مطالب مرتبط با کلیدواژه

Accuracy


۴۱.

Task Implementation and EFL Learners’ Attention to Form: Examining the Effects of Pre-Task Planning and Post-Task transcription(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۱۲, No. ۱, June ۲۰۲۳ 67 - 96

کلیدواژه‌ها: planning transcription Complexity Accuracy fluency

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تعداد بازدید : ۱۵۱ تعداد دانلود : ۱۴۱
There is ample research evidence indicating that task implementation options and design features differentially affect the linguistic quality of second language (L2) oral output. The overarching aim of the current research was to add to the available body of research findings by investigating what effects the combination of two task implementation options, namely pre-task planning and post-task transcription, exerts on L2 learners’ focus on form. The study involved sixty Iranian L2 learners who were presented with a picture story to be narrated under one of the following four conditions: pre-task planning (PTP), post-task transcription (PTT), both pre-task planning and post-task transcription (PTP/PTT), and control. Findings showed that while pre-task planning increased fluency and complexity, the anticipation of post-task transcription enhanced focus on form as indicated by more accurate performance. More importantly, pre-task planning along with the foreknowledge of post-task transcription of performance made for an exponential increase in accuracy, a gain which was achieved to the detriment of complexity. The outcomes are of pedagogical significance in that they lend support to the efficacy of using pre-task planning opportunity along with the anticipation of post-task transcription to elicit the highest accuracy level while learners are primarily concerned with conveying meaning.
۴۲.

The Effect of Online-based Gamification on the Speaking Accuracy and Fluency of Iranian Pre-intermediate EFL Learners

نویسنده:
منبع: Research in Techno-based Language Education, Volume ۳, Issue ۳, September ۲۰۲۳ 1 - 19

کلیدواژه‌ها: Accuracy fluency Online-Based Gamification online learning speaking skills

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تعداد بازدید : ۲۳۴ تعداد دانلود : ۱۷۰
The need to use effective new strategies and instruments for the sake of reinforcing the EFL learners’ speaking fluency and accuracy is the main goal of the language learners and teachers. Hence, the present research aimed to discover the effect of online-based gamification on Iranian pre-intermediate EFL learners' speaking accuracy and speaking fluency by using a quasi-experimental design. Forty Iranian pre-intermediate EFL learners from Gooyesh English Language Institute in Mashhad were selected through convenience sampling as the target participants of the study. At the outset of the study, a researcher-made pre-test of speaking fluency and accuracy was administered to the 40 participants of the study. Then, online-based games such as What Happens Next Game, Picture that Story, Online ESL Jigsaw Activity, Show and Tell Game, and ESL A- B gap Fill Game were used to expand the speaking fluency and accuracy of the experimental group's learners while traditional methods were utilized to teach speaking fluency and accuracy to the participants of the control group. Finally, a researcher-made speaking post-test was administered to the participants of both groups. Descriptive statistics and independent samples t-tests were calculated to answer the research questions. The findings displayed that online-based games significantly improved Iranian pre-intermediate EFL learners' speaking accuracy and fluency. However, there was no significant difference between the speaking accuracy and fluency of the participants of the experimental group after using the online-based gamification. Based on the findings of the study, gaming can be considered the most appropriate instrument in the process of learning speaking skills such as speaking fluency and accuracy.
۴۳.

