Examining the effects of differential instructional methods on the model of foreign language achievement

Pae, Tae Il; Shin, Sang Keun

doi:10.1016/j.lindif.2010.11.023

Cited by 20 publications

(11 citation statements)

References 25 publications

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“…Vocabulary and grammar sections included fill in the gaps and matching type questions. Students' attitude was also measured along with the pre-test through the use of attitude questionnaire including 10 items (Pae & Shin, 2011). The attitude-related items used in the study of Pae and Shin (2011) were translated into Turkish and the internal consistency of the scale was = .90.…”

Section: Design Of the Studymentioning

confidence: 99%

How effective is TPRS for adult EFL learners with limited English proficiency?

Asmali¹

2019

FELT

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This study examines the impact of 'Teaching Proficiency through Reading and Storytelling' (TPRS) on students' grammar and vocabulary performance as well as their attitude toward learning English. The participants are 38 freshmen, 14 in experimental and 24 in control group, studying in the department of tourism and hospitality services of a 2-year vocational school at a state university in Turkey. A pre-test including grammar and vocabulary questions as well as an attitude questionnaire was used as pre-test and post-test in the beginning and end of a four-week intervention as the data gathering tool. TPRS technique was implemented for four sessions in the experimental group to teach target vocabulary and structures. While The Mann-Whitney U test was run to find out the differences between pre-test and post-test scores of control and experimental groups, Wilcoxon Signed Rank Test was employed to find out the differences between the pre-test and the post-test scores of experimental group. The results indicated that TPRS technique had positive impact on students' grammar and vocabulary performance as the students in the experimental group outperformed the ones in the control group in the posttest. TPRS technique was also found to be effective in creating positive attitudes toward learning English. Some implications to employ TPRS in English classes as well as suggestions for further research were also provided.

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Section: Design Of the Studymentioning

confidence: 99%

How effective is TPRS for adult EFL learners with limited English proficiency?

Asmali¹

2019

FELT

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“…In the research done by Pae & Shin (2011) intrinsic motivation showed a relation to EFL achievement. In another study having been conducted recently, it was found that intrinsically motivated students enjoy learning and want to learn more about the content (Jurik, Gröschner, & Seidel, 2014).…”

Section: Discussionmentioning

confidence: 95%

Prediction of ELT Students’ Academic (Language) Achievement: Language Learning Orientation and Autonomous Learning

Karataş¹,

Alcı²,

Yurtseven³

et al. 2015

IOJES

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Learner autonomy is frequently debated among English language teachers and scholars around the world. From the perspective of Self-determination theory, autonomy supported learning environment has close relation with intrinsic motivation, higher perceived competence and academic achievement. The present study aims to define the prediction level of ELT students' academic achievement using their language learning orientation and autonomous learning. The participants of the study were the undergraduate students from two different universities studying in English Language Teaching departments. Results show that there is a positive correlation between intrinsic motivation and academic achievement, and also between autonomous learning and academic achievement. The regression analysis shows that autonomous learning and intrinsic motivation predict academic achievement strongly.© 2015 IOJES. All rights reserved Keywords: 1 Language learning orientation, autonomous learning, intrinsic motivation, extrinsic motivation, academic achievement IntroductionIn a normal educational context learners are not willing to take responsibility for their learning process and will not find it easy to reflect critically on the learning process. That is why there is a need for an intervention in ongoing classroom practice to promote learner autonomy. Learner autonomy has been regarded as an ultimate goal of education for a long time (Benson, 2001(Benson, , 2009. Especially in second language learning, the concept has been argued to be socially driven (Smith & Ushioda, 2009). Freedom, choice, and negotiation are often identified as important factors for learner autonomy improvement (e. g., Lamb, 2009).Researches carried out on language learning have consistently showed that autonomous language learners sustain their learning with a strong motivation, beliefs in what works in learning and strategies that help learners achieve their language learning objectives, all of which are essential elements of autonomous language learning (Gao, 2006;Oxford, 2003Oxford, , 2008 Wenden, 1998Wenden, , 2002Yang, 1999;Zhang, 2003).For several decades, researchers in social psychology and education have recognized the importance of motivation as an undeniable factor for successful second language learning. In fact, affective variables, such as attitude, orientations, anxiety, and motivation, have been shown to be at least as important as language aptitude for predicting language achievement (Gardner, 1985).Self-determination theory (see Ryan & Deci, 2000 for a review) suggests that one key aspect of the classroom climate is autonomy support. There has been a considerable growth of interest in the theory and practice of autonomy in language teaching and learning as a consequence of the innovations that have taken Hakan Karatas, Bulent Alci, Nihal Yurtseven & Hatice Gulru Yuksel 161 place in recent years. The recent innovations such as learner centered, resource-based, technology-based, and communicative approaches make the point clear that learners should...

