Abstract-While attaining language proficiency has turned to a main concern of many, how to do so is still one of the biggest secrecy in TEFL field. With regards to improving learner's language proficiency, MacIntyre postulated willingness to communicate (WTC) as one of the best predictors of being a proficient learner. Moreover, perceiving the status quo of many competent learners who avoid communication as well as their narrow chance in getting proficiency, the researcher attempted to investigate whether teaching communicative strategies affected learners' WTC in general. For this purpose sixty students homogenized in terms of their language proficiency through PET, were randomly divided into two groups of control and experimental. A WTC and a communicative strategy questionnaire were administered before and after the treatment as pretest and posttest. The experimental group underwent 16 sessions of treatment and nine communicative strategies were taught. The results of the WTC pretest and posttest scores of the two groups were compared through ANCOVA which demonstrated significant difference between the two groups, with the experimental group outperforming the control group.
The purpose of present study was to examine the comparative effect of teaching spelling through mnemonics and phonics on EFL learners' vocabulary achievement and retention. Sixty female students of a junior high school were chosen among one hundred elementary students. To ensure the homogeneity of the students, a Key English Test was administered to all one hundred students, and a teacher-made vocabulary test was piloted with 30 students with similar characteristics to the target participants .The sixty students were divided randomly into two experimental groups, each group contains thirty students, the students in experimental group one were instructed mnemonics and the other experimental group were instructed phonics. Before treatment the teacher-made vocabulary test was administered as a pre -test and after the treatment post-test was run two times, first for vocabulary achievement, and after two weeks for retention. The design was quasi experimental. The results of the RM ANOVA indicated that there was no significant difference between the effect of phonics and mnemonics on EFL learners' vocabulary achievement, nor was there any significant difference between the effect of the two treatments on their vocabulary retention.
This study investigated the comparative effective of non-task preparation activities and providing a model as two types of pre-task activities on vocabulary retention of 60 EFL students from a language school in Karaj, Iran. The participants were sorted out of a larger population of 90 intermediate students based on their scores on a piloted Preliminary English Test (PET) and a vocabulary test. As a result of the two mentioned tests, first 65 participants were selected and then randomly divided into two experimental groups: non-task preparation activities group and providing a model group. However, the results of five participants who did not attend the classes regularly during the treatment were finally discarded. The two experimental groups received different treatments. In one class, vocabularies were taught through doing some non-task preparation pre-task activities by the learners and in the other, the teacher provided the model of doing the activity. At the end of the treatment period, the researchers administered a vocabulary retention posttest. Analyzing the collected data through an independent samples t-test revealed that non-task preparation pre-task activities had a significantly higher impact on the vocabulary retention of the participants. The significant difference between the two pre-task activities is interpreted to be the possible outcome of the difference in the type of schemata each activates and the type of load each reduces.
Vocabulary glosses are considered effective learning tools since they decrease incorrect meaning inferences from context while keeping reading uninterrupted. The purpose of the present study was to examine the impact of different gloss conditions on intermediate EFL learners' vocabulary retention and production. The participants were 101 EFL learners selected based on their performance on PET and randomly assigned to one control and two experimental groups. In the single gloss experimental group vocabulary was taught using glossed texts with one definition for each gloss while the multiple gloss experimental group received the same texts with three definitions for each gloss. The participants in the control group received the texts without any glosses but were encouraged to consult their dictionaries instead. All the participants took part in vocabulary retention and production posttests after the treatment and those in the two experimental groups answered a questionnaire about their attitudes towards using glosses. The results of the one-way ANOVA confirmed that the two gloss conditions contributed to vocabulary retention and production. Moreover, the results indicated that single gloss group did significantly better on vocabulary retention test. However, no significant difference was found between the single and multiple gloss groups on the vocabulary production test.
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