Impact of Online Peer Assessment via Wiki on Grammar Accuracy of EFL Learners: A Mixed Methods Investigation

نویسنده:
منبع: Mixed methods studies in English language teaching,Vol ۱, Issue ۲, Summer ۲۰۲۴ 26 - 47

کلیدواژه‌ها: Accuracy Grammar language assessment online peer assessment wiki writing

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تعداد بازدید : ۲۱۶ تعداد دانلود : ۱۵۲
With the emergence of new online technologies and computer-mediated language teaching, many recent studies have been conducted on the effectiveness of online peer assessment. The present mixed methods study examined the effect of online peer assessment on Iranian intermediate-level EFL students` writing accuracy. In the quantitative phase of the study, 28 EFL learners studying in an English institute were randomly assigned to two groups and were taught for 14 sessions. The experimental group attended online peer assessment on Wiki as a forum for out-of-classroom discussions regarding English writing, and the control group attended face-to-face peer assessment. To analyze the numerical data collected through a pretest and a posttest, an independent sample t-test was used to investigate the difference between the two group scores before and after the assessments. The results showed that the difference between the posttest means of the experimental group and the control group was significant. Moreover, the results of analyzing the qualitative data, gathered through focus-group interviews, also confirmed the quantitative results, revealing the positive opinions of the interviewees about the role of technology in language learning. Therefore, online peer assessment seems to have benefits that make it worthwhile despite all the difficulties and extra effort of introducing and teaching it to students. The findings may have implications for material designers, language teachers, and language learners.
۴۴.

The Effects of Auditory and Audiovisual Input on Listening Comprehension and Writing Accuracy of EFL Students: Focusing on Students’ Perceptions of Input Modality(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۶, No. ۲, ۲۰۲۴ 71 - 88

کلیدواژه‌ها: Accuracy Auditory/Audiovisual input fluency listening comprehension Perception

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The current study was conducted to examine Iranian EFL students’ listening comprehension and writing performance after receiving auditory and audiovisual input. With a quasi-experimental test-retest design, a listening comprehension test was administered in auditory and audiovisual formats to 51 intermediate EFL students from two intact classes. The results indicated that the students’ mean scores in the audiovisual listening test were significantly higher than that in the auditory test administered after a six-week interval; however, no significant difference was found in the accuracy and fluency of summary writing. The analysis of the participants’ responses to the questionnaire indicated that 75% of the students preferred the video format of the test and only 22% found it distracting. Most participants believed that visual input helped them remember details for a longer period and stay more concentrated, engaged and interested in the topic. To conclude, in addition to auditory input, audiovisual material is recommended as a preferred instrument to assess learners’ listening comprehension.
۴۵.

Trajectories of Multilingual Iranian Students’ Speaking Skill Development from Complex Dynamic Systems Theory Perspective(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۳ , N. ۲ , ۲۰۲۴ 31 - 56

کلیدواژه‌ها: Complex Dynamic Systems Theory Speaking Skill Complexity Accuracy fluency

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Though applied linguistics has observed a rise in language acquisition investigations within the complex dynamic systems theory (CDST) paradigm, the majority of research endeavors have been centered on the development of learners' first language (L1) or second language (L2). Limited research exists on multilinguals’ L3 acquisition/development, with even fewer studies considering the development of learners’ speaking skill in L2, and L3. The present study aimed to address these gaps by adopting a CDST approach to analyze the development of fluency, accuracy, and complexity in L2 (English) and L3 (French) speaking skills among five undergraduate Iranian EFL junior students of Translation Studies at Jahrom University over one academic year. The students were at an intermediate level in English language and their French language proficiency was at the beginner level. The participants’ speaking ability in both languages was closely examined and analyzed regarding their development of fluency, accuracy, and complexity within a quantitative design. Findings depicted that the aspects were developed in non-linear, chaotic, and emergent patterns in multilingual learners’ L2 and L3 speaking skill. Moreover, the findings indicated that these elements in multilingual learners' speaking were interconnected and influenced each other over a period of time. The discoveries have some significant implications for L2 and L3 language teaching, such as creating flexible learning and teaching environments, fostering emergent behavior in language classrooms, encouraging learners to have a self-organizing and autonomous role in language learning, having sensitivity to the diverse needs of learners, and fostering a collaborative learning environment.  
۴۶.

