مطالب مرتبط با کلیدواژه

EFL Learners


۱۲۱.

Effects of Virtual Vs. Blended-Language Instruction on the Development of Listening and Reading Skills by Iranian Intermediate EFL Learners(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۵, No. ۲, ۲۰۲۳ 201 - 216

کلیدواژه‌ها: Blended Instruction listening Reading Virtual Instruction EFL Learners

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Recent developments in technology have affected various aspects of human life, including education. These technological advancements have resulted in the introduction of new trends in teaching methodology. These trends include pure online instruction, mixed online and face-to-face instruction (blended), etc. In order to identify the efficacy of such kinds of instruction in comparison with traditional methods, this quasi-experimental study was conducted to explore the effects of virtual vs. blended-language instruction on the development of listening and reading skills by Iranian intermediate EFL learners. To achieve this goal, 60 intermediate EFL learners were selected to participate in two experimental (virtual and blended) and one control (traditional face-to-face) groups. After the provision of the treatments in experimental (reading and listening through virtual and blended methods of instruction) and control (reading and listening through traditional method) groups, a post-test was conducted to measure the attainment of the participants in each language skill.  The results revealed that both virtual and blended methods of instruction could lead to better reading and listening performances. However, the difference between the effect of each treatment was more tangible in one skill scores (reading in the virtual group and listening in the blended group). The point worth noting is that the blended group could significantly outperform the other two groups. Comparing the results of all post-tests in reading and listening, it was revealed that blended instruction could result in better reading and listening; however, reading skill was more affected due to the higher mean difference between pre-test and post-test scores. This study has some implications for language teachers in taking advantage of technology in education in a balance with their traditional styles of teaching.
۱۲۲.

Answer Changing in Online and Traditional Pen-Paper Tests: The Case of Upper Intermediate EFL Learners with Different Cognitive Styles(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۲ , N. ۳ , ۲۰۲۳ 1 - 22

کلیدواژه‌ها: Answer Changing Online Tests Pen Paper Tests EFL Learners cognitive styles

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The present study addressed the effects of cognitive styles on answer-switching practices across online and traditional tests. After completing Ehrman and Leaver’s (2003) cognitive style questionnaire, a sample of upper intermediate students took pen-paper and online versions (59 test-takers each) of an already validated teacher-developed test of English. The data from think-aloud and erasure analyses revealed significantly more frequent total and right-to-wrong changes in the traditional and online tests, respectively. Multiple regression values explained more than 50% of right/wrong-to-wrong, wrong-to-right, and overall answer-changing variance based on cognitive styles in the pen-paper exam. However, the regression results from online performance analyses could not prove the power of thinking styles in predicting answer-changing strategies. Fisher’s exact tests showed significantly different answer-changing strategies adopted by field-dependent, leveler, analog, concrete, and impulsive individuals in the traditional test but no significant differences between the behaviors of individuals with different cognitive styles in the online exam. Based on the present findings, online and pen-paper platforms may require different test-taking strategies. Language instructors and test developers can use these findings to align their instructional and assessment practices with various cognitive styles and testing environments.
۱۲۳.

The Effect of Self-Determined Learning Model of Instruction (SDLMI) on Intermediate EFL Learners’ L2 Autonomous Motivation, Self-efficacy, and Perceived Locus of Causality(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۶, No. ۱, ۲۰۲۴ 117 - 134

کلیدواژه‌ها: Self-Determined Learning Model of Instruction Autonomous Motivation Perceived Locus of Causality EFL Learners Self-Efficacy

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تعداد بازدید : ۲۱۸ تعداد دانلود : ۱۸۶
The study examines the effects of the Self-Determined Learning Model of Instruction (SDLMI) on intermediate English as a foreign language (EFL) learners’ L2 autonomous motivation, self-efficacy, and perceived locus of causality. Given the evolving paradigms of language teaching, SDLMI values ​​autonomy, competence and connectedness in teaching instruction and offers a distinctive approach. Drawing on contemporary motivational theories, the study examines how SDLMI impacts these key dimensions in intermediate EFL learners compared to a traditional instructional approach. Participants from four EFL classrooms completed SDLMI in the experimental group and conventional instruction in the control group. Instruments included the Preliminary English Test, motivational questionnaires, and SDLMI-based assessments. Data were analyzed using descriptive statistics and independent samples t-tests. Descriptive statistics for both groups (mean and SD) were calculated. Independent samples t-tests were conducted to compare the means between the experimental group and the control group and to examine possible significant differences in the effect of SDLMI on autonomous motivation, self-efficacy, and perceived locus of causality. The study contributes to instructional practices, advocating for autonomy-supportive strategies in fostering holistic language. 
۱۲۴.

