scholarly journals The Impact of Mediation on EFL Learners’ Interpretation

2017 ◽  
Vol 1 (2) ◽  
pp. 197
Author(s):  
Mandana Yousefi
Keyword(s):  
English Language ◽  
Peer Mediation ◽  
Language Test ◽  
Efl Learners ◽  
Paired Sample ◽  
Self Confidence ◽  
Effective Role ◽  
English Language Institute ◽  
The Impact ◽  
Experimental Group

<p><em>The present study was an attempt to examine the EFL intermediate learners’ interpretation performance in translating texts from English to Persian on mediated mode vs. non-mediated one focusing on two different kinds of mediation (clip-mediated vs. peer-mediated mode). It has also investigated the participants’ attitudes toward the mediation sessions. It was conducted in an English Language Institute in Bojnourd, Iran. To this aim, a standardized 50-item Nelson English Language Test was administered to 31 participants. Following the homogenizing procedure, the number of the participants decreased to 24. Then, they were randomly divided into two equal groups (control and experimental), each consisting of 12 students. Both groups took part in interpretation classes twice a week, during which the experimental group received mediation as the treatment. The collecte</em><em>d data were analyzed by conducting ANCOVA and paired-sample t-test. </em><em>The results indicated that the EFL learners’ interpretation performance was better in mediated mode vs. non-mediated one, and peer-mediation was more effective than clip-mediation in improving their listening performance. In addition, all the participants stated </em><em>mediation had an effective role in improving their interpretation performance by reducing their anxiety and increasing their self-confidence.</em></p>

scholarly journals The Effects of Visualization Training Techniques on Reading Comprehension Ability of Iranian Intermediate EFL Learners

2020 ◽  
Vol 11 (1) ◽  
pp. 73
Author(s):  
Zahra Sanati
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Control Group ◽  
Conventional Instruction ◽  
Efl Learners ◽  
Comprehension Ability ◽  
English Language Institute ◽  
The Impact ◽  
Experimental Group ◽  
Reading Comprehension Ability

The present study was conducted to investigate the impact of visualization on reading comprehension ability of Iranian intermediate EFL learners. To fulfill the purpose of the study, 40 out of 100 intermediate learners of an English language institute were chosen by means of administering a PET Test. Based on the results of the homogenizing test, two groups were formed, and learners were not randomly assigned to an experimental group and a control one. Then, both groups were provided with seven teaching sessions. A pretest was given to all examinees to capture the initial differences. Learners in the experimental group were taught to visualize the words using a variety of visualization strategies before, during, and after reading the text in class. However, students in the control group were provided with a conventional instruction in traditional classes like reading the text aloud, translating the text, and providing synonyms and antonyms, if it was needed. After teaching sessions, a posttest was given to students of both groups. The statistical analysis of obtained results using paired t-test and ANCOVA revealed that the participants in the experimental group outperformed the participants in the control group. The findings of this study showed that the effect of visualization as an instructional technology on Iranian EFL learners’ reading comprehension was extremely noticeable. The findings of the present study may have some theoretical and practical implications for both Iranian EFL teachers and students, as well as for curriculum designers and developers.

Using Mobile Instant Messaging in Teaching Vocabulary to Pre-intermediate EFL Learners: The Case of WhatsApp

2020 ◽  
Vol 5 (1) ◽  
pp. 1-10
Author(s):  
Ehsan Namaziandost ◽  
Sajad Shafiee ◽  
Ray Suryadi
Keyword(s):  
Mobile Application ◽  
English Language ◽  
Instant Messaging ◽  
Control Group ◽  
Vocabulary Test ◽  
Daily Lives ◽  
Efl Learners ◽  
Post Test ◽  
English Language Institute ◽  
Experimental Group

Smartphones are becoming an increasingly common part of our daily lives. Applications used in these systems are extremely varied due to their extraordinary efficiency. With respect to language teaching, the use of these technologies has opened up new doors, changing innovatively the way teachers teach and students learn. Accordingly, this study aimed to find out the impacts of using WhatsApp as a mobile instant messaging application on teaching vocabulary among pre-intermediate EFL learners. To this end, 60 Iranian pre-intermediate EFL learners were selected from a private English Language Institute. Then, they were randomly assigned to two equal groups- an experimental group and a control group. They were pre-tested by a researcher-made vocabulary test.  Then, the treatment was applied to both groups. As the treatment, the control group was taught with traditional activities whereas the experimental group was taught with the use of mobile application (WhatsApp). At the end of the instruction, a researcher-made vocabulary post-test was administered. The results of independent samples t-test and one-way ANCOVA indicated that the experimental group had better performance on the post-test compared to control group revealing the usefulness of the mobile application utilized in this study on learning vocabulary.

