Abstract-This study was an attempt to investigate the effect of applying word web strategy with and without project based learning (PBL) on EFL learners' vocabulary learning. Ninety female EFL learners from a high school in Tehran were the participants of this study. They were at intermediate level of language proficiency and in three intact classes of 30 members. The three classes were randomly assigned as one control and two experimental groups. The homogeneity of three intact groups in terms of general language proficiency and knowledge of vocabulary was determined by comparing their mean scores after performing on a PET and a pretest of vocabulary respectively. After that, the participants received 12-session treatment, including teaching vocabulary using word web (WW) strategy without PBL for one experimental group, and using WW with PBL for another while the control group received the usual instruction of the teacher for the same new words without WW and PBL. At the end of the treatment, the teacher-made vocabulary posttest was administered to the study groups. To test the hypotheses of the study with respect to the violation of the normality assumption, Kruskal-Wallis test was run on participants' scores. The results showed that the participants in both experimental groups significantly outperformed the participants in the control group in terms of vocabulary learning. The results also showed that the students who received WW with PBL outperformed those who received it without PBL. Index Terms-project based learning, word webbing, WW with PBL, WW without PBL, EFL context
This paper is a preliminary study designed to scrutinize the way Group Dynamic Assessment (G-DA), suggested by Poehner (2009), has been implemented in L2 classrooms regarding its basic premise: moving the group forward in its ZPD while benefiting individuals as well. Since the one-to-one interaction that characterizes DA framework represents an unrealistic model for classroom teachers who must manage classes of 15 to 30 learners, Poehner (2009) suggests the use of DA with groups of L2 learners rather than individuals and offers examples of two approaches to G-DA: concurrent and cumulative. However, the development of group ZPD cannot be easily traced in the presented approaches, and the process of shifting the activity from the individual to the group is not clarified either. To present a more realistic model of G-DA, this paper suggests the application of small group DA to L2 classrooms. To this end, it has initially delved into the concepts of 'group learning', 'group ZPD', and 'group DA'. Next, the areas of ambiguity in the two suggested approaches to G-DA have been identified. Finally, a less complicated model of classroom DA, namely small group DA is presented.
Abstract-The present study is an attempt to investigate the effective of using projected visuals, pictures in the form of slides displayed through projectors, in teaching English collocations on students' learning. To this end, 60 Iranian EFL learners were selected out of 90 based on their performance on a language proficiency test, PET, and were assigned randomly into two homogeneous groups of control and experimental. Both groups took a 40-item researcher-made, validated pretest of collocations whose reliability was calculated as 0.74 through KR-21. 130 collocations were presented to each group in ten sessions through ten tables which consisted of 10 to 15 collocations with their L2 definitions and L1 (Persian) equivalents. The control group was required to make sentences, including the newly instructed collocations following the examples provided by the instructor, while the experimental group was shown a set of slides related to the newly-instructed collocations and was asked to determine the intended collocation related to each picture. After receiving ten treatment sessions, both groups took the posttest. The collected data were analyzed through ANCOVA and the results indicated that the experimental group significantly outperformed the control group. Therefore, the use of visuals as instructional aids in teaching English collocations is proved helpful and recommended to those EFL instructors who are seeking for enhancing their students' learning through more effective materials.
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