The study investigated how group-dynamics instruction techniques of adaptable nature can be to the benefit of EFL (English as a Foreign Language) learners so as to develop and improve their willingness-to-communicate and speaking-ability in the long run. After analyzing the data via ANCOVA and EFA, the researcher selected 108 young Iranian male and female EFL learners in a language school in Tehran by means of convenient sampling technique. This investigation shows how EFL learners reacted to Group-Dynamics Oriented Instruction (GDOI). Later, the researchers instructed speaking tasks along with improving the learner's willingness to communicate. TOEFL PBT Test was run among participants for homogeneity purposes, and then the researchers used two parallel speaking section of PET test along with WTC questionnaire before and after the treatment process. The findings of the study bore witness to hypotheses of the study, indicating that GDOI was reliably effective in improving speaking ability and uplifting willingness to communicate. In the same line of analysis, the researcher proved that GDOI has improved EFL learner's willingness to communicate since GDOI provoked and triggered energy, interest, and inclination to partake in discussions in learners. As its effects on speaking ability were concerned, the results were interpreted as showing that GDOI would exert changes to L2 learners' conceptual and psychological predispositions that, in return, would determine the strategies and behaviors the learners employ to address the challenges of L2 learning.
Architectural texts involve a great deal of CSIs that reflect the culture of a country. Translating these CSIs from Persian into English seems one of the key issues in the translation of architectural texts. This source-oriented descriptive study tried to investigate CSIs of the Persian architecture in order to examine the extent to which the translators/writers have succeeded in rendering CSIs, while translating them from Persian architecture into English or writing on the Persian Architecture in English. In addition, it tried to investigate the most frequently used strategies by writers/translators according to Van Doorslaer’s (2007) model. To serve research purposes, two textbooks on Iranian architecture (i.e., Introducing Persian Architecture by Pope and Abbasid Guest House by Ouliaienia) were sampled. The findings indicated that the translator (Ouliaienia) and the writer (Pope) were successful in finding appropriate equivalents for SL architectural terms. The comparison of Pope’s textbook and Ouliaienia’s translation demonstrated that they had made use of four of the strategies (i.e., Direct Transfer, Word for Word Translation, Interpretation, and Domestication). Accordingly, in pope’s book, Interpretation was the most frequently used strategy, while Direct Transfer was the most frequently utilized one in Ouliaienia. On the other hand, Word for Word Translation was the least frequently used strategy in Pope’s work, whereas Domestication was the least frequently utilized one in Ouliaienia’s work. The findings of the present study may have some significant implications for translation theory and practice.Keywords: Translation, CSIs, Persian Architecture, Terminology
Writing as one important skill in language proficiency demands validity, hence high schools are real places in which valid results are needed for high-stake decisions. Unrealistic and non-viable tests result in improper and invalid interpretation and use. Illustrations without any written research have proved their effectiveness in whatsoever context they are used. They also have demonstrated their effectiveness in language teaching context. The present research tries to investigate the efficacy of illustrations as an assessment tool in improving the English paragraph writing among high school graduates. Participants in two intact groups are offered a writing test with and without illustrations to identify if illustrations affect writing test results. Via SPSS software results were compared and illustrations proved to be effective in writing test results.
The researchers delved into the practice of divergent assessment (DA) and participation in assessment while emphasizing task-based language learning (TBLT) as instruction in argumentative essay courses in an Iraqi EFL context. In doing so, they formed 3 classes, namely a traditional class, a DA exercise with a traditional class, and a TBLT exercise with a traditional class, to investigate the differences that such practices can induce in the writing quality of EFL learners. performance Post-test analysis and one-way ANOVA show that the CONV TBLT class (M = 3.97) significantly outperformed the CONV DA group (M = 2.98) in terms of better argumentative writing. This study shows how EFL learners respond to the integration of DA and TBLT with compliant writing instruction. The researchers used two parallel argumentative writing tasks before and after the DA and TBLT treatment. The results of the study rejected the researchers' null hypotheses, showing that both DA and TBLT were reliably effective in increasing Iraqi EFL students' argumentative essay excellence, with TBLT having a slightly higher neck than DA. The final result of the study clearly shows that the CONV TBLT group showed a significantly higher mean score than the CONV DA and CONV groups. The CONV DA group showed a significantly higher mean score than the CONV group.
