scholarly journals Promoting Oral Presentation Skills Through Drama-Based Tasks with an Authentic Audience: A Longitudinal Study

2021 ◽  
Author(s):  
Yow-jyy Joyce Lee ◽  
Yeu-Ting Liu
Keyword(s):  
Language Learning ◽  
Oral Presentation ◽  
Picture Book ◽  
Traditional Approach ◽  
Real Life ◽  
Efl Learners ◽  
Long Time ◽  
Quasi Experimental ◽  
Data Survey ◽  
Audience Adaptation

AbstractDrama activities are reported to foster language learning, and may prepare learners for oral skills that mirror those used in real life. This year-long time series classroom-based quasi-experimental study followed a between-subjects design in which two classes of college EFL learners were exposed to two oral training conditions: (1) an experimental one in which drama-based training pedagogy was employed; and (2) the comparison one in which ordinary public speaking pedagogy was utilized. The experimental participants dramatized a picture book into a play, refined and rehearsed it for the classroom audience, and eventually performed it publicly as a theater production for community children. Diachronic comparisons of the participants’ oral presentation skills under the two conditions showed that a significant between-group difference began to become pronounced only after the experimental participants started to present for real-life audiences other than their classmates. This finding suggests that drama-mediated pedagogy effectively enhanced the experimental participants’ presentation performance and became more effective than the traditional approach only after a real-life audience was involved. In addition to the participants’ performance data, survey and retrospective protocols were utilized to shed light on how drama-based tasks targeting both classroom and authentic audiences influence college EFL learners’ presentation performance and their self-perceived oral presentation skills. Analysis of the survey and retrospective data indicated that the participants’ attention to three presentation skills—structure, audience adaptation and content—was significantly raised after their presentation involved a real-life audience. Based on these findings, pedagogical implications for drama for FL oral presentation instruction are discussed.

The Effect of Using Flipped Classroom Model to Improve Iraqi EFL Learners’ Pronunciation in English at University Level

2020 ◽  
Vol 1 (40) ◽  
pp. 631-654
Author(s):  
Khaldoon Waleed Husam Al-Mofti
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Efl Learners ◽  
English Pronunciation ◽  
Before And After ◽  
Quasi Experimental ◽  
University Level ◽  
The University ◽  
And Control ◽  
Experimental Group

For Iraqi EFL learners who are studying English pronunciation in a traditional instruction method often requires more effort and hard work. Thus, using new methods of teaching such as the flipped classroom model (FCM) is necessary to facilitate learning and improve performance. Hence, this study reports on explanatory research that investigates the effect of using the FCM in the teaching of English pronunciation for Iraqi EFL learners at the university level. The study implemented mixed research methods for data collection in a quasi-experimental analysis. Therefore, two tests were conducted on the assigned groups to measure the effect of the FCM before and after the intervention. Besides, a questionnaire and interviews were used on the experiment group students to collect data about their perceptions of the FCM. The study length (lasted)  was 15 weeks and is comprised of 60 students from the department of English, College of Arts at the University of Anbar. The students were divided into two groups, experimental, and control with 30 students in each group. The findings revealed that there was a significant statistical difference between the two groups in favour of the experimental group with better performance, indicating that the FCM has considerably assisted the Iraqi EFL learners to improve their English pronunciation. Moreover, the students expressed their positive feedback and satisfaction on the use of the FCM in their responses to the questionnaire and the interviews. As such, the current study recommends further research to study the effect of applying the FCM in areas and disciplines other than language learning.

scholarly journals The effect of Bilingualism on EFL elementary learners’ listening comprehension: The case of Azeri- Turkish vs. Persian students

2020 ◽  
pp. 44-64
Author(s):  
Ali ARABMOFRAD ◽  
Majid SAEIDI ◽  
Mohammad MOTAMEDI
Keyword(s):  
High School ◽  
Language Learning ◽  
Elementary Students ◽  
Listening Comprehension ◽  
Proficiency Test ◽  
Efl Learners ◽  
Listening Skill ◽  
Significant Difference ◽  
Multicultural Context ◽  
Quasi Experimental