Recast Enrichment Episodes for Improving EFL Learners’ Written Accuracy and Complexity: Reaching out to Learner Negotiation(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۵ فروردین و اردیبهشت ۱۴۰۳ شماره ۱ (پیاپی ۷۹) 177 - 197

کلیدواژه‌ها: Accuracy Complexity Negotiation recast recast enriched by negotiation (REN)

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تعداد بازدید : ۲۱۸ تعداد دانلود : ۱۰۸
Findings on recast as feedback on learners’ erroneous forms tend to be less than conclusive or confirmatory. Also, the conventional formulations in literature give partial accounts of recasting as an effective methodological practice. The present study proposes recast enriched by negotiation (REN) on the learners’ part as an alternative. For investigating the hypothetical effect, three all-female groups were concentrated on, namely explicit feedback, recast and REN. Summary writing task as post-test concentrated on the learners’ accuracy in terms of error-free T units, and complexity regarding word per sentence ratio as well as lexical density. One-way ANOVA for three independent samples and post hoc analyses revealed that accuracy and word per sentence ratio did not vary significantly; however, lexical density improved as a result of REN. Findings and implications of the study are discussed in the light of methodological potentials and literature.  
۴۷.

Effects of Wiki-Mediated Collaborative Writing on Iranian Intermediate EFL Learners' Written Complexity, Accuracy, and Fluency(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۲, Issue ۴۸, Spring ۲۰۲۴ 79 - 96

کلیدواژه‌ها: Accuracy Complexity fluency Wikis writing skill collaborative writing

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تعداد بازدید : ۱۰۴ تعداد دانلود : ۸۳
This study examined how Iranian intermediate EFL learners' writing complexity, accuracy, and fluency were affected by collaborative online writing using Wikis. The language proficiency of 75 EFL learners was gauged based on their performance on the Oxford Quick Placement Test (OQPT). They were intermediate male and female EFL learners studying English at three language institutes in Shahrekord, Iran. The participants were then split into two groups at random: a Wiki group (WG), and a control group (CG). Afterwards, learners in the control and experimental group were given a cause-and-effect prompt as a pre-test, and their writing complexity, accuracy, and fluency were assessed using CAF measures. Following the pre-test, the participants in the experimental group began a six-week training period in the collaborative environment of Wiki. The same instructional materials and procedures were presented to the control group, but in a non-collaborative, face-to-face setting. Similar to the writing pre-test, a writing post-test was given to both groups at the end of the intervention, and the writings were graded. In comparison to the conventional methodology, the results obtained revealed that the instructional method via Wiki was advantageous and effective in enhancing writing skills. This result is consistent with theories supporting the use of technology-based approaches in EFL writing settings. The main outcome of this research is that the ease and viability of teaching and learning writing are significantly and meaningfully influenced by giving learners control over their learning through Wiki.
۴۸.

Assessing the Quality of Idiomatic Expressions in the Persian Translation of Heart of Darkness Based on Nababan’s Threefold Model

نویسنده:
منبع: Journal of Foreign Language Teaching and Translation Studies, Vol. ۸, No. ۴, ۲۰۲۳ 29 - 46
تعداد بازدید : ۱۴۹ تعداد دانلود : ۹۷
Assessing the quality of translated works is an essential step in their afterlife process. It enables the translators and publishers to identify flaws and ensures that readers can make informed decisions when selecting a ‘good’ translation. In this study, the focus was on assessing the quality of idiomatic expressions in Saleh Hosseini’s Persian translation of the novel Heart of Darkness written by Joseph Conrad. This particular translation had not been previously evaluated in this regard. To identify idiomatic expressions, Adelnia and Vahid Dastjerdi’s categorization of idiomatic expressions was employed. For quality assessment, Nababan et al.’s Translation Quality Assessment scale was employed, which includes three factors: accuracy, acceptability, and readability. To conduct the research, a sample of idiomatic expressions and their corresponding Persian translations was selected, categorized, and assessed for quality. The results of the study indicated that Saleh Hosseini’s Persian translations of idiomatic expressions enjoyed a high quality as judged by native speakers of Persian because they were evaluated as highly accurate (77%) (faithful to the source text), hence highly acceptable (83%) and highly readable (80%) (loyal to the norms of the target culture). This was based on the assumption that accuracy has a great impact on acceptability and readability. 
۴۹.