The Comparative Impacts of Modified Visual and Oral Input on the Vocabulary Retention of Iranian EFL Undergraduate Students(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۳, Issue ۱, Winter ۲۰۲۴ 121 - 150

کلیدواژه‌ها: EFL Learners Modified Oral Input Modified Visual Input Retention Vocabulary

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Poor vocabulary retention is one of the major difficulties experienced by English as a foreign (second) language (EFL/ESL) students. To tackle this problem, the current study explored the impacts of the modified visual input and the modified oral input on the short-term and long-term vocabulary retention of Iranian EFL students and their perceptions regarding implementing these two types of input in their classes. The initial population consisted of 90 male and female students from Islamic Azad University, Science and Research Branch in Tehran, Iran. The convenience sampling method was implemented to select the participants. After administering the Oxford Placement Test (OPT), 60 students were chosen to serve as the participants, and they were randomly divided into two groups of 30 learners, namely the experimental groups A and B, which received instructions based on the modified visual input and the modified oral input, respectively. Later, the participants received ten 60-minute treatment sessions. Next, the learners' short-term vocabulary retention was assessed using the same vocabulary test as the posttest. One month later, the same test was given to students to check their long-term vocabulary retention as the delayed posttest. The results showed that the two types of input had significant impacts on the vocabulary short-term and long-term retention of the Iranian EFL students to varying degrees. Moreover, the qualitative findings indicated that the learners adopted a significantly positive view toward implementing oral and visual input modifications in their classes. In the end, the implications of the study are provided.
۱۲۵.

DVL-integrated Instructions to Enhance EFL Learners' Speaking Proficiency: The Digital Image Guide Method(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۳, Issue ۲, Spring ۲۰۲۴ 87 - 110

کلیدواژه‌ها: Digital visual literacy Digital Image Guide Method speaking proficiency EFL Learners

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The rapid development of technology and its impact on the creation of images have made it essential to provide students with digital visual literacy (DVL) practices to help them explore and understand the images. More importantly, images have valuable connections to language learning and hold the potential for teaching English effectively. Accordingly, the present study investigated the impact of the DVL-integrated instructions in an English-speaking course on EFL learners' speaking proficiency. The Digital Image Guide (DIG) method was conducted for the DVL instructions. A total of 18 female Iranian EFL learners aged 18-27 from a national university participated in the study, undergoing ten instructional sessions. Various components, such as visual elements in several images, flyers, brochures, memes, and book covers, were introduced to the learners throughout the treatment phase. Using mixed-methods research, quantitative and qualitative data were collected. The quantitative phase employed a pretest-posttest one-group design, and data was collected through the speaking section of the Cambridge English Qualification Test. The qualitative phase collected data on the learners' attitudes toward the course. The data were analyzed using SPSS and content analysis. The findings of a paired-sample t-test examining oral proficiency test data revealed the effectiveness of the course on the speaking proficiency of the learners. The analysis of the interview data revealed that the students held positive attitudes toward the course and the instructions. The findings of this study demonstrated that teaching digital visual literacy through the Digital Visual Literacy (DVL) approach and Digital Image Guide (DIG) Method could help learners with their speaking proficiency.
۱۲۶.

The Effect of Web 2.0 Technology on Language Achievement and Self-Regulated Learning of EFL Learners: A Case of WhatsApp(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۳, Spring & summer ۲۰۲۴ 46 - 73

کلیدواژه‌ها: Web 2.0 Learning Management System (LMS) WhatsApp self-regulation EFL Learners