Since the phenomenon of bilingualism is gradually increasing in the world, the theory-driven and practically oriented investigation on bilingualism have increased recently. However, a few studies have been conducted on the effect of bilingualism on language learning in the multilingual and multicultural context of Iran. Therefore, the main aim of the present study is to examine the effect of bilingualism on Iranian EFL learners' listening comprehension in the case of Azeri-Turkish vs. Persian students. The study employed a quasi-experimental design over 8 weeks with 44 female students assigned to one of the two experimental groups. To select bilingual and monolingual groups, a biographical questionnaire was used. Then, Nelson elementary proficiency test was administered to ensure the homogeneity of the students. To fulfill the purpose of the study, 15 bilingual (Azeri-Persian) elementary students in Fazilat high school in Ramian and 29 monolingual (Persian) elementary students in Sama high school in Azadshahr were selected to participate in the present study. Each group received 16 sessions of treatment in listening skill. Then, the two groups' performance was compared on pretest and posttest consisting of a multiple-choice and matching listening comprehension test. The results indicated that there was no significant difference between the bilingual and monolingual groups regarding their performance on listening comprehension, that is, bilingualism did not affect listening comprehension.

scholarly journals Development of English Writing Skills through Blended Learning among ESL Learners in Malaysia

2021 ◽  
Author(s):  
Isyaku Hassan ◽  
Ayuni Madarina Abdul Rahman ◽  
Mohd Nazri Latiff Azmi
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Traditional Approach ◽  
Writing Skills ◽  
Data Gathering ◽  
Control Group ◽  
Esl Students ◽  
English Writing ◽  
Quasi Experimental ◽  
Esl Learners

Developing writing proficiency is complex as students need to master specific rules and acquire certain skills. This complexity often obstructs students’ interest and eventually affects their comprehension and performance in language learning. Research has highlighted the significance of English as a Second Language (ESL), particularly in the Malaysian context. This study, therefore, aims to evaluate the effectiveness of blended learning in developing English writing skills, particularly among ESL learners at a Polytechnic in Malaysia. The study adopted quasi-experimental analysis in which pre-test and post-test were used as data-gathering instruments. The data were gathered from a purposive sample of 60 ESL students separated into an experimental group and a control group. The data were analyzed using the Mann-Whitney U test via the Statistical Package for Social Sciences (SPSS). The findings showed that blended learning is significantly effective in developing writing performance among ESL students in the selected institution. Further analysis revealed a slight improvement among students who learned through the traditional approach. This study highlights useful findings that could be useful in designing English curriculums, particularly in higher institutions. However, this experiment focuses on students’ performance, further research may explore instructors’ practices in Malaysian higher intuitions.

Effect of Planning on Iranian Intermediate EFL Learners' Mastery of Writing Skill

2017 ◽  
Vol 7 (3) ◽  
pp. 219
Author(s):  
Asgar Mahmoudi
Keyword(s):  
Language Use ◽  
Writing Quality ◽  
Efl Learners ◽  
The Third ◽  
Paired Samples ◽  
Content Organization ◽  
Writing Skill ◽  
Long Time ◽  
Quasi Experimental

Accomplishing mastery in writing is difficult for EFL learners and needs employing special teaching strategies. Planning is one of the strategies that has been of interest to EFL researchers since a long time ago because it is believed that it affects learners' quality of writing. Planning can be looked at from three perspectives: its timing (before or during writing), its scope (micro or macro), and the number of people involved in it (individual or collaborative). This study focused on the third perspective and sought to explore if both individual and collaborative planning can improve EFL learners’ writing quality. The study also investigated if these two types of planning impact on the components of writing (content, organization, vocabulary, language use) differentially. Utilizing a quasi-experimental design, two homogenized groups of 26 students all having the same L1 received an eight-session treatment. The Paired-samples T-tests run on the pretest and posttest scores of the participants indicated significant improvement in their writing performance. The Multivariate Analysis of Variance, comparing the four components of the writings, revealed that all four components were affected significantly with the content being affected more positively. Findings of the study highlight the importance of planning before writing tasks.

scholarly journals Adult EFL Learning in Digital Era

2020 ◽  
Vol 3 (3) ◽  
pp. 344-351
Author(s):  
Umar Umar ◽  
Noer Jihad Saleh ◽  
Abdul Hakim Yassi ◽  
Nasmilah Nasmilah
Keyword(s):  
Language Learning ◽  
Schema Theory ◽  
Control Group ◽  
Digital Learning ◽  
Efl Learners ◽  
Active And Collaborative Learning ◽  
Traditional Language ◽  
Quasi Experimental ◽  
Digital Language ◽  
Better Than

