Abstract-The present study was an attempt to compare the effect of critical thinking techniques, and autonomy techniques on EFL learners' writing achievement. To fulfill the purpose of the study, 74 participants of a total number of 100 learners at intermediate level who were studying in Kish Way Language School in Karaj were selected by means of a piloted PET. At the next stage, the 74 participants were divided into two experimental groups randomly so that one group would receive critical thinking techniques and the other autonomy practice as the two treatments. Prior to the start of the treatments, the scores of the writing section of the PET obtained by both groups were compared to make sure that the learners were homogeneous regarding their writing ability at the outset. At the end of the instructional period, both groups were given a writing posttest, and the comparison of their means revealed that the difference between the two groups' writing posttest scores was non-significant, hence the null hypothesis failed to be rejected, implying that both groups benefited the treatments equally in their writing improvement.
The present study investigated the effectiveness of a rather newly-developed method in language teaching that was reflective writing in improving EFL learners' writing achievement, vocabulary achievement and critical thinking. To fulfill the purpose of the study, first 60 participants from among 100 intermediate learners studying at Tehran University of Medical Sciences were chosen by means of administrating Preliminary English Test (PET), Vocabulary Test, and Critical Thinking Questionnaire developed by Honey (2000),. Then through administrating the writing section of the standard preliminary English test (PET), Vocabulary Test, and Critical Thinking Questionnaire developed by Honey (2000), 60 out of 90 remaining learners were chosen to serve as the participants of the study. Two groups, a control group and an experimental group, were formed. The experimental group was provided with reflective writing instructions, while the control group received the routine writing practices. To see if the independent variable had significant effects on writing achievement, vocabulary achievement, and critical thinking, a Multivariate Analysis of Variance test was run the results of which revealed that the treatment significantly improved vocabulary, writing and critical thinking of the learners.
The purpose of this study was to examine the impact of portfolio assessment on EFL learners' vocabulary achievement and motivation. To carry out the study, 90 female learners of Marefat language school located in Maragheh, Iran were non-randomly selected. They took a Preliminary English Test (PET) test and among these 90 participants 60 students aged between15 and 20 were selected as homogenous samples. These 60 intermediate learners were the main participants of this study. Then, they were randomly put into experimental and control groups. The participants were checked for not knowing the intended vocabulary items intended to be taught and tested in the pre-test. Also, both groups were shown to be homogeneous in terms of their motivation. Both control and experimental groups attended 12 sessions with the same instructional material. The control group received the traditional assessment while the experimental group received portfolio assessment, i.e., they were asked to make portfolios. They were given two piloted post-tests of vocabulary achievement and motivation immediately after treatment sessions. Quantitative analysis revealed that the use of portfolio assessment had a significant effect on EFL learners' vocabulary achievement but; it did not affect EFL learners' motivation level. Findings suggest that teachers can benefit from portfolios to arm the learners with appropriate material leading to their improvement in language skills.
The purpose of this study was to investigate the effect of Cooperative Learning techniques on Intermediate Iranian EFL learners' reading comprehension, and reading strategies. In order to do this 90 Iranian EFL learners took, Preliminary English Test (PET), at the start for the researcher homogenize them regarding their general English proficiency. After that, 60 learners whose scores were one standard deviation above and below the mean were selected and were divided into 2groups; Experimental, and Control. Then their homogeneity regarding their reading comprehension was checked through the PET reading comprehension subtest. Afterwards, their reading strategies before the treatment were compared using MARSI questionnaire. During the twelve sessions of treatment the experimental group received the Cooperative Learning Techniques while working on their reading comprehension, and the control group, received traditional teaching without focus on CL techniques. In this study the researcher did not teach reading strategies to the learners. In order to investigate the result of the research a one way MANOVA sample test was used to see the effect of cooperative learning techniques on intermediate Iranian EFL learners' reading comprehension, and reading strategies, and the result has shown that cooperative learning techniques had a significant positive effect on intermediate Iranian EFL learners' reading comprehension, and reading strategies.
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