Differential Effects of Non-linguistic Feedback Types on Complexity, Accuracy and Fluency of EFL Learners’ Speaking Performance in Online Education(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۴, Fall & Winter ۲۰۲۴ 241 - 256

کلیدواژه‌ها: Accuracy Complexity fluency reference of comparison feedback regulatory focus feedback speaking

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تعداد بازدید : ۱۷۶ تعداد دانلود : ۴۷
This study examined the impacts of providing regulatory focus feedback (RFF) in the forms of prevention and promotion as well as reference of comparison feedback (RCF) in the forms of normative and self-referential on EFL learners’ speaking complexity, accuracy, and fluency (CAF) in online speaking courses. For this purpose, 100 intermediate EFL learners in a language institute were randomly assigned into four experimental groups and one control group (N=20). Language learners were required to respond to two speaking tasks from the IELTS exam before and after receiving 16 sessions of the intervention. The data were subjected to ANCOVA analysis and paired samples comparisons. The results showed that the participants’ speaking performance was better in all four experimental groups compared to the control group. Moreover, the superiority of self-referential feedback in improving the participants’ oral production ability over normative feedback was demonstrated. Prevention-focused feedback was shown to be influential in improving accuracy. Finally, practical implications for how EFL teachers can enhance language learners’ oral production ability are discussed.
۵۰.

The Effect of Feedback Scope Through Digital Modality (Synchronous vs. Asynchronous) on Complexity, Accuracy and Fluency of Iranian EFL Learners’ Written Productions(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۴, Fall & Winter ۲۰۲۴ 385 - 408

کلیدواژه‌ها: corrective feedback feedback scope asynchronous feedback synchronous feedback Complexity Accuracy fluency L2 writing

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تعداد بازدید : ۱۶۵ تعداد دانلود : ۷۹
This study investigated the effectiveness of two different scopes of corrective feedback on enhancing the complexity, accuracy, and fluency of L2 written productions among 150 intermediate EFL learners participating in intact online courses. The corrective feedback scope includes highly focused and comprehensive feedback delivered via digital platforms in synchronous and asynchronous formats. Participants were divided into five groups: synchronous highly focused feedback, synchronous comprehensive feedback, asynchronous highly focused feedback, asynchronous comprehensive feedback, and a control group receiving corrective feedback via traditional methods, characterized by the indiscriminate identification and marking of all errors. Results across the feedback groups regarding their impact on complexity, accuracy, and fluency in EFL learners' written productions indicated a significant effect on accuracy, while complexity and fluency showed no significant differences based on feedback scope and delivery modality. The results of this study have several important implications for educators, material developers, and policymakers in the field of language education. For teachers, adopting synchronous feedback strategies could significantly enhance the accuracy and complexity of students' written work.
۵۱.

The Role of Contextualized Explicit Grammar Teaching on Iranian Learners’ Accuracy in Writing in Online vs. In-person Classes(مقاله علمی وزارت علوم)

نویسنده:
منبع: فنون ادبی سال ۱۶ تابستان ۱۴۰۳ شماره ۲ (پیاپی ۴۷) 13 - 26

کلیدواژه‌ها: Explicit Grammar Teaching Implicit Grammar Teaching Accuracy online classes In-Person Classes