This research aims at finding out the use of Digital Language Learning better than the Traditional Language Learning to enrich the Adult EFL learners' schema in developing their speaking ability. This research also aimed at scrutinizing how the finding of Digital Learning Learning (DLL) challenges the theory of schema for adult EFL learners and exploring the learner's attitude. This research used a quasi-experimental research design. The samples of this research were the third-semester students of Universitas Sulawesi Barat which belonged to two groups; the experimental group and the control group. The research data were collected using two kinds of instruments; the speaking test and the questionnaire given to both groups. The research results indicated that: (1) the Digital Language Learning can significantly improve the learners' schema in developing the speaking ability than Traditional Language Learning. (2) This research disclosed some Digital Language Learning features namely knowledge sharing, active and collaborative learning, learner-centered, activity, and networking. Those features are the digital language learning better than Traditional Language Learning to enrich adult EFL learners in developing their speaking ability. (3)  Most of them agreed that the Digital Language Learning better than the Traditional Language Learning enriches the learners' schema in developing speaking ability. Of most significant importance, this research's novelty contributes to the schema theory that digital language learning better than traditional language learning, particularly interactivity and networking.

scholarly journals Beliefs of EFL Learners towards Pedagogical Values of Linguistic Landscape in China: A Case Study Carried Out in Three Schools

2019 ◽  
pp. 1-11
Author(s):  
Zhang Ying
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Undergraduate Students ◽  
Real Life ◽  
Linguistic Landscape ◽  
Research Subjects ◽  
School Students ◽  
Postgraduate Students ◽  
Efl Learners ◽  
English Usage

Numerous research in linguistic landscape (LL) have shown that the languages exhibited on signage in city space can offer an abundant resource enabling language learning in “real-life” situations. However, there are rare studies investigate the pedagogical value from the perspective of the learners. Taking English as a Foreign Language (EFL) learners in China as research subjects, a qualitative and quantitative combined method was adopted in this study to survey three groups of students’ beliefs about the pedagogical value of LL (classified as senior high school students, undergraduate students, and postgraduate students). The findings show that almost students hold a positive attitude toward English in LL, but with the different knowledge base, learning methods and ideology of “standard” English usage, the learners show different perceptions towards the specific issues on to what extent the English in LL can help them to learn English.

The Effect of Cooperative Strategies versus Concept Visualization on Reading Comprehension Ability of Intermediate EFL Learners

2016 ◽  
Vol 6 (4) ◽  
pp. 686
Author(s):  
Hamidreza Fatemipour ◽  
Maral Hashemi
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Control Group ◽  
Important Place ◽  
Efl Learners ◽  
Cooperative Strategies ◽  
Comprehensive Picture ◽  
Quasi Experimental

Reading in foreign language learning has an important place. While the advances in L1 reading comprehension have led us to gain a more comprehensive picture of the nature of reading, the similar studies in L2 context have not had the same impact. Furthermore, the fact that the majority of Iranian second language (L2) learners have been taught by traditional methods has compounded the problem. To unravel the aforementioned dilemma, this study was conducted to find out the effect of cooperative strategies versus visualization on Iranian English as a foreign language (EFL) students' reading comprehension. In order to carry out the study, 45 female EFL learners, with the age range of 17 to 18 were chosen and after administering the pretest, they were assigned to two experimental groups (visualization and cooperative strategies) and one control group. A predominantly quantitative approach coupled with quasi-experimental design was used. After the treatment, a posttest was given to all groups. The meticulous analysis of data using paired t test and One-Way ANCOVA indicated that the participants in cooperative group outperformed the students in visualization group on reading comprehension test. It also revealed that conventional teaching approach did not have any significant effect on students’ performance in control group. This study offered some implications for teachers and course developers. 

scholarly journals The Effects of Formative Assessment on Algerian Secondary School Pupils’ Text Comprehension

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Amina BOUMEDIENE
Keyword(s):  
Secondary School ◽  
Formative Assessment ◽  
Language Learning ◽  
Text Comprehension ◽  
Teaching And Learning ◽  
Efl Learners ◽  
Quasi Experimental ◽  
Research Questions ◽  
The Impact ◽  
Secondary School Pupils

