Enhancing oral proficiency through cooperative learning among intermediate EFL learners: English learning motivation in focus

Namaziandost, Ehsan; Neisi, Leila; Kheryadi,; Nasri, Mehdi

doi:10.1080/2331186x.2019.1683933

Cited by 69 publications

(72 citation statements)

References 24 publications

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“…As it can be seen, there were significant differences between these two groups of learners concerning strategies 2, 5, 6, 7, 8, 9, 10, 13, 14, 15, 16, 17, 19, 22, 23, and 25 (p<0.05). Moreover, experienced learners used vocabulary learning strategies 5,6,7,8,9,13,15,17,22, and 23 more than novice learners. In contrast, novice learners applied vocabulary learning strategies 2, 10, 14, 19, and 25 more in comparison with experienced learners.…”

Section: Resultsmentioning

confidence: 98%

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INVESTIGATING EXPERIENCED AND NOVICE ENGLISH LANGUAGE LEARNERS` PERCEPTIONS of MOST USEFUL VOCABULARY LEARNING STRATEGIES (VLS)

Zariholhosseini

Namaziandost

Nasri

2020

HSSR

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Purpose of the study: This article report’s findings from a study on the differences and similarities between experienced and novice English language learners with regards to their personal use of VLS. Methodology: Closed questionnaire and semi-structure interviews were applied to collect the data. The questionnaire was distributed among 60 (30 experienced learners and 30 novice learners). In addition, 20 learners (10 experienced learners and 10 novice learners) were asked to answer the questions in the interview. Therefore, descriptive statistics, U Mann Whitney test, and independent-sample t-test were run to compare and analyzed the data. Main Findings: The finding showed that there were significant differences between experienced and novice learners’ thoughts towards vocabulary learning strategies and experienced learners used vocabulary learning strategies while learning new words in English language learning. Applications of this study: If the learners are taught how to use each strategy correctly, their understanding of the language can naturally be improved. Moreover, VLS is beneficial throughout the process of vocabulary learning which makes learners more independent and allows teachers to focus on other things as well. Novelty/Originality of this study: To the best of researchers’ knowledge, no study has been done on investigating Iranian experienced and novice English language learners` perceptions towards most useful vocabulary learning strategies (VLS).

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Section: Resultsmentioning

confidence: 98%

“…Therefore, they may employ gestures, facial expressions, and body language to communicate and convey their intentions. English vocabulary skill is recognized as an essential skill for students in all the levels of proficiency (Namaziandost, Neisi, Kheryadi, & Nasri, 2019).…”

Section: Introductionmentioning

confidence: 99%

INVESTIGATING EXPERIENCED AND NOVICE ENGLISH LANGUAGE LEARNERS` PERCEPTIONS of MOST USEFUL VOCABULARY LEARNING STRATEGIES (VLS)

Zariholhosseini

Namaziandost

Nasri

2020

HSSR

Self Cite

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“…Everyone can find satisfaction in using language in different ways to produce interesting and attractive piece of work" (Davies & Pearse, 2000, p.100). By being motivated, students will be more eager to learn from each other (Namaziandost et al, 2019;Rochman, 2019) and from the teacher (Kukulska-Hulme & Viberg, 2018;Saha & Singh, 2016). As a consequence, the students feel more responsible to actively take part in constructing their knowledge (He & Lin, 2019;Morton, 2020), and strategically learn the target language (Lo & Lin, 2019;Zhong et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

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2020

ijl

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“…This is because, through an internet data link, WhatsApp delivers messages. WhatsApp accepts many different types of messages, from simple text to images to audio and video files (Ziafar & Namaziandost, 2019a;Namaziandost, Neisi, Kheryadi, & Nasri, 2019).…”

Section: A Introductionmentioning

confidence: 99%

Using Mobile Instant Messaging in Teaching Vocabulary to Pre-intermediate EFL Learners: The Case of WhatsApp

Namaziandost¹,

Shafiee²,

Suryadi³

2020

JEE

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Smartphones are becoming an increasingly common part of our daily lives. Applications used in these systems are extremely varied due to their extraordinary efficiency. With respect to language teaching, the use of these technologies has opened up new doors, changing innovatively the way teachers teach and students learn. Accordingly, this study aimed to find out the impacts of using WhatsApp as a mobile instant messaging application on teaching vocabulary among pre-intermediate EFL learners. To this end, 60 Iranian pre-intermediate EFL learners were selected from a private English Language Institute. Then, they were randomly assigned to two equal groups- an experimental group and a control group. They were pre-tested by a researcher-made vocabulary test. Then, the treatment was applied to both groups. As the treatment, the control group was taught with traditional activities whereas the experimental group was taught with the use of mobile application (WhatsApp). At the end of the instruction, a researcher-made vocabulary post-test was administered. The results of independent samples t-test and one-way ANCOVA indicated that the experimental group had better performance on the post-test compared to control group revealing the usefulness of the mobile application utilized in this study on learning vocabulary.

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Enhancing oral proficiency through cooperative learning among intermediate EFL learners: English learning motivation in focus

Cited by 69 publications

References 24 publications

INVESTIGATING EXPERIENCED AND NOVICE ENGLISH LANGUAGE LEARNERS` PERCEPTIONS of MOST USEFUL VOCABULARY LEARNING STRATEGIES (VLS)

INVESTIGATING EXPERIENCED AND NOVICE ENGLISH LANGUAGE LEARNERS` PERCEPTIONS of MOST USEFUL VOCABULARY LEARNING STRATEGIES (VLS)

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Using Mobile Instant Messaging in Teaching Vocabulary to Pre-intermediate EFL Learners: The Case of WhatsApp

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