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تعداد بازدید : ۱۷۳ تعداد دانلود : ۱۳۱
This study scrutinized the impact of Web 2.0 on the language achievement and self-regulated learning of Iranian EFL learners in online language courses. A mixed-methods approach was employed to leverage the Learning Management System (LMS) alongside WhatsApp as a supplementary tool in the experimental group. In the quantitative segment conducted over a three-month semester, an experimental design was implemented involving 24 Iranian male and female students from the Iran Language Institute (ILI). These participants were divided into two coeducational online classes: LMS and WhatsApp were utilized in the experimental group (n=12), while the control group (n=12) solely employed LMS. Quantitative data were gathered using the Oxford Placement Test (OPT), the Language Learning Self-Regulated Scale, and pre-test and post-test assessments. Concurrently, the qualitative phase entailed interviews with 8 participants, aimed at capturing nuanced insights into the advantages and disadvantages of utilizing WhatsApp alongside LMS for online learning. The quantitative outcomes revealed a notable impact on language achievement and self-regulated learning among EFL learners in the experimental group, emphasizing WhatsApp's supplementary role. Furthermore, qualitative findings shed light on the multifaceted aspects of employing WhatsApp in conjunction with LMS, unveiling both its merits and drawbacks. The implications for online EFL classes are substantial, offering valuable insights into optimizing digital platforms for enhanced language learning experiences.
۱۲۷.

Contributions of the Keyword Method, Thematic Clustering and Developing Morphological Awareness to the Iranian EFL learners’ Mastery of Low Frequency English Words(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۳, Spring & summer ۲۰۲۴ 151 - 171

کلیدواژه‌ها: EFL Learners Vocabulary development strategy Keyword Method Thematic Clustering Morphological Awareness

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This study investigated the effects of three vocabulary development strategies of keyword method, thematic clustering and developing morphological awareness on the Iranian EFL learners’ vocabulary repertoire. Adopting a quasi-experimental design, sixty high-intermediate to advanced Iranian EFL learners were randomly assigned to three experimental groups and partook six online sessions of vocabulary instruction during a week. Using a pre-test and three post-tests, the vocabulary repertoire of the subjects was measured. The pre-test was administered a week before the commencement of the treatment sessions; the first post-test was administered immediately after each treatment; the second post-test was held 24 hours after each treatment and the third post-test was held one week after the end of the treatment sessions. Paribakht and Wesche (1993) model of measuring vocabulary enhancement was used to quantify the vocabulary repertoire of the subjects. Split-plot ANOVA test revealed that the subjects in the keyword group outperformed the subjects in the other two groups in all the three post-tests. Moreover, it was revealed that the thematic clustering group outperformed the developing morphological awareness group. The findings of this research may have pedagogical implications for English teachers, learners and material developers.
۱۲۸.

The impact of using multimedia glosses on vocabulary acquisition: The case of Iranian intermediate EFL learners(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۳, Spring & summer ۲۰۲۴ 260 - 277

کلیدواژه‌ها: EFL Learners CALL gloss multimedia gloss Multimedia learning

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This study aimed to explore the effect of multimedia glosses on the vocabulary acquisition of Iranian intermediate EFL learners. The program employed in this study provided the learners with glosses for words in the form of sounds and videos. The participants were 40 intermediate EFL learners studying English at a private institute in Esfahan. The participants were assigned to experimental and control groups. Participants were given the exact reading context from a software called "Tell Me More." The experimental group had access to multimedia glosses for unknown words. The learners were granted access to the glosses by clicking on the highlighted words. The control group, regarding the clarification of the unknown word lexis, received help from the researcher through the conventional method and had access to a dictionary. After 10 sessions, a vocabulary test was given to experimental and control groups. The application of an independent t-test indicated that the performance of the participants exposed to multimedia glosses was significantly superior to that of the control group. The present study offers valuable insights for CALL material designers in selecting the optimal combination of modalities to facilitate L2 vocabulary acquisition.
۱۲۹.

Learning Vocabulary Electronically During COVID‐19 Pandemic: Does Shaad Platform Have Any Impacts on Iranian EFL Learners’ Vocabulary Learning?

نویسنده:
منبع: Research in Techno-based Language Education, Volume ۲, Issue ۴, ِDecember ۲۰۲۲ 10 - 28

کلیدواژه‌ها: Face-to-face Teaching L2 vocabulary learning Shaad Platform Mobile-assisted Learning EFL Learners