Formative assessment has proved its potential in improving the learning outcomes of EFL learners. However, its use is quite restricted in the Algerian secondary school. Thus, instead of playing a formative role, the assessment found in the Algerian EFL classroom is of a summative nature. Accordingly, the purpose behind the current research is to shed light on the importance of formative assessment in the teaching and learning processes by highlighting its effect on text comprehension, as the latter may be an obstacle to effective language learning and academic achievement among Algerian secondary school pupils. To reach this end, the present research attempts to investigate the impact of formative assessment on pupils’ text comprehension as well as their achievement and attitudes through answering the following research questions: (1) how does formative assessment develop pupils’ text comprehension? (2) What changes can the experiment bring in terms of students’ achievements and attitudes towards text comprehension? This research is based on a quasi-experimental design delivered to sixteen third year secondary school pupils as the latter are required to sit for the ‘Baccalaureate’ exam in which text comprehension is of crucial importance. A pretest, a posttest, an intervention which lasted five weeks and a questionnaire were used to find out the impact of formative assessment on the development of pupil’s text comprehension. The results obtained showed a significant progress in pupils’ outcomes in the four language competences: grammatical, textual, functional and sociolinguistic and namely in grammatical and textual competences. Therefore, it is strongly recommended that formative assessment should be an integral part of the teaching process.

scholarly journals Task-Based Approach in The Frame of Professional Preparation at Universities

2020 ◽  
Vol 8 (2) ◽  
pp. 8-17
Author(s):  
Nataliia Maksymivna Vasylyshyna
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Real Life ◽  
Language Resources ◽  
Road Trip ◽  
Language Competence ◽  
Advantages And Disadvantages ◽  
Information Gap ◽  
Wide Range

The success that our students can achieve in the process of language learning depends on different factors, among which students’ involvement in language acquisition is considered to be one of the crucial in modern communicative methodology. While teaching foreign languages we use various methods, approaches and techniques. Language purpose influences our choice of syllabus items and teaching techniques. The task-based approach has gained popularity in the field of language teaching since the last decade of the 20fh century and significant scholars have joined the discussion and increased the amount of analytical studies on the issue. In this paper we have attempted to describe the task-based approach criticality, pointing out what we consider positive in this approach, and underlining the inadequacy of some assumptions and conclusions. It must once more be emphasized that task-based approach is useful teaching and learning pedagogical device among others available. Taking into consideration the rate of the foreign language competence importance for today’s university learners, we were able to identify the main purposes of the survey that are: the first part of the paper was dedicated to figuring out real world tasks and classroom tasks as well as presents theoretical overview of task-based approach; then the second part of the paper was grounded on the description of the most common advantages and disadvantages of the task-based approach; the third part provided the steps for a successful task-based teaching activity (the pre-task; task cycle; language focus; a relevant homework assignment) and the fourth part was concerned with the reveal of types of assignments that are based on task-based teaching (information gap activities, reasoning gap activities, opinion gap activities, road trip, the business mixer, department of tourism). In conclusion we have illustrated that multiple advantages of task-based approach are dealing with: real-life communication before language analysis; it is learner-centered and meets students’ needs giving them opportunity to use all possible language resources in authentic communicative situations; encourages learners’ autonomy. Due to this students can analyze what they know, do not know or partially know and need to improve; they are encouraged to investigate the language. Thus students take responsibility for their progress in language learning. Also it was shown that teachers can use this approach in mixed ability classes where both weak and strong students can perform the task successfully according to their language level, with different accuracy in the same communication situation and find out their individual needs. One more outcome of the survey is that students deal with a wide range of language, because they are not restricted by syllabus demands to definite lexis, grammar or structures. It was recommended to use a combination of task-based approach and traditional approach to language learning in order to meet students’ requirements best of all.

The Effect of Using Short Stories on Vocabulary Learning of Iranian EFL Learners

2016 ◽  
Vol 6 (7) ◽  
pp. 1476
Author(s):  
Fatemeh Parvareshbar ◽  
Behrooz Ghoorchaei
Keyword(s):  
Short Stories ◽  
Language Learning ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Difference ◽  
Experimental Group

This study aimed at investigating the effect of using short stories on enhancing vocabulary learning of Iranian intermediate EFL learners. The purpose of the study was to come up with new methods of enhancing learners’ vocabulary which enable both teachers and students to better cope with language learning and teaching. The design of the study is of quasi-experimental pretest-posttest. The participants were in two classes each of which had 25 students. One of the classes was considered as the control group and the other one was considered as the experimental group. The analysis of data using independent samples t-test showed that there was no significant difference between two groups at the outset of the study. After the treatment period, a posttest was given to both groups to see if there was a significant difference between the two groups. The magnitude of sig (2-tailed) on posttest was 0.01 that is lower than 0.05. Therefore, the difference is significant and the experimental group outperformed the control group. This can be attributed to the effect of using short stories on improving vocabulary performance of learners. The results have some implications for language teachers and materials developers.

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