Advanced EFL Learners

This quasi-experimental study aimed to compare the effect of different modes and item types of multiple-choice (MC) test items on advanced EFL learners’ listening comprehension and perception. To this end, 80 advanced EFL learners, aging 18 to 30, were selected. The participants took a listening test including dialogue-completion and question and answer multiple-choice items presented in written and oral modes. In addition, the participants were given a questionnaire on their perceptions of the oral and written modes. The results of two-way repeated measures ANOVA showed that there was no significant difference between the participants’ scores in the oral and written modes. Moreover, they received similar scores on the two item types. However, in their questionnaire responses, most of the participants preferred the written mode to the oral mode. The results also imply that although presenting the multiple-choice test items in the oral mode may form a pure test of listening comprehension, there are acceptable reasons for presenting the multiple-choice listening items in the written mode.

Notwithstanding all of the advances in language learning strategy research, there are still some areas that strategy scholars have overlooked. The dearth of research into grammar learning strategies (GLS) may be the most egregious instance of this neglect. In order for this type of research to gain momentum, the present article reports on research that sought to identify whether there was any relationship between advanced EFL learners’ creativity and their grammar learning strategy use. It also sought to find if male and female advanced EFL learners were different in terms of grammar learning strategy use. To this end, 69 Iranian advanced EFL learners (30 males and 39 females) selected through convenience sampling participated in this study. Data were collected through Creativity and Grammar Learning Strategy Questionnaires. The Pearson product-moment correlation analysis and the independent samples -test were used to analyze the data. The results revealed that there was a significant relationship between Iranian advanced EFL learners’ creativity and their grammar learning strategy use. In addition, the findings demonstrated that female learners employed the grammar learning strategy more than male learners. Finally, pedagogical implications of the study for language teachers, learners, educational policymakers, and curriculum developers were presented.      

This study was particularly concentrating on TOEFL type (CBT vs. P&P) and computer anxiety as independent variables, and test takers' performance as the dependent variable. The two TOEFL types (Paper-and-Pencil and Computer-Based) were given to 40 participants using counter balancing. The interval between the two tests was two weeks. The reason behind choosing this interval and counter balancing was to prevent the practice effect. Three days after the test, the computer anxiety questionnaire was also taken by the same participants. The results showed a high correlation between the scores on the two versions of the test (P&P vs. CBT), also there was no significant difference between the performances of t, and finally, there was no significant interaction between test type (P & high-, low-, and mid-anxious candidates on the two versions of the tesP vs. CBT) and computer anxiety level (high- anxious, low-anxious, and mid-anxious).

Testing the comprehension of spoken language is of primary importance. A lot of factors may affect the performance of EFL learners on listening comprehension tests, among which are the use of visual advance organizers, and types of listening passages (dialogues or monologues). As B-Ikeguchi (1997) states a few studies have been carried out on the effects of these factors on EFL learners’ listening comprehension with controversial results. And even fewer studies have concentrated on the effects of these factors on EFL learners’ performance on listening comprehension tests, which is the purpose of this study. In the present study, 180 advanced EFL learners were randomly selected by administering the Oxford Placement Test (OPT). The subjects were randomly assigned to three groups each consisting of 60 students. As far as the performance of subjects on listening comprehension test was concerned, the following results were obtained: 1) There was a significant difference between the presence vs. lack of visual advance organizer; 2) There was a significant difference between the uses of short-interval vs. long-interval advance organizer; 3) There was a significant difference between different types of listening passages (dialogues vs. monologues); and 4) There was no significant interaction between the use of visual advance organizer and different types of listening passages.