This cross-sectional study aimed to explore the nature and the patterns of lexical growth in content and language integrated learning (CLIL) and non-CLIL learners across three successive academic years. To pursue the purpose of the study a total of 110 female students of six classes in 3rd, 4th, and 5th grades in both bilingual and monolingual schools in Tehran, Iran, were selected. The experimental group included 50 students, while the control group included 60 students. Receptive and productive vocabulary sizes of three grades from both environments were compared using the Vocabulary Levels Test (VLT) and the Productive Vocabulary Levels Test (PVLT). The results indicated that learners’ receptive and productive vocabulary sizes in both CLIL and non-CLIL groups are below 1,000 words, according to the results of the 2k VLT and 2k PVLT tests. In addition, both CLIL and non-CLIL groups showed a gradual increase in their receptive and productive vocabulary growth from third grade to fourth and fifth grades. Finally, across all three grades, the CLIL group showed a higher increase in their receptive and productive vocabulary growth than the non-CLIL group. The results of the study have implications for bilingual schools, language institutes, and language teachers and learners.
The use of technology in teaching and learning a second language has been an increasingly important subject of research recently. Various software and applications have been developed to aid the students to identify and correct their grammatical mistakes. The present study aimed to assess the effect of an automated feedback program, WhiteSmoke, on the accuracy of the translated texts by Iranian translation students. To pursue the purpose of the study, 68 male and female students studying at Payame Noor University, Tabriz-Iran were selected among 106 undergraduate students of English translation, based on their performance on Nelson proficiency test and a translation accuracy test. The participants shaped the experimental group and the control group of the study. The experimental group included twenty-six trainees, while the control group included forty-two trainees. They were required to translate a Persian text into English as pretest to homogenize them based on their translation accuracy. After 8 weeks of treatment, posttest was administered to the participants of both groups. The results indicated that translation trainees receiving automated written corrective feedback through WhiteSmoke improved their ability in translation in terms of accuracy. The result might have implications for translation trainers, language teachers, learners, and materials developers.
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