Comparing the Effect of One-way versus Two-way Tasks on Iranian Intermediate EFL Learners’ Phrasal Verb Learning

Abstract

The aim of this study was to investigate the effect of one-way and two-way tasks, as two various techniques for teaching vocabulary, on Iranian intermediate EFL learners' phrasal verb learning. The participants in this study were sixty EFL learners majoring in TEFL, all of whom were in the second semester of academic year 2015. In order to establish a homogenized group, a test of proficiency titled CELT was administered to ninety sophomore students, and sixty were selected to serve the purpose of the study. They were intermediate students with the age range within 18 to 29. After the administration of the proficiency test as the homogeneity, they were then divided into two equal comparison groups, either of whom comprised thirty participants: one-way task (OWT) and two-way task (TWT) groups. A pretest, comprising forty multiple-choice phrasal verbs, was administered to the both groups. Then both groups underwent twelve sessions of treatment (treatment for the TWT group, and placebo for the OWT group). The OWT group was taught phrasal verbs by means of one-way task, and the TWT group was taught vocabulary via two-way tasks as input. After the treatment period, the same version of phrasal verb test was administered to both groups as posttest to examine the effectiveness of the treatment. Both groups in this study were taught by the same researcher and through the same methodology. The data were analyzed through running paired-samples and independent samples t-tests, the outcome of which revealed that ISSN 2162-6952 2016 www.macrothink.org/jse 130 both the OWT group and the TWT group had vocabulary gains but the effect of two-way tasks on phrasal verbs learning was more salient than that of the one-way task group. The implications and recommendations were also presented. Journal of Studies in Education

The Effectiveness of a Proposed Program Integrating Focus on Form and Gamified Learning in Fostering Egyptian English Majors' Phrasal Verbs Comprehension and Production

“…They are, also, consistent with the results obtained by Nosratinia, Amini and Sarabchian (2013) proving the effectiveness of making informed guesses about contextualized PVs meanings in fostering English majors' PVs acquisition. Besides, the present study results conform with the findings reached by Khodareza (2016) supporting the positive impact of collaborative tasks on PVs learning. Additionally, the current study findings are consistent with the results of Kim's (2019) study proving that combining images and video clips with written texts enhanced EFL college students' PVs learning.…”

“…Based on their study findings, it was concluded that modifying input through either simplification or elaboration facilitated PVs acquisition and recall among the study participants. Additionally, Khodareza (2016) found that collaborative tasks fostered Iranian intermediate level TEFL majors' PVs learning. Furthermore, Vazirabad and Farrokhi (2021) proved that playing digital games in formal instructional settings enhanced PVs learning and comprehension among Iranian EFL intermediate level learners.…”

“…Hence, recommendations were made to employ concordance lines and DDL activities to enhance EFL learners' PVs acquisition. Khodareza (2016) compared the effect of group tasks versus individual tasks on Iranian intermediate level TEFL majors' PVs learning. Participants were randomly assigned into two groups of thirty students each.…”

The Effect of One-way and Two-way Tasks on Iranian EFL Learners’ Lexical Learning

“…Based on the present quasiexperimental study, there is a difference in the effect of one-way and two-way tasks on Iranian pre-intermediate EFL learners' lexical knowledge and long-term retention of lexis. These findings support the previous claims for the efficacy of one-way and two-way tasks on learners' lexical learning (Khodareza & Shabani, 2016 Furthermore, the findings lend support to a previous study which has demonstrated the benefits of task-based approach on vocabulary learning and enhancement in ESP courses (Hedayatipanah, Mirzaei & Azizifar, 2015). Based on their results, they concluded that task-based approach was more effective in teaching technical vocabularies.…”