Abstract-This study investigated the effect of implementing flipped classrooms on Iranian junior high school students' reading comprehension. To this end, 50 Iranian pre-intermediate students were chosen and randomly assigned into two equal groups; one experimental group (flipped classroom) and one control group (traditional classroom). After that, both groups were pretested through a reading comprehension test. Then, the researchers put the respondents of the experimental group in a flipped classroom. The flipped classroom was equipped with Internet, computer and projector. The students were required to read each text before coming the class and discuss it with their classmates. On the other hand, the control group was taught in the traditional classroom. Before teaching each text, the researchers provided background knowledge for the control group and after teaching each text, the students were required to answer some questions related to the text. The whole treatment lasted 8 sessions of 50 minutes. In the last session, the post-test of reading comprehension was administered. The results of paired and independent samples t-tests indicated that there was a significant difference between the post-tests of the experimental and the control groups. The findings revealed that the experimental group significantly outperformed the control group (p < .05) on the post-test.
This study was intended to investigate the relationship between working memory, anxiety and Iranian EFL learners' listening comprehension. For the purpose of this study, 60 Iranian pre-intermediate EFL learners were selected among 80 students at a private language institute in Hamadan, Iran. They participated in a homogeneity test (Oxford Quick Placement Test) to determine their homogeneity level. At first, two working memory span tests was administered to participants. Moreover, foreign language listening anxiety questionnaire and listening comprehension tests were applied as another data gathering instruments. Pearson's Product moment correlation and one-way ANOVA were used to analyze the data. It was revealed that there was a strong, negative relationship between FL listening comprehension and listening anxiety. The study showed that a large number of the students experience high level of anxiety. Consequently, they were poor in their listening comprehension test implementation. Also, regarding working memory, it was found that working memory is an efficient and paramount prophesier for EFL listening comprehension. Learners with larger working memory capacity more likely have better abilities in listening. In addition, this study provides some pedagogical implications on EFL teaching.
Abstract-A multitude of factors are involved in learning a second language, among which knowing ample vocabulary plays a crucial role. Despite many efforts for vocabulary learning, one of the first problems of foreign language learners, especially Iranian EFL learners, is how to commit lots of foreign words to memory. The present study aimed to compare three vocabulary learning strategies (flashcard strategy, sentence writing method, and vocabulary notebook strategy) with the traditional way of vocabulary learning (repetition) among Iranian elementary EFL learners to find out which one was the most efficient approach to vocabulary learning and best increased long-term retention of meaning. To do this end, four groups (three experimental groups and one control group) were chosen to take part in the experiment. The groups were all homogenized in the wake of administering a vocabulary pretest, and then each of the experimental groups was exposed to its pertinent treatment. After the completion of the experiment, and in the light of a vocabulary posttest, the results showed that there existed differences among the four strategies in terms of vocabulary learning and retention. In terms of vocabulary learning, the difference among the four groups was significant, but the difference on posttest which examined the long-term retention of the new vocabularies was not statistically significant. The study revealed that flash card strategy was the best strategy for vocabulary learning process among elementary level learners.
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