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The perceived outbreak of COVID‐19 has forced the closure of schools in Iran. Alternatively, e-learning has emerged as a viable replacement for training students. The present study examined the comparative effects of applying Shaad as online learning versus face-to-face teaching on English as a Foreign Language (EFL) students’ vocabulary learning. To achieve this aim, sixty ninth-grade high school students were randomly selected. The members of the study were assigned to the Shaad and control groups. The instruments were a Cambridge Placement Test (CPT) and a researcher-made test administered as a pre-and post-test. First, the CPT was used, then a pre-test was administered to members of both groups. EFL learners’ vocabulary learning was analyzed at the end of the research; thus, the students in both groups performed the vocabulary post-test. Descriptive statistics and independent samples t-tests were run to determine the effect of Shaad on Iranian EFL learners’ vocabulary learning. The results revealed that teaching vocabulary through Shaad as online learning did not have a statistically significant effect on EFL students’ vocabulary learning. The results also showed a significant difference between the vocabulary learning of EFL students exposed to face-to-face teaching and those exposed to Shaad; thus, face-to-face learning is more effective. One of the study implications is that policymakers might provide infrastructure for virtual education to contribute to the improvement of EFL learning along with face-to-face education after the Covid-19 pandemic. Also, material designers can remove the deficiencies of the Shaad platform to develop the student’s vocabulary learning as an instructional aids tool.
۱۳۰.

On the Relationship between Iranian Intermediate EFL Learners' Digital Literacy and their Self-Directed Learning Process

نویسنده:
منبع: Research in Techno-based Language Education, Volume ۳, Issue ۳, September ۲۰۲۳ 20 - 34

کلیدواژه‌ها: digital Literacy EFL Learners Information and communication technology literacy Information Literacy media literacy self-directed learning

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Self-directed learning and digital literacy are the most effective issues in the process of foreign language learning. Due to the importance of digital literacy and self-directed learning in the process of foreign language learning, the present study aimed at investigating the relationship between Iranian intermediate EFL learners’ digital literacy and their self-directed learning. For the purpose of the study, 210 male and female Iranian EFL learners from Mashhad English language institutes took part in the study through using convenience sampling method. The digital literacy and self-directed learning questionnaires were distributed among intermediate EFL learners to measure their attitudes towards digital literacy and the self-directed learning process. To conduct the study, a correlational design was used. The results of Pearson Correlation analyses revealed that there was a positive relationship between the Iranian intermediate EFL learners’ digital literacy and their self-directed learning. The results of the multiple regression analyses also showed that information communication technology literacy and information literacy as the two components of the digital literacy questionnaire significantly predicted the Iranian intermediate EFL learners’ self-directed learning. It can be concluded that high levels of digital literacy and self-directed learning tend to result in better academic performance and learning motivation. It is important that educational contexts, as well as lan guage institutes administrators provide opportunities for en hancing learners’ self-directed learning and media literacy and consequently improving EFL learners’ achievement and motivation.
۱۳۱.

EFL Learners' Perceptions of Fairness in Classroom Assessment and their Cognitive Test Anxiety

نویسنده:
منبع: Research in Techno-based Language Education, Volume ۳, Issue ۴, ِDecember ۲۰۲۳ 10 - 12

کلیدواژه‌ها: Assessment EFL Learners Fairness Cognitive Test Anxiety test anxiety

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Earlier research has shown that fair assessment plays a crucial role in the classroom and is closely associated with students' academic success. Besides, multiple studies have consistently indicated that the cognitive aspect of test anxiety significantly and meaningfully influences test performance, highlighting the connection between test anxiety and academic achievement. Therefore, this correlational study was done to investigate the relationship between Iranian EFL learners' perceptions of fairness in classroom assessment and their cognitive test anxiety. It followed a quantitative method and a total number of 201 learners, 88 males along with 113 females, participated in the present study voluntarily. A convenience and random-sampling method were applied, using fair assessment and cognitive test anxiety questionnaire. The results of the study, using Pearson-moment correlation and Regression analysis, revealed that there was no significant relationship between Iranian EFL learners' perceptions of fairness in classroom assessment and their cognitive test anxiety. It also indicated no significant difference between male and female learners' perceptions of fairness in classroom assessment and their cognitive test anxiety. The findings of the study can be implemented in educational systems by teachers, learners, programmers, and researchers. It can be considered as a guideline for teachers, especially EFL teachers in academic environments to find solutions for the problems and difficulties in the fairness of classroom assessment.
۱۳۲.