scholarly journals The Effect of Modified vs. Authentic Input on Iranian EFL Learners' Reading Comprehension

2018 ◽  
Vol 8 (4) ◽  
pp. 450
Author(s):  
Farzad Taghavi ◽  
Farzaneh Aladini
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Placement Test ◽  
Control Group ◽  
Authentic Texts ◽  
Efl Learners ◽  
Reading Materials ◽  
Independent Variable ◽  
English Language Institute ◽  
Experimental Group

The present study investigated the effect of authentic input as a classroom activity on Iranian EFL learners' reading comprehension. This study intended to determine whether authentic reading materials could enhance Iranian EFL learners' reading comprehension at the upper-intermediate level. To achieve this goal, 46 language learners were randomly selected from 60 ones who attended Shokoh English Language Institute in Rasht, Iran. Quick Placement Test was conducted to homogenize the participants. They were divided into two groups: the experimental and control groups. The groups experienced identical conditions during the study except for their exposure to the independent variable. After administrating the pretest, the participants in the experimental group received the treatment. After eight sessions of the treatment, the posttest was administered to both groups of the study to find out the possible effect of authentic reading materials (independent variable) on the participants' reading comprehension skill (dependent variable). The results indicated that in the experimental group EFL learners' improvement in reading comprehension was significantly greater than those in the control group. This research is meant to improve EFL classes with respect to reading skill and to help English language publishers and teachers to see the unquestioning value of authentic texts.

scholarly journals THE IMPACT OF CORRECTIVE FEEDBACK ON IRANIAN EFL LEARNERS’ WRITING COMPLEXITY, ACCURACY, AND FLUENCY

2021 ◽  
Vol 6 (2) ◽  
pp. 250-272
Author(s):  
Behnoosh Heshmat Ghahderijani
Keyword(s):  
English Language ◽  
Corrective Feedback ◽  
Placement Test ◽  
Control Group ◽  
Test Analysis ◽  
Efl Learners ◽  
Writing Complexity ◽  
Iranian Context ◽  
The Impact ◽  
Experimental Group

Background/Purpose: Recently, corrective feedback (CF) has gained considerable importance in language teaching research. Up until now, there has been less attention to the use of CF in an Iranian context.  This current study aims at investigating the impact of corrective feedback on Iranian intermediate EFL learners’ Complexity (C), Accuracy (A), and Fluency (F) in their writing production.   Methodology: After administering an Oxford Quick Placement Test (OQPT), the researcher selected 30 Iranian intermediate learners at a private English language institute in Isfahan, Iran and divided them into two groups of 15 randomly. An Oxford placement test was run to make sure that the two groups were homogenous. A series of writing tasks were developed to examine the participants’ performance in writing. The experimental group attended the class in which CF was performed where they received feedback from the teachers and also their partners in the class (by crossing out and explaining) during the writing tasks on how to use the correct forms of the words and tenses. The control group attended the class in which CF was performed briefly. At the end of the study, all subjects participated in paragraph writing. To compare the group means for the study, a test analysis was performed. The difference between the experimental and the control group was considered to be important.   Findings: The results of Independent and samples t tests revealed that the participants in the experimental group outperformed the ones in the control group in writing production. The results clearly indicated that the participants who received CF did better than those who did not. Therefore, the findings generally revealed that CF had a significant effect on Iranian intermediate EFL learners’ writing complexity, accuracy, and fluency.   Contributions: This study has multiple benefits for language learners and teachers. Utilizing CF in writing classes can be a practical way to improve students’ proficiency and writing skill. In addition, this study draws attention to the Complexity, Accuracy, and Fluency (CAF) of written production.   Keywords: Corrective feedback, complexity, accuracy, fluency, Iranian Intermediate EFL learners.   Cite as: Ghahderijani, B. H. (2021). The impact of corrective feedback on Iranian EFL learners’ writing complexity, accuracy, and fluency. Journal of Nusantara Studies, 6(2), 250-272. http://dx.doi.org/10.24200/jonus.vol6iss2pp250-272

scholarly journals Does Game-Based Vocabulary Learning APP Influence Chinese EFL Learners’ Vocabulary Achievement, Motivation, and Self-Confidence?

