scholarly journals The pedagogical utility of audio-visual aids on extrovert and introvert Iranian intermediate EFL learners' speaking ability

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramin Vaezi ◽  
Reza Biria ◽  
Nazli Azodi
Keyword(s):  
Visual Aids ◽  
Efl Learners ◽  
Pedagogical Utility

The Effect of Contextual Visual Aids on High School Students' Reading Comprehension

2016 ◽  
Vol 6 (9) ◽  
pp. 1827
Author(s):  
Nahid Majidi ◽  
Nader Assadi Aydinlu
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Control Group ◽  
Homogeneity Test ◽  
Visual Aids ◽  
School Students ◽  
Efl Learners ◽  
Quasi Experimental ◽  
Iranian High School Students

The present study was an attempt to investigate the effect of contextual visual aids on Iranian high school students’ reading comprehension. To do so, a thorough review of the related literature was done and a quasi-experimental study was designed in which the participants were 96 female EFL learners at the intermediate level. These participants were chosen out of 140 learners through a homogeneity test. The selected participants were assigned to four groups; three experimental groups (pre-thematic, thematic and post-thematic) and one control group. The participants went through the procedure of pretest, treatment, and posttest. The data was collected by means of three tests: a PET test, a pretest and a posttest of reading comprehension. A one-way ANOVA was run to probe the research questions posed in this study. The findings revealed that contextual visual aids had a statistically significant effect on Iranian high school students' reading comprehension. The study findings also revealed that among the Contextual Visual Aids, pre-thematic aids had the highest effect on high school students’ reading comprehension. This was followed by thematic visual aids which had a moderate effect on this process. However, the post-thematic visual aids had slightly significant effect on high school students' reading comprehension.

scholarly journals Pedagogical Utility of Pre-Listening Activities for Improving Iranian Elementary EFL Learners’ Listening Comprehension

2019 ◽  
Vol 12 (1) ◽  
pp. 1127-1140 ◽  
Author(s):  
Fatemeh Karimi ◽  
◽  
Azizeh Chalak ◽  
Reza Biria ◽  
◽  
...  
Keyword(s):  
Listening Comprehension ◽  
Efl Learners ◽  
Pedagogical Utility

scholarly journals The Usefulness of Pictorial Aids in Developing Female Iranian Intermediate EFL Learners’ Speaking Proficiency

2017 ◽  
Vol 6 (1) ◽  
pp. 38
Author(s):  
Shahram Afraz ◽  
Leila Taghizade ◽  
Ali Taghinezhad
Keyword(s):  
Language Learning ◽  
Positive Impact ◽  
Control Group ◽  
Main Concern ◽  
Visual Aids ◽  
Efl Learners ◽  
Speaking Proficiency ◽  
Intermediate Learners ◽  
Post Test ◽  
Experimental Group

Speaking is a crucial form of communication in language learning settings. Through speaking skill, ESL/EFL language learners can communicate and convey information. Pictorial aids have been deployed as efficacious mediatory tools in teaching various disciplines such as language teaching. Still, to the best of the researchers’ knowledge, a direct look at the impacts of pictorial aids on EFL intermediate learners’ speaking proficiency has been less addressed. Thus, the main concern of the present study was to investigate the role of pictorial aids in creating a favorable ground for teaching speaking and how it may affect learners’ speaking proficiency. To this end, 40 intermediate EFL learners were selected out of 70 from a private English language institute in Shiraz, Iran. The homogeneity of their proficiency level was established via the administration of Oxford Proficiency Test. Then they were randomly divided into two control and experimental groups. Three instruments were used to answer the research questions: Pre-test and post-test interviews, classroom observation, and a questionnaire. Subsequently, the participants were randomly assigned to an experimental (n=20) and a control (n=20) group. During 6 sessions, the experimental group received treatment while using pictorial aids. By contrast, the control group followed their routine instruction at the institution through traditional method, i.e. the tasks of Top notch 2. Then by the end of the study, an interview was held as a post test in order to monitor any effect the treatment might have on increasing speaking proficiency of the participants under the investigation. The results gained from a post-test were analyzed via t-test indicated that visual aids had a positive impact on the intermediate learners’ speaking proficiency in which experimental group outperformed control group. 

The Influence of Visual Aids on Detecting Early and Late Decelerations in Maternal-Fetal Heart Rate Patterns

2012 ◽  
Author(s):  
Rebecca A. Kennedy ◽  
Brittany L. Anderson-Montoya ◽  
Mark W. Scerbo ◽  
Erik Prytz ◽  
Lee A. Belfore ◽  
...  
Keyword(s):  
Heart Rate ◽  
Fetal Heart Rate ◽  
Fetal Heart ◽  
Visual Aids

Getting EFL Learners to Speak: Obstacles and Solutions

2016 ◽  
Vol 10 (01) ◽  
pp. 21
Author(s):  
Eulis Rahmawati
Keyword(s):  
Psychological Factors ◽  
Teaching And Learning ◽  
English Education ◽  
Language Skills ◽  
Education Department ◽  
Efl Learners ◽  
Qualitative Research Design ◽  
Research Problems ◽  
English Competence ◽  
Academic Year

This research investigates how process of speaking instruction takes place at IAIN SMH Banten. There are three main issues in the research problems: the process of teaching speaking, obstacles found in the teaching and learning process, and what efforts do they make to solve the obstacles in speaking. The process of teaching speaking discusses materials, preparation, procedures or steps in teaching speaking while obstacles and solutions discuss the speaking barriers that the students faced in speaking class and how they minimize the barriers. By applying descriptive qualitative research design to students of fourth semester in academic year 2014/2015, the result shows that the focus of speaking instruction at the fourth semester of English education department of IAIN SMH Banten seemed to let the students speak, without any language skills discussion as the feedback. At the same time, during the process of speaking instruction there are some problems faced by students. The first is  problem of limited English Competence dealt with students poor of vocabulary and the second is problems of psychological factors.

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

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