Role of L1 and L2 in the Organization of Iranian EFL Lived Narratives(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Linguistics (IJAL) Vol. ۲۴, No. ۱, March ۲۰۲۱ 36 - 66

کلیدواژه‌ها: Narratives stories EFL Learners Narrative Structure Persian Linguistic knowledge language proficiency

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تعداد بازدید : ۱۵۵ تعداد دانلود : ۱۲۰
People are constrained by their culture and social life when telling stories. A second language learner then cannot be expected to tell stories in the target language without cross-cultural effects that influence the way of narration. The present study examined the role of the first language (L1) and second language (L2) in the organization of narratives by focusing on Persian speakers’ and EFL learners’ lived narratives. For this purpose, 125 oral stories were voice recorded. Seventy-five EFL learners’ narratives and 50 Persian narratives as told by Iranian native speakers were collected via classroom discussions and interviews. To examine the substantive effect of L2 knowledge, the EFL learners were selected from pre-intermediate and upper-intermediate proficiency levels. The Labovian analytical narrative model was employed for the analysis. The findings indicated that EFL learners’ narratives were mostly affected by L1 rather than L2. Furthermore, English linguistic knowledge, rather than the English narrative structure itself, affected the organization of EFL narratives
۱۳۳.

The Effect of Mobile-mediated Dynamic Assessment on Iranian Intermediate EFL Learners’ Writing Skill(مقاله علمی وزارت علوم)

نویسنده:
منبع: Journal Of English Language and Literature Teaching, Volume ۲, Issue ۲, September ۲۰۲۳ 35 - 53

کلیدواژه‌ها: Mobile-mediation dynamic assessment EFL Learners writing skill

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تعداد بازدید : ۸۷ تعداد دانلود : ۶۲
This study was explored to seek the effect of mobile-mediated dynamic assessment on Iranian EFL learners' writing skill. The participants were 60 EFL learners from one English language institute in Shiraz, Iran, learning English at the intermediate level. Their age ranged from 15 to 30. The participants were randomly assigned to three equal groups (i.e., one control group and two experimental groups). The instruments and materials used in this study were oxford quick placement test (OQPT), the DIALANG writing test, WhatsApp, Google Docs, and the interview. To measure the participants’ general English proficiency level before the experiment, the participants took the Oxford Quick Placement Test (OQPT). The quantitative data were analyzed using using Kolmogorov-Smirnov and Shapiro-Wilk tests of normal, descriptive statistics, paired-sampled T-tests, ANOVA, and Tukey post hoc tests. For the qualitative data analysis, the answers to the interview questions were coded and analyzed using a typology of mediation. The ANOVA test showed that there were significant differences among the groups which implies that mobile-based dynamic assessment can enhance the writing proficiency among the language learners. In other words, both T and V groups in intermediate level had a significant progress in their writing proficiency. In light of the qualitative data, nearly all of the participants supported DA due to its advantageous benefits. They felt that this approach saved them time and increased their confidence and enthusiasm for writing, which is a challenging ability.
۱۳۴.

Disclosing the Effects of Online Collaborative Writing on Writing Skills and Self-Perception of Technology: A Study on Ethiopian EFL Learners(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۳ , N. ۲ , ۲۰۲۴ 81 - 104

کلیدواژه‌ها: Online Collaborative Writing Self-perception of technology Writing skills EFL Learners

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The integration of technology in second language education has made online collaborative writing (OCW) a valuable method for enhancing writing skills. Despite this, its effects on writing skills and technological self-perception in Ethiopia have not been thoroughly explored. This study aims to fill this gap by assessing the impact of OCW, through the use of Wiki and Telegram applications, on writing skills and technological self-perception within Ethiopia's English as a Foreign Language (EFL) setting. Forty-five intermediate IELTS candidates from a language school in Utopia were randomly divided into three groups: the Wiki group (n = 15), the Telegram group (n = 15), and a control group (n = 15). They participated in pre-tests, interventions, post-tests, and completed a technology self-perception survey both before and after the intervention. The one-way ANOVA results showed that the Wiki and Telegram groups outperformed the control group in post-test writing skills. However, no significant difference was found between the Wiki and Telegram groups' post-test writing skills. Moreover, both groups reported a more positive view of technology following the intervention. These outcomes hold significant implications for EFL stakeholders in Ethiopia and pave the way for further research.
۱۳۵.