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“…Beaumont and Chang () have challenged the concept of communicative and traditional methodologies as a dichotomy and have instead portrayed them as a continuum in which teachers choose from an eclectic mix of techniques in order to contextualize their teaching. This perspective reflects the practices of teachers in ethnographic research focusing on EFL teaching in specific countries such as China, Korea, Japan, Turkey, and Brazil (Beaumont & Chang, ; Bohn, ; Griffiths, ; Kırkgöz, ; A. M. Y. Lin, ; Z. Lin, ; Pae & Shin, ). Griffiths and Kırkgöz, for instance, specifically document the increasing prevalence of teachers who use a mixture of traditional and communicative techniques over those who use exclusively one orientation.…”

Section: Current Research On Efl Teaching Methodologymentioning

confidence: 97%

“…Some researchers have defined specific activities as communicative or traditional for their participants (e.g., Griffiths, ). Other researchers have allowed teachers to define the activities themselves (Beaumont & Chang, ; Pae & Shin, ), whereas others have used the suggestions of a national curriculum, defined as communicatively oriented, to delineate the categories (Butler, ; Kırkgöz, ). In studies that allowed teachers themselves to define the methodology, several found that teachers could articulate traditional techniques clearly, but were often unclear about what types of activities should be considered communicative (Beaumont & Chang, ; Guangwei & McKay, ; Pae & Shin, ).…”

Section: Current Research On Efl Teaching Methodologymentioning

confidence: 99%

Cross‐Cultural Perspectives on Teaching English as a Foreign Language to Children: A Multinational Survey

Vroom

Seaman

2014

TESOL Journal

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One of the most significant trends in contemporary English language teaching is the dramatic increase in English as a foreign language (EFL) programs for younger children (ages 3–12) in school systems throughout the world. These programs have created special challenges for teachers who are nonnative English speakers (NNES). To document the methodology of NNES teachers of younger children, the authors of this article created 14 classroom teaching videos which were embedded in a web‐based survey. This survey was sent to EFL teachers of children in schools throughout Asia and Latin America as a needs analysis for teachers who would be participating in training programs related to an international textbook series. The results of this survey challenge the stereotypes about these teachers, deepen our understanding of their methodological practices, and provide models for professional development. Although some of the techniques were more familiar to the respondents than others, most of the teachers in this study indicated that they use a broad range of techniques within their local communities of practice. These teachers expressed their willingness to adopt the less familiar techniques if they were provided with appropriate materials and training. Finally, most of the teachers in this study favored collaborative, relational forms of professional development.

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Examining the effects of differential instructional methods on the model of foreign language achievement

Cited by 20 publications

References 25 publications

How effective is TPRS for adult EFL learners with limited English proficiency?

How effective is TPRS for adult EFL learners with limited English proficiency?

Prediction of ELT Students’ Academic (Language) Achievement: Language Learning Orientation and Autonomous Learning

Cross‐Cultural Perspectives on Teaching English as a Foreign Language to Children: A Multinational Survey

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