Language assessment with its eye-catching nature, casts its spell on many researchers, spurring on them to study its telling role in different arenas. The present study with a closer look to the realm, keeps one eye on two fresh approaches in assessment, namely convergent and divergent, and the other one on anxiety in a bid to slash its negative impact on students' performance. The researchers resort to a correlational method with Ex Post Facto design, along with different tests, to forward the foregoing aim; discovering and appraising the degree of relationship stands between the two variables. Analyzing data gathered in this hybrid research on 55 young Iranian male and female students in two schools, located in United Arab Emirates (UAE), the researchers reaped findings which bore witness to the main proposed hypotheses, illustrating that divergent assessment (DA) was more effective in reducing learners' test anxiety level in comparison with convergent assessment (CA) which, in turn, led up to better performance in the participants. Some implications for EFL teachers, to include the similar strategies in their lesson plan, offered at the very end which is followed by proposing some new horizons for further studies and investigations.
This study investigates the impact of Meta-discourse on task achievement of IELTS general reading module. The inquirer analyzed and interpreted the collected data to find out if meta-discourse markers have positively affected the participants, Iraqi EFL learners, to improve their reading comprehension ability. The researcher recruited and finally selected 160 undergraduate students (80 experimental groups and 80 control groups) majoring in English from 7 classes in Baghdad University with different language proficiency levels, i.e., elementary, lower-intermediate, intermediate, and upper-intermediate. Employing One-way and Two-way ANOVA analyses, the inquirer found out that the use of Meta-discourse markers in experimental groups left a positive impact on the students of different language proficiency levels in their approach to IELTS general reading comprehension tasks. In a parallel analysis, the researcher administered SORS questionnaire to investigate the reading strategies and found that all the students in different proficiency levels performed in SORS significantly better in the treatment group as compared to the performance of the EFL learners in control groups.
The present study investigated the extent to which an instructional framework of integrating strategy instruction (openended strategy and fill-in-the blanks strategy) with motivation-support affected on reading result for young EFL learners. The central area of exploration included a comparison among three approaches to reading instruction: First, fill-in-the blanks strategy intervention; second, open-ended strategy intervention; and last, a control group which received the conventional reading strategies. The participants were sampled from amongst a group of seventy-seven pre-intermediate EFL learners in a language school in Tehran-Iran based on convenient sampling technique. For the sake of measurement, the researchers administered PET and CELT along with reading strategy based-test to quantify the participants' current level of knowledge as well as the degree of achievement after treatment. For measurement's sake, different types of tests such as PET, reading comprehension test (CELT), and reading strategy based-test were employed to quantify the participants' current level of knowledge as well as the degree of achievement before and after instruction. The result of the present study indicated that the experimental groups had a significant improvement over the control group. Also, the level of learners' reading engagement during classroom work mediated the instructional effects on reading outcomes. The results of this study can be to the benefit of both EFL and ESL teachers to teach reading comprehension using the student's critical mind as well as critical involvement in the reading tasks.
This study investigates the impact of interlinear vs. L1 marginal glosses on the Iraqi Learning of vocabulary in EFL instructional setting. Along with all the efforts made during past 3 decades to improve the teaching of vocabulary via various strategies and techniques countywide, the classical grammar-translation method and its offspring are still widely used in most schools in Iraq. By analyzing the elicited data out of the management, treatment, and assessment of 92 pre-university students studying in two high schools in Iraq, the inquirer observed a reliable improvement of vocabulary learning in participants. To examine the effectiveness of the two glossing strategies, i.e., the implantation of L1 marginal and interlinear glosses, the results of pre and post-test of three groups were compared using One-Way ANOVA. We found reliable difference between the two groups in post-test vocabulary learning. Consequently, L1 marginal and Interlinear glosses both have come to make the learners understand L2 texts well, in comparison with the other group. Ultimately, Marginal glossing is more effective than the interlinear (text) glossing in the improvement of vocabulary development of Iraqi EFL learners.
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