A Contrastive Analysis of Emotional Terms in Bed-Night Stories Across Two Languages: Does it Affect Learners' Pragmatic Knowledge of Controlling Emotions? Seeking Implications to Teach English to EFL Learners

Namaziandost, Ehsan; Razmi, Mohammad Hasan; Heidari, S.; Tilwani, Shouket Ahmad

doi:10.1007/s10936-020-09739-y

Cited by 12 publications

(9 citation statements)

References 23 publications

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“…Recent research has shown a change in scholars' views on the impact of literature on L1 writing. Namaziandost et al (2020) stress the critical role of literary texts in leading students into a 'dynamic commitment in generating and demanding knowledge.' As with L1 composition, L2 compositionists have a negative view of composition teaching by the usage of literature.…”

Section: Literature Composed Of the Mother Tongue And A Second Languagementioning

confidence: 96%

Enhancing students writing skills using novels: The saudi EFL learners’ perspective

Hameed

2021

JLLS

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Applied linguists have divergent views on the interaction between literature and language instruction. Language through a literary lens logically validates the position of literature in the acquisition of language skills by exposing students to a variety of writing types and authoritative sources. Syllabi built around language structures cannot be adequate to ensure that students acquire language skills. In comparison, an authentic curriculum centered around novels and short stories encourages students to study the language and fosters critical reasoning and language skills. In this vein, this research seeks to ascertain undergraduates' perceptions of the function of novel teaching in improving writing abilities by the use of a survey in which students expressed their perspectives on the areas in which novel teaching aided their writing ability development. The students' answers were analyzed, and a one-sample t-test showed that they concluded that novel instruction had a beneficial impact on their sentence and paragraph writing skills. Based on these observations, the author recommended incorporating novels into undergraduate English courses through the use of successful teaching approaches and the collection of novels suitable for students' linguistic abilities.

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Section: Literature Composed Of the Mother Tongue And A Second Languagementioning

confidence: 96%

Enhancing students writing skills using novels: The saudi EFL learners’ perspective

Hameed

2021

JLLS

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“…The implementation of E-portfolios could benefit learning in many ways as it is based on the use of formative assessment to support the development of reflection and self-regulation, these two entities in turn are regarded as integral parts of the learning process (Welsh, 2012). The notion of self-based assessment and its impact on the development of students' learning has been put forth in several studies (Namaziandost, Razmi et al, 2020;Nelson & Schunn, 2009;Zohar & Dori, 2003). According to Welsh (2012), the main findings of the mentioned studies were based on the concept that active participation in the assessment process assists in the development of higher-order skills such as analysis, synthesis, and evaluation.…”

Section: E-portfolio Enhancing Learningmentioning

confidence: 99%

Investigating the Iranian EFL learners’ attitudes towards the implementation of e-portfolios in English learning and assessment

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“…hardly learn from one another. Teachers can provide learners with feedback either directly or indirectly (Hendrickson, 1984;Robb et al, 1986;Ferrs, 2002;Namaziandost, Razmi, Heidari, Tilwani, 2020). Direct feedback refers to a kind of feedback in which the teacher simply marks the error, but does not correct it.In providing indirect feedback, some teachers tend to mark mistakes to indicate the precise location and type of error, ad it becomes the students' task to diagnose and correct the mistake, while others provide un-coded feedback that simply locates the error without disclosing the error type (Namaziandost, Alekasir, Hassan Mohammed Sawalmeh, & Miftah, 2020).…”

Section: Introductionmentioning

confidence: 99%

Teacher’s Corrective Feedback in Paragraph Writing in Terms of Accuracy: Teacher’s Comments Vs. Error Marking

Ghasemi

Noroozi

Salehan

2021

IJLLT

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The aim of this paper is investigating whether teacher’s corrective feedback (Teacher’s comment vs. error marking) caused any differential effects on the paragraph writing in term of accuracy by Iranian EFL learners. The participants were divided into two groups. Experimental group1 and experimental group 2 forty learners in intermediate level formed two groups, 20 learners in each group. One experimental group did not receive teacher’s comment in terms of grammar during four alternative weeks; the other group received teacher’s comment. The statistical analysis indicated that the second group performed better than the group which did not receive teachers’ comment in terms of accuracy in paragraph writing. Therefore, these results suggested that teachers’ corrective feedback has pedagogical value, and teachers’ corrective feedback promoted learners' grammatical accuracy in L2 writing more effectively.

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A Contrastive Analysis of Emotional Terms in Bed-Night Stories Across Two Languages: Does it Affect Learners' Pragmatic Knowledge of Controlling Emotions? Seeking Implications to Teach English to EFL Learners

Cited by 12 publications

References 23 publications

Enhancing students writing skills using novels: The saudi EFL learners’ perspective

Enhancing students writing skills using novels: The saudi EFL learners’ perspective

Investigating the Iranian EFL learners’ attitudes towards the implementation of e-portfolios in English learning and assessment

Teacher’s Corrective Feedback in Paragraph Writing in Terms of Accuracy: Teacher’s Comments Vs. Error Marking

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