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تعداد بازدید : ۱۹۱ تعداد دانلود : ۸۷
Recent research has highlighted the fact that explicit focus on language forms including explicit grammar instruction is likely to direct learners’ attention to pertinent grammatical structures and can result in their grammar structure noticing and acquisition. This study examined contextualized the explicit grammar teaching method in school. In this research 160 learners and eight teachers took part. The study was carried out in two different contexts (online and in-person). There were four experimental groups (n=80), and four control groups (n=80). The contextualized explicit grammar teaching method was employed as the treatment for the experimental groups. Contextualized grammar practices were provided using different images, videos, and copies. Explicit grammar exercises were also available at the conclusion of every instructional session. The control groups did not receive the treatment but received implicit grammar instruction instead. A quasi-experimental and a qualitative method were employed. A pre-test, three post-tests, and an unstructured interview were conducted. The data analysis was carried out using SPSS 24 software. The increased performance of the experimental groups on the post-test revealed the effectiveness of the treatment. The unstructured interview uncovered the observed differences between the teachers in teaching contextualized explicit grammar in online versus in-person classes. It was argued that the improvement in learners’ grammar learning in the experimental groups stemmed from the utility of explicit contextualized grammar instruction for empowering them to notice the functions of the examined structures and to relate them to their background knowledge.  The findings of this study can aid teachers in choosing a suitable instructional approach that can assist learners’ accuracy in writing.
۵۲.

Optimizing HRM Practices and Decision-Making Quality through Big Data Quality Components(مقاله علمی وزارت علوم)

نویسنده:
منبع: Journal of Information Technology Management , Volume ۱۷, Special Issue on Strategic, Organizational, and Social Issues of Digital Transformation in Organizations, ۲۰۲۵ 103 - 124

کلیدواژه‌ها: Big data quality BD-driven Human Resource Practices Decision-Making Quality Accuracy Currency structural equation modeling (SEM)

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تعداد بازدید : ۸۴ تعداد دانلود : ۶۴
This research aims to examine the impact of Big Data Quality (BDQ) components, including completeness, accuracy, format, and currency, on Big Data-driven Human Resources (BDHRP) management practices and Decision-Making Quality (DMQ) from the viewpoint of HR managers. It also seeks to identify the most impactful components among completeness, accuracy, format, and currency in the context of BDHRP and DMQ. A survey of HR professionals in 108 French organizations deploying Big Data Analytics systems revealed positive relationships between BDQ, BDHRP, and DMQ. Statistical analyses conducted with the Partial Least Squares Structural Equation Modeling (PLSEM) method showed a positive relationship between BDQ components and BDHRP, with currency and accuracy emerging as the most influential factors. Additionally, a strong positive relationship was found between BDQ components and DMQ, with currency and accuracy leading the way. The research also found a significant connection between BDHRP and DMQ, further underscoring the importance of effective HRM practices in enhancing decision-making quality. These findings contribute significantly to understanding the crucial role played by big data quality in BDHRP and decision-making, highlighting the potential for organizations to improve outcomes by focusing on currency and accuracy-related concerns. In practical terms, this research offers insights that can guide data quality practices, resource allocation, and strategic decision-making within organizations.
۵۳.

A Comparative Study on the Effectiveness of Varieties of Tasks Manipulation on the Fluency and Accuracy of Iranian EFL Learners’ Oral Speech

نویسنده:
منبع: Research in English Education Volume ۱۰, Issue ۱ (۲۰۲۵) 18-37

کلیدواژه‌ها: Accuracy fluency group discussion task oral reproduction task role-play task