Probing into the Effects of Teacher Support on EFL Learners' Self-esteem, Resilience, Academic Enjoyment, and Academic Achievement(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۳ , N. ۲ , ۲۰۲۴ 149 - 180

کلیدواژه‌ها: Positive Psychology EFL Learners teacher support Self-esteem Resilience academic enjoyment academic achievement

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The current research aims to investigate the effect of teacher support (TS) on EFL learners' academic achievement, self-esteem, resilience, and academic enjoyment (AE). Eighty-four EFL students from a Turkish context participated in the study and were randomly divided into a control (N=48) and an experimental group (N=46). The standardized instruments, including the academic achievement test, Rosenberg's Self-Esteem Scale, Davidson's Academic Enjoyment Scale, and Cassidy's Academic Resilience Scale, were utilized to collect data. The impact was measured by administering pretests and posttests and employing a quantitative research methodology with a pretest/posttest design for the research. The results demonstrated significant effects of TS on all variables in question. The experimental group (EG) demonstrated significant improvements in self-esteem, resilience, and AE, with effect sizes ranging from medium to large. Additionally, the experimental group (EG) significantly outperformed the control group (CG) in academic achievement. These findings emphasize the importance of TS in improving EFL learners' academic and psychological qualifications and underpin a dire necessity of cultivating supportive and stimulating learning environments that prioritize autonomy, structure, and engagement. Implementing effective instructional practices may improve students' academic achievement and emotional welfare. The study's implications provide an understanding of integrating positive teacher-student interaction and support for positive psychology in the foreign language curriculum design and materials development.
۱۳۶.

Effectiveness of Audiovisual Materials in Developing Tertiary Level Learners' English Listening and Speaking Skills

نویسنده:
منبع: International Journal of Language Testing, Volume ۱۴, Issue ۲, October ۲۰۲۴ 67 - 81

کلیدواژه‌ها: Language skills EFL Learners Bangladeshi context

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Communication skill is considered to be one of the most demanding skills of the day, and proficiency in listening and speaking skills paves the way for being communicative. To develop one’s listening and speaking skills, there are many ways and factors including the use of audiovisual materials in an English as a foreign language (EFL) classroom. This study analyzed the effectiveness of audiovisual materials in developing tertiary level students' English listening and speaking skills. To do so, experiments followed by formative assessment were carried out on the first-year undergraduate students of the Department of English, Jashore University of Science and Technology, Bangladesh. To triangulate the experiment results and ensure trustworthiness, a student-questionnaire survey was also conducted. The overall findings revealed that the use of audiovisual materials has a major impact on the development of listening and speaking skills of EFL students. The findings of this research are supposed to help education policymakers, education administrators, teachers, and students to adopt better policies and decisions to make teaching and learning English more effective and fruitful at different stages in second or foreign language contexts.
۱۳۷.

Revisiting Classroom Climate: Exploring the Relationship between EFL Students’ Disengagement and Demotivation(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۶ فروردین و اردیبهشت ۱۴۰۴ شماره ۱ (پیاپی ۸۵) 29 - 57

کلیدواژه‌ها: classroom climate demotivation disengagement EFL context EFL Learners mental health

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Students’ engagement in classroom activities has been at the center of attention these days that affect learners’ success, mental health and alternatively, their disengagement impacts their achievement and may also affect their future professional well-being. Motivation is another important contributor to success in education, which is also in line with engagement. Likewise, demotivation has been a concentration point of instructional research; yet, it has not obtained much concentration in the realm of language acquisition. Indeed, English as Foreign Language (EFL) learners’ demotivation has an essential role in hindering their learning in the English language learning classroom. The level of these two concepts, namely disengagement and demotivation is influenced by different factors in students and as far as EFL teaching is concerned, one of these factors is school climate which is deemed as a predictor of academic success. Indeed, the learning climate has been attracting the attention of researchers for decades given that this construct improves or prevents student achievement and poor mental health. Nevertheless, its contribution to mitigating learners’ demotivation and disengagement has not been scrutinized yet. Accordingly, this review presents the power of the learning climate where EFL students are learning a language and its role in students’ demotivation and disengagement. Subsequently, this is followed by giving some implications for EFL teachers, school authorities, and researchers.
۱۳۸.

