application had a statistically differential effect on collocation retention of Iranian EFL learners. In addition, it was proved that there was a significant difference between the immediate post-test scores Iranian EFL learners who received Memrise application and those who received traditional teaching. Finally, it was indicated that there was a statistically significant difference between the delayed post-test scores of Iranian EFL learners who received Memrise application and those who received traditional teaching. Key Words: Collocation Learning; Collocation Retention; Memrise application; Mobile Assisted Language Learning (MALL); Computer Assisted Language Learning (CALL).

Translating Principles of Speech Science to Clinical Practice: Current and Future Trends in Craniofacial Disorders

2008 ◽  
Vol 18 (1) ◽  
pp. 31-40 ◽  
Author(s):  
David J. Zajac
Keyword(s):  
Clinical Practice ◽  
Speech Intelligibility ◽  
Current Practice ◽  
Computer Assisted ◽  
Behavioral Management ◽  
Single Word ◽  
Future Directions ◽  
Speech Science ◽  
The Impact ◽  
Opinion Article

Abstract The purpose of this opinion article is to review the impact of the principles and technology of speech science on clinical practice in the area of craniofacial disorders. Current practice relative to (a) speech aerodynamic assessment, (b) computer-assisted single-word speech intelligibility testing, and (c) behavioral management of hypernasal resonance are reviewed. Future directions and/or refinement of each area are also identified. It is suggested that both challenging and rewarding times are in store for clinical researchers in craniofacial disorders.

THE EFFECT OF METACOGNITIVE INSTRUCTION ON MAXIMIZING EFL LEARNERS’ METACOGNITIVE AWARENESS IN LISTENING

2018 ◽  
Vol 7 (1) ◽  
pp. 8-17
Author(s):  
Mahsa Assadi
Keyword(s):  
Experimental Research ◽  
Listening Comprehension ◽  
Intervention Program ◽  
Metacognitive Awareness ◽  
Listening Test ◽  
Efl Learners ◽  
Metacognitive Instruction ◽  
Before And After ◽  
Comprehension Ability ◽  
The Impact

This study reports a pre-experimental research on the impact of metacognitive instruction on EFL learners’ metacognitive awareness and their listening performance. To obtain the goal of the study, a group of 30 Iranian intermediate EFL learners, including 14 males and 16 females, were selected randomly. Their ages range from 20 to 24. The participants took part in 16 weeks’ intervention program based on metacognitive pedagogical sequence consisted of five stages. The metacognitive awareness listening questionnaire (MALQ), and a listening test were also used to find changes in metacognitive awareness and listening performance before and after the treatment. The results of comparing pre and posttests scores revealed that metacognitive instruction raised the learners’ metacognitive awareness and helped them improve their listening comprehension ability.

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