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تعداد بازدید : ۱۲ تعداد دانلود : ۱۱
Tasks are as useful devices for identifying learners’ needs and thus for designing specific purpose courses. Hence, the present study aimed at examining the viable effects of three varieties of task manipulation, i.e., oral reproduction, role-play, and group discussion, on the accuracy and fluency components of Iranian EFL learners’ oral speech. For the sake of homogeneity of the participants, 60 L1 Persian EFL students were selected through Oxford Placement Test (OPT) and divided into three 20-participant comparison groups: Oral Reproduction Group (ORG), Role-play Group (RPG), and Group Discussion Group (GDG). Each of the three comparison groups was treated just through a single task. ORG, RPG, and GDG were treated by oral reproduction, role-play, and group discussion tasks, respectively. The participants were pretested and posttested by the speaking part of Preliminary English Test (PET). The three groups were exposed to ten sessions of treatment, each of which lasted one hour and thirty minutes. The results of the study, obtained through ANOVA and Post Hoc analyses, revealed that the three types of task manipulation had significant influence on the fluency and accuracy of the participants’ speech. It was also revealed that GDG, treated through group discussion type of task manipulation, outperformed the other groups in terms of accuracy and fluency achievement. Tasks are hence recommended to be used in EFL teaching and testing contexts in that they are assumed to be effective tools to enhance the accuracy and fluency of English learners’ oral speech.
۵۴.

The Influence of Task Type and Pre-Task Planning Condition on the Speaking Accuracy of Iranian EFL Learners

نویسنده:
منبع: Research in English Education Volume ۱۰, Issue ۱ (۲۰۲۵) 39-50

کلیدواژه‌ها: Accuracy EFL context Speaking Performance p-task planning condition task type

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تعداد بازدید : ۲۱ تعداد دانلود : ۱۴
This research investigated the impact of varying planning conditions and task types on the accuracy of pupils' speaking abilities. Utilizing the Oxford Placement Test (OPT), 80 intermediate female participants nominated for the research and assigned to four untouched classes. These classes were planned as the individual-planning personal task class (IPPT class), the individual-planning decision-making task class (IPDT class), the class-planning personal task class (CPPT class), and the class-planning decision-making task class (CPDT class). Two concurrent decision making tasks were planned to be conducted both at the beginning and at the end of the experiment, while a six-week intervention was scheduled in between. Three sessions were dedicated to administering the OPT test, the pretest, and the posttest; and the students accomplished two dissimilar task types under two diverse planning situations throughout the other three treatment meetings. The results from the one-way ANOVA discovered that pre-task planning conditions and task types significantly influence the accuracy of speaking. These outcomes reinforce the notion that planning conditions have meaningful results on pupils' accomplishment in personal and decision-making tasks. Consequently, both planning conditions proved real in enhancing students' performance in speaking tasks. It is suggested that educators should give considerable attention to pre-task planning to alleviate EFL pupils' challenges in attaining upper ranks of accuracy in their speaking abilities.
۵۵.

The Impact of Mixed Planning on the Accuracy of Iranian Learners’ Oral Performance(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics Vol. ۱, No. ۳, fall ۲۰۰۸ 177 - 203

کلیدواژه‌ها: Accuracy pre-task planning on-line planning Pre/On-Line Planning oral performance

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تعداد بازدید : ۱۵ تعداد دانلود : ۱۰
This study set out to explore the impact of three levels of task planning on the accuracy of task-based oral performance with narrative task types among sixty Iranian sophomores majoring in Teaching English as a Foreign Language (TEFL) at Islamic Azad University – Tabriz Branch. It was hypothesized that simultaneous pre-task/on-line planning would lead to more accurate performance. To test the research hypothesis, a quasi experimental design was used with three levels of planning (pre-task planning (PTP), on-line task planning (OLP), pre/on-line task planning (POLP). The participants in the study included 60 pre-intermediate TEFL sophomores at Islamic Azad University-Tabriz Branch who were selected out of a population of 200 TEFL sophomores on the basis of their scores on a proficiency test and an oral pre-test. One-way ANOVA run on the post-test data indicated statistically significant effects on the accuracy of the participants' task-based oral performance under POLP planning condition. However, there was no significant effect on accuracy as a result of PTP and OLP planning. The independent samples t-test analysis revealed significant accuracy gains in the POLP groups whereas the same improvements were not observed in the PTP and OLP planners.
۵۶.