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110030
Author(s):  
Rui Li
Keyword(s):  
Foreign Language ◽  
Achievement Motivation ◽  
Vocabulary Learning ◽  
Control Group ◽  
Learning Achievement ◽  
Efl Learners ◽  
Self Confidence ◽  
The Impact ◽  
Experimental Group ◽  
Vocabulary Achievement

Game-based vocabulary learning that is well documented to improve students’ vocabulary learning outcomes is gaining increasing attention. However, no consensus has been reached regarding the impact of game-based vocabulary learning application (APP) on the vocabulary learning achievement, motivation, and self-confidence among Chinese EFL (English as a foreign language) students, so large a population that should never be neglected. To address the issues, a total of 70 college students in two groups participated in a quasi-experiment. One is the experimental group in which students received the game-based vocabulary learning; the other is the control group in which students received the conventional paper-based wordlist learning. Each group consisted of 35 students. The experiment was carried out to evaluate how the implementation of game-based vocabulary learning influences students’ vocabulary learning achievement, motivation, and self-confidence. In addition, a regression analysis was exploited to examine the influence of motivation and self-confidence on vocabulary achievement. Results demonstrated that the game-based vocabulary learning APP benefited students in vocabulary achievement, motivation, and self-confidence. Furthermore, learning self-confidence and motivation did not predict learning achievement. Implications of the study were also given.

The Effect of Self-Assessment on EFL Learners’ Self-Efficacy

2014 ◽  
Vol 31 (1) ◽  
pp. 42 ◽  
Author(s):  
Sasan Baleghizadeh ◽  
Atieh Masoun
Keyword(s):  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Self Assessment ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
English Language Institute ◽  
Experimental Group

This study investigated the continuous influence of self-assessment on EFL (English as a foreign language) learners’ self-efficacy. The participants, divided into an experimental and a control group, were 57 Iranian EFL learners in an English-language institute. The participants’ self-efficacy was measured through a questionnaire that was the same for both groups. Additionally, the participants in the experimental group completed a biweekly self-assessment questionnaire throughout the semester. The obtained data were analyzed through an Analysis of Covariance (ANCOVA). The findings showed that the students’ self-efficacy improved significantly in the experimental group. This suggests that applying self-assessment on a formative basis in an EFL setting leads to increased self-effi- cacy. This study thus highlights the pedagogical implications of self-assessment in EFL classrooms.Cette étude a porté sur l’influence continue de l’auto-évaluation sur l’auto-effi- cacité des apprenants en ALE. Les participants, 57 Iraniens étudiant l’ALE dans un institut de langue anglaise, ont été répartis parmi un groupe expérimental et un groupe témoin. Le même questionnaire a été administré aux deux groupes et a servi d’outil pour mesurer l’auto-efficacité des apprenants. Les membres du groupe expérimental ont en plus complété un questionnaire d’autoévaluation chaque deux semaines au cours du semestre. Les données ont été traitées par une analyse de covariance (ANCOVA). Les résultats indiquent que l’auto-efficacité des élèves s’est améliorée de façon significative dans le groupe expérimental, ce qui porte à croire que la mise en pratique d’une auto-évaluation formative dans les cours d’ALE entraine une amélioration de l’auto-efficacité. Cette étude fait donc ressortir les incidences pédagogiques de l’auto-évaluation dans les cours d’ALE.

scholarly journals Impact of Collocation Instruction on Kuwaiti ESL/EFL Learners’ Reading Comprehension

2019 ◽  
pp. 1193-1202
Author(s):  
Dr. Abbas Habor. Al-Shammari ◽  
Mr. Ahmad Ali Sahiouni ◽  
Ms. Muthmainnah. M. Pd
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
English Language ◽  
Control Group ◽  
Kuwait University ◽  
Efl Learners ◽  
Respective Control Group ◽  
Arabic Speaking ◽  
The Impact ◽  
Experimental Group

Collocation refers to a group of two or more words that often go together or located in a certain manner in speech and writing. This research was intended to observe the impact of collocation instruction on Kuwaiti ESL/ EFL learners’ reading comprehension. The setting of this pragmatic research was English Language Unit (ELU), Kuwait University. For this purpose, 80 Arabic-speaking English learners, both male and female, at intermediate level were selected from English Language Unit. The participants’ age ranged 22-25 years. Their level of English was determined on the basis of their scores on Nelson Proficiency Test which was administered at the same time in four different classes i.e., two classes as the experimental group while the other two classes as the control group for the purpose of recent research. Some participants, however, were disqualified from the data analysis because a few of them didn’t show up in the pre-experimental test, while others missed some of the sessions in the experimental stage, or failed to answer the questionnaire. Due to these reasons, the participants in the experimental group and the control group were not equal. Finally, there were 32 students in the experimental group and 35 students in the respective control group. Therefore, the final total number of the sample was 67 subjects. The statistics for this study were collected from 67 participants. The paired-sample t-test showed very interesting results. The participants in the experimental group performed better than the participants in the control group in reading comprehension test. This research verified that collocation instruction, before the test is administered, had an important impact on Kuwaiti ESL/ EFL learners’ reading comprehension.

