Abstract-Previously, researchers examined the effects of utilising monolingual dictionaries compared to bilingual and bilingualised dictionaries in an EFL learning environment as to their efficacy in improving culture-specific skills in translation. This study was set to investigate the comparative effects of using only monolingual dictionaries as opposed to using bilingualised dictionaries during vocabulary acquisition in a Translation course. Participants consisted of 60 Level II students of English. A test comprising 100 lowfrequency words and 100 sentences manipulating each word as a translational writing task was administered at the end of the semester. Three experimental groups, one studying vocabulary with monolingual dictionaries, another with bilingual dictionaries, and a third with bilingualised dictionaries were used for checking the efficacy with which any/all of the three types of dictionaries can best help students acquire new lexicon. The study tested participants on their comprehension of and ability to use these words using sentences of their own on translational writing tasks. Results suggest that bilingualised dictionaries are more effective than monolingual and bilingual dictionaries and that bilingualised dictionaries are more effective than monolingual dictionaries, the last two dictionaries being the least effective. Suggestions for further work and implications for ELT pedagogy have been forwarded at the end.
Abstract-This study aimed to investigate the effectiveness and suitability of the integrated holistic method for teaching EFL skills embedded in an Oxford ® series of courses selected for study at the lower-to-upper intermediate levels of learning EFL, namely Open Forum 3, Well Read 3 -Effective Academic Writing2. Participants of the study were selected from the population of students in a Southwestern Saudi university. The sample included 52 participants in intermediate levels. Researchers employed a pre-test, posttest control group design in a quasi-experimental method to evaluate the instructional effectiveness of the integrated holistic teaching method. Findings indicate that the treatment in this study, the Integrated Skills Treatment, had a significant effect on student performance in all skills presented instructionally according to an integrated, holistic approach. Further findings showed that the experimental group participants achieved improvements in gain scores compared with their peers in the control group on the tested language skills, namely listening and speaking, reading, and writing. Qualitative data from a follow-up questionnaire study asserted the effectiveness and appropriateness of an integrative pedagogy to teaching EFL skills. The paper, in the end, provides a set of relevant implications and recommendations for further pedagogical practice and further research implications.
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