The Effect of Comprehensible Input and Comprehensible Output on the Accuracy and Complexity of Iranian EFL Learners’ Oral Speech(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics Vol. ۲, No. ۵, fall ۲۰۰۹ 218 - 248

کلیدواژه‌ها: Accuracy Complexity Comprehensible Input Comprehensible Output

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تعداد بازدید : ۱۴ تعداد دانلود : ۱۰
This study aimed at investigating the relative impact of comprehensible input and comprehensible output on the development of grammatical accuracy and syntactic complexity of Iranian EFL learners’ oral production. Participants were 60 female EFL learners selected from a whole population pool of 80 based on the standard test of IELTS. To investigate the research questions, the participants were randomly divided into three groups: Input group, output group, and control group. The study involved two phases: the pre-task phase, and the main-task phase. During the pre-task phase, the input group received comprehensible input. In the same phase, the output group was pushed to be engaged in comprehensible output production. The control group neither received input, nor was engaged in output production. In the main-task phase, all subjects performed monologues that were separately recorded, and later transcribed and coded in terms of accuracy and complexity through Bygate's (2001) standard coding system and finally scored. The statistical analysis of the results revealed that while the output group outperformed the input group in grammatical accuracy, the input group proved to be more rigorous and influential in developing speech complexity. The study supports Swain’s (1985) claim that there are roles for comprehensible output that are different from and independent of comprehensible input, and Skehan & Foster's (2001) theory regarding human beings’ limited attentional capacities that can be devoted to one aspect of oral speech at the expense of the other. Generally, it is implied that the most effective way for improving oral speech, based on the literature and the results obtained from this study, is an eclectic approach which conflates both comprehensible input and comprehensible output.
۵۷.

The Effect of Task Type and Pre-task Planning Condition on the Accuracy of Intermediate EFL Learners' Writing Performance(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics Vol. ۵, No. ۱۰, Spring ۲۰۱۲ 36 - 60

کلیدواژه‌ها: Accuracy Strategic Planning task type Pre-task Planning Condition Writing Performance task complexity

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تعداد بازدید : ۱۴ تعداد دانلود : ۱۱
Task-based language teaching, which requires learners to transact tasks resembling their real life language needs, demands language learners to perform planning at different stages of their learning. Since various types of tasks can be used in task-based instruction, the present study examined the effect of task types and various participatory structures during pre-task planning on the quality of learners' writing performance, (i.e., accuracy). Towards this end, 120 intermediate EFL students were randomly assigned to 3 experimental groups and one control group. While the experimental groups were subjected to different pre-task planning conditions, (i.e., individual, pair, and group), the control group performed tasks without any planning. During the treatment, they experienced task modeling, presentation and completion. A factorial design was followed in the present study, and the collected data were analyzed through ANOVAs that revealed task type and pre-task planning condition influenced the writing accuracy of the participants in a way that resulted in greater accuracy in the decision-making task in the experimental groups, thereby ensuring the effectiveness of the treatment in mitigating the long-standing problem of EFL learners in achieving higher levels of accuracy when a specific task type is concerned.
۵۸.

The Impact of Task-supported Interactive Feedback on the Accuracy, Fluency, and Organization of Iranian EFL Learners’ Writing(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics Vol. ۵, No. ۱۰, Spring ۲۰۱۲ 239 - 270

کلیدواژه‌ها: writing Accuracy Organization task-supported instruction interactive feedback fluency

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تعداد بازدید : ۱۰ تعداد دانلود : ۹
Controversy has not been yet resolved among researchers in second language research over the pedagogical efficacy of feedback in enhancing various features of learners’ writing skill. Research findings highlighting the significance of interactive tasks and learners’ engagement in improving the learning process stimulated the present study, the purpose of which was to explore the effect of task-supported interactive feedback on the accuracy, fluency, and organization of seventy two Iranian English major sophomores at Islamic Azad University-Mashhad Branch. It was hypothesized that engaging learners in both tasks and providing feedback would enhance their writing performance. The participants in three intact classes were randomly assigned to three groups: a control group, with no task (NTG), and two experimental groups: the task-supported group (TG), and the task-supported group with interactive feedback (TFG). Four one way analyses of variance tests were run on the research data indicated that the apparent gain in the task-supported interactive group over the other groups did not reach significance level. However, the TG group outperformed the control group in all three aspects of writing. The findings have pedagogical implications and can be interpreted in terms of socio-cultural characteristics of Iranian students.
۵۹.