Machine Translation for EFL

Relay Journal ◽  
2019 ◽  
pp. 228-235
Author(s):  
Paul J. Moore ◽  
Phil Murphy ◽  
Luann Pascucci ◽  
Scott Sustenance
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
English Language ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Technical Developments ◽  
English Language Institute ◽  
Changing Role

This paper reports on an ongoing study into the affordances of free online machine translation for students learning English as a foreign language (EFL) at the tertiary level in Japan. The researchers are currently collecting data from a questionnaire, task performance, and interviews with 10-15 EFL learners in an English Language Institute in a university in Japan. The paper provides some background on the changing role of translation in language learning theory and pedagogy, before focusing literature related to technical developments in machine translation technology, and its application to foreign language learning. An overview of the research methodology is provided, along with some insights into potential findings. Findings will be presented in subsequent publications.

scholarly journals From Instructed Writing to Free-Writing: A Study of EFL Learners

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110071
Author(s):  
Saleh Alharthi
Keyword(s):  
Control Group ◽  
Writing Program ◽  
Structured Interviews ◽  
Writing Assignments ◽  
Efl Learners ◽  
Free Writing ◽  
Efl Students ◽  
Structured Writing ◽  
The Impact ◽  
Experimental Group

Writing is an intricate process that encompasses various factors and is a key skill for English as a Foreign Language (EFL) students. Thus, writing assignments are vital for any curriculum. One of the essential aspects of effective writing includes good grammar knowledge. Advocates of process writing argue that a free-writing journal is a practical approach to teaching EFL students writing. This study is intended to examine the impact of the free-writing journal on EFL learners. This study was conducted on 80 students from a writing course at the University. Thirty-five students were randomly selected to join the free-writing program—the experimental group—and 45 students were kept in their regular structured writing program—the control group. The experimental group selected topics of interest to them and was encouraged to write in English freely without concern for errors, whereas the control group followed a regular structured writing program where the topics were selected for them and they wrote following a clear guideline. Five major areas were investigated to evaluate students’ progress: the number of words written, spelling, capitalization, subject-verb agreement, and punctuation. The researcher conducted semi-structured interviews with 10 students of the experimental group to elicit their perception of the free-writing program. According to the analysis, students in the free-writing program acquired better grammar acquisition than the control group. The researcher also observed students’ perception of free-writing at the end of the study and found that free-writing improved their writing skills.

scholarly journals A  Method to Diagnose, Improve, and Evaluate Children’s Learning Using Wearable Devices Such as Mobile Devices in the IoT Environment

2020 ◽  
Vol 2020 ◽  
pp. 1-25
Author(s):  
Mohammad Moradi ◽  
Kheirollah Rahsepar Fard
Keyword(s):  
English Language ◽  
Educational Status ◽  
Field Method ◽  
Learning Performance ◽  
Educational Method ◽  
Number Of Children ◽  
Self Confidence ◽  
Average Improvement ◽  
Impact Of Technology ◽  
The Impact

Every day we see an increasing tendency to use technology in education. In recent years, the impact of technology on the education process has received much attention. One of the important effects of technology is that it increases children’s motivation and self-confidence and increases group collaboration. The purpose of this paper is to transform the traditional classroom into a modern classroom in order to increase the ease and efficiency of the teaching process. The method includes phases of diagnosis and improvement. In the diagnose phase, the classroom is equipped with modern items such as Internet of Things (IoT) and game-based learning. In the improvement phase, the field method is used to extract and weight the effective criteria in improving the educational status. The proposed method has been tested on two English language kindergartens. The children tested were in the age group of 8 to 10 years. In the implementation of the proposed educational method in the first English language kindergarten, the average improvement of education and learning of children has almost doubled, which has been maintained by doubling the number of children tested in the implementation of the proposed educational method in the second English language kindergarten. As a result, the proposed educational method can increase the learning performance of children.

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