Exploring the association among working memory, anxiety and Iranian EFL learners’ listening comprehension

Namaziandost, Ehsan; Hafezian, Mitra; Shafiee, Sajad

doi:10.1186/s40862-018-0061-3

Cited by 19 publications

(17 citation statements)

References 36 publications

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“…There is a sense of responsibility among the learners. In simple words, group members should know that materials prepared by all group members are for the sake of the group's success (Namaziandost, Hafezian, & Shafiee, 2018). Group work is considered a cooperative learning task if the following conditions are met: 4.…”

Section: 3mentioning

confidence: 99%

The Impact of Storytelling and Cooperative Learning on Iranian EFL Learners Vocabulary Achievement

Gashti

2021

IJLLT

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The researcher investigated the effect of using short stories and cooperative learning together in one class and compared its effect with the existing traditional methods and cooperative program as well as contextualized short-story-based program. To do so, 75 Iranian female EFL learners participated in the study after a homogeneity test. They were divided into three groups i.e., storytelling, cooperative, and mixed. The learners in the cooperative group followed the above procedures of cooperative learning for reading short stories and the short story group was engaged in a question and answering activity was guided by the teacher, as mentioned earlier. Moreover, the mixed group covered the short stories extensively out of the class as described for the short story group and did the cooperative group work activity in class. After the treatment lasted 12 sessions, the learners took the test again. The study's findings reveal that using story-telling can be a good strategy to bypass the difficulty of vocabulary instruction insomuch it gives leaners chances of using new words communicatively to produce target forms in meaningful real-world contexts.

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Section: 3mentioning

confidence: 99%

The Impact of Storytelling and Cooperative Learning on Iranian EFL Learners Vocabulary Achievement

Gashti

2021

IJLLT

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“…Not many realize it's the opportunity to improve speaking by telling others orally what they have read. According to the SLA theories, comprehensible input alone is not enough and when input is negotiated, the learners will possibly internalize what they have learned and experienced (Namaziandost et al 2018a). On the other hand, while reading many students tend to focus on syntax and vocabulary and as a result the flow of reading may be interrupted, important information may be ignored and the passage may not be comprehended as a whole.…”

Section: Results Of Normality Testsmentioning

confidence: 99%

Comparing the impacts of various inputs(I + 1 & I-1) on pre-intermediate EFL learners’ Reading comprehension and Reading motivation: the case of Ahvazi learners

Namaziandost

Nasri

Ziafar

2019

Asian. J. Second. Foreign. Lang. Educ.

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Considering the vital role of comprehensible input, this study attempted to compare the effects of input with various difficulty levels on Iranian EFL learners' reading comprehension and reading motivation. To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected from two intact classes (n = 27 each). The selected participants were randomly assigned to two equal groups, namely "i + 1″ (n = 27) and "i-1″ group (n = 27). Then, the groups were pretested by a researcher-made reading comprehension test. After carrying out the pre-test, the treatment (i.e., extensive reading at different levels of difficulty) was practiced on the both groups. The participants in "i + 1″ group received reading passages beyond the current level, on the other hand, the "i-1″ group received those reading passages which were below their current level. After the instruction ended, a modified version of pre-test was conducted as posttest to determine the impacts of the treatment on the students' reading comprehension. The obtained results indicated that there was a significant difference between the post-tests of "i + 1″ and "i-1″ groups. The findings showed that the "i + 1″ group significantly outperformed the "i-1″ group (p < .05) on the post-test. Moreover, the findings indicated that "i + 1″ group's motivation increased after the treatment. The implications of the study suggest that interactive type of input is beneficial to develop students' language skills.

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“…To outline, listening has a significant job both in day by day life and in scholastic settings as it is vital for individuals to continue compelling correspondence. Accentuating the significance of listening, Namaziandost, Hafezian, and Shafiee (2018) express that listening aptitudes are as significant as talking abilities since individuals can't convey eye to eye except if the two sorts of abilities are grown together. Listening aptitudes are likewise significant for learning purposes since through listening learners get information and addition experiences (Ziafar & Namaziandost, 2019).…”

Section: Listening Comprehensionmentioning

confidence: 99%

Exploring the Relationship between Listening Strategies Used by Iranian EFL Senior High School Students and Their Listening Comprehension Problems

Namaziandost

Imani

Sharafi

et al. 2020

IJREE

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The present research investigated listening strategy utilization among 60 Iranian EFL senior high school learners. Furthermore, it tried to distinguish 1) the strategies utilized all the more frequently by learners, 2) the relationship between listening strategy utilization, and listening comprehension problems. In this study, problems included input, context, listener, process, affect, and task problems while the listening strategies comprised of cognitive, meta-cognitive, and socio-affective strategies. To gather the required information, a survey was dispersed among the members. After collecting the information and analyzing them through SPSS software, the outcomes uncovered that 'input' and 'affect' were two primary listening comprehension problems the students experienced. Results additionally showed that the principle listening strategy utilized by students was metacognitive strategy. The connection between listening problems and technique utilized among the students was measurably critical and negative. Results suggest that it is essential for second language educators to know about the distinctive listening problems to empower listeners to use the suitable techniques.

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Exploring the association among working memory, anxiety and Iranian EFL learners’ listening comprehension

Cited by 19 publications

References 36 publications

The Impact of Storytelling and Cooperative Learning on Iranian EFL Learners Vocabulary Achievement

The Impact of Storytelling and Cooperative Learning on Iranian EFL Learners Vocabulary Achievement

Comparing the impacts of various inputs(I + 1 & I-1) on pre-intermediate EFL learners’ Reading comprehension and Reading motivation: the case of Ahvazi learners

Exploring the Relationship between Listening Strategies Used by Iranian EFL Senior High School Students and Their Listening Comprehension Problems

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