Effects of Task Complexity, Task Conditions, and Task Difficulty on the Grammatical Accuracy of EFL Learners in Written Discourse(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics Vol. ۵, No. ۱۱, fall ۲۰۱۲ 1 - 15

کلیدواژه‌ها: Accuracy Task Complexity (Task type: here-and-now & There-and-then) Task Conditions(Gender: Male & Female) Task Difficulty (Proficiency: Lower-intermediate & intermediate)

حوزه‌های تخصصی:
تعداد بازدید : ۱۱ تعداد دانلود : ۸
Different methods of language teaching have tried to help EFL learners to develop good language skills based on their various perspectives. Research findings have underscored the effect of using task types in promoting language skills in terms of accuracy in written discourse. Therefore, this study set out to investigate whether there is an evidence of correct use of simple past tense (Accuracy) based on Task Complexity (Task type :Here-and now & There-and-then),Task Conditions (Gender: Male & Female), and Task Difficulty (Proficiency: Lower-intermediate & Intermediate). Sixty Iranian English learners in a language institute participated in the study and were assigned to four groups of lower-intermediate male, lower-intermediate female, intermediate male and intermediate female. Initial homogeneity of the groups was verified using two general proficiency tests; KET for lower-intermediate and PET for intermediate. All groups in here-and-now task type were asked to write a story using simple past based on a picture strip while for there-and-then task type the participants were supposed to write about their last birthday. The results from paired samples t-test, independent samples t-test and two-way ANOVA analysis of the written data revealed significant differences in performing task types, at different proficiency levels and interaction between them. The findings have significant pedagogical implications for EFL learners to understand the relationship among Task Complexity,Task Conditions, Task Difficulty and L2 written production leading to various degrees of Accuracy.
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The Role of Classroom Dictation Activity as a kind of Dictogloss on Improving Iranian Male and Female EFL Learners’ Writing Accuracy and Complexity(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۷, No.۳۵, Fall & Winter ۲۰۲۴ 97 - 122

کلیدواژه‌ها: Accuracy Complexity dictation dictogloss written performance

حوزه‌های تخصصی:
تعداد بازدید : ۸ تعداد دانلود : ۱۴
Dictation is a method in which learners receive speaking input which can foster their writing skill, so this quasi - experimental study attempts to investigate the role of classroom dictation activity as a kind of dicto-gloss on improving accuracy and complexity of written performance between Iranian male and female EFL learners. For this aim, 40 male and female learners were chosen out of 59 students. Then, by administrating a Preliminary English Test (PET) 40 homogeneous participants were selected as final sample of this study. The first language of the learners was Azerbaijani Turkish and they were intermediate-level learners. Then, they were randomly divided into two intact groups, one consisting of 20 male students and the other one 20 female students. Before manipulating treatment, the participants took part in the pretest to check their accuracy and complexity of their written performance. After 10 sessions, they took part in the post-test. The data collected in this study were analyzed through independent samples t-test. Both groups in the post test had higher scores in accuracy and complexity than the pre-test. However, the findings revealed that female group significantly outperformed the male group on the post test, in terms of both their accuracy and complexity of written performance. In conclusion, it could be stated that classroom dictation activity as a kind of dictogloss can be effective method that can enhance Iranian EFL learners’ accuracy and complexity of writing. The results of the study would be significant for EFL/ESL teachers, English language institutes, and teachers.