Is Technology an Asset? Enhancing EFL Learners’ Vocabulary Knowledge and Listening Comprehension through CALL

نویسنده:
منبع: Research in English Education Volume ۹, Issue ۱ (۲۰۲۴) 50 - 69

کلیدواژه‌ها: CALL computer software EFL Learners Technology

حوزه‌های تخصصی:
تعداد بازدید : ۵۸ تعداد دانلود : ۵۰
Technology-enhanced language instruction has attracted researchers’ attention in language teaching and learning in recent decades. Accordingly, the present mixed-methods study attempts to investigate the effect of Computer-Assisted Language Learning (CALL) on EFL learners’ vocabulary development and listening comprehension. In doing so, 60 intermediate EFL learners were conveniently chosen for the quantitative phase of the study and were divided into one experimental group (n=30) and one control group (n=30). The teacher-researchers taught vocabulary tasks and listening skills to both groups, using computer software for the experimental group and the traditional method for the control group for 10 sessions for 5 weeks straight. To look into the effect of CALL instruction, quantitative methodology was employed. By analyzing the mean scores of the learners’ pre-test and post-test, it was revealed that the incorporation of computer software in English Language Teaching (ELT) classes resulted in learners’ significant improvement in vocabulary learning and listening comprehension. Then, the qualitative phase of the study began and 24 learners from the same experimental group were invited to semi-structured interviews to share their experiences of CALL classes with the researchers. The qualitative analysis of learners’ data manifested two thematic categories: 1) technology is an asset to EFL learners, and 2) technology makes the input more comprehensible. The findings of the study contributed to the conscious use of technology-enhanced instruction through computer and mobile tools to provide an interactive learning atmosphere for EFL learners, and to help them develop language skills and sub-skills, which seems beneficial for both EFL learners and teachers as ubiquitous technology is becoming an inevitable member of teaching and learning community.
۱۳۹.

The Effects of Growth Mindset Intervention on Iranian EFL Learners’ Vocabulary Development

نویسنده:
منبع: Research in English Education Volume ۹, Issue ۲ (۲۰۲۴) 20 - 29

کلیدواژه‌ها: EFL Learners fixed mindset growth mindset implicit theories Vocabulary Learning

حوزه‌های تخصصی:
تعداد بازدید : ۶۱
As a possible and influential factor in academic success, student growth mindset has recently received attention. However, the number of the studies concerning the effects of growth mindset on language skills in the context of Iran is not considerable and no study has specifically examined the influence of growth mindset on Iranian EFL learners’ vocabulary development. To fill this gap, this study was conducted in order to investigate if the intervention has any significant effects on Iranian EFL learners’ vocabulary development compared to those who do not receive such intervention. A quasi-experimental design in the form of pre- and posttest was used in this study. To homogenize the participants in terms of their proficiency, OQPT was used. Subsequently, out of 78 learners, sixty Iranian intermediate language learners were randomly assigned into two groups of control group receiving conventional vocabulary training and experimental group receiving a growth mindset intervention besides the conventional method for vocabulary learning. Vocabulary knowledge of the students was tested with the help of a vocabulary knowledge test that was specifically prepared and developed by researchers. To investigate if using growth mindset intervention had positive effects on learning English vocabulary by the learners in each control and experimental groups, two sets of paired-samples t-test were conducted. Afterwards, to explore which method had been more effective, the mean scores of the posttests of the control and experimental groups were compared by executing an independent two-sample t-test. The results revealed that implementing growth mindset intervention had positive effects on vocabulary development of EFL learners. Accordingly, this study has pedagogical implications for EFL teachers and students, as well as material designers.
۱۴۰.

The Effect of Graphic Organizer Strategy on Improving Iranian Intermediate EFL Learners’ Writing Complexity(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۶, No.۳۲, Spring & Summer ۲۰۲۳ 203 - 222

کلیدواژه‌ها: EFL Learners Complexity Writing Performance graphic organizer

حوزه‌های تخصصی:
تعداد بازدید : ۳۵ تعداد دانلود : ۳۲
Writing by which students can be assessed plays an important function in the education process. By considering this fact, investigating the impact of graphic organizer strategy on improving Iranian intermediate EFL learners’ complexity of written performance was the main goal of this study. 40 intermediate EFL learners were selected as the participants of the study on the basis of findings of Preliminary English Test. After that, they were randomly divided into two experimental and control groups. To assess the initial writing ability of participants, two groups were given a pre-test prior to the treatment. After applying traditional method to the control group and the graphic organizer strategies to the experimental group, both groups received a post-test to examine the effect of materials. To examine the effectiveness of the treatment, an independent samples t-test was conducted. To see the progression amount between pre-test and post-test of the experimental group, a paired samples t-test was also employed. The findings of the study indicated that graphic organizer strategies improved the learners’ complexity of written performance. The results have some implications for EFL/ESL teachers, students, test and materials developers, and syllabus designers.