Task-based Cycle in Reading Comprehension Classes

Nahavandi, Naemeh; Mukundan, Jayakaran

doi:10.7575/aiac.ijalel.v.2n.2p.107

Cited by 10 publications

(7 citation statements)

References 15 publications

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“…TBLT has gained popularity in the field since the last decade of the 20 th Century and scholars have joined the discussion and increased the amount of analytical studies on the issue Hei, Strijbos, Sjoer, & Admiraal, 2016). The search for new and more efficient methods is a consequence of our social organization and the requirements for fluid communication (Nahavandi & Mukundan, 2013). Task Based Language Teaching (TBLT) must be placed within this context, at the end of the 20 th Century.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Task-based Reading Activities on Vocabulary Learning and Retention of Iranian EFL Learners

Kamalian¹,

Soleimani²,

Safari³

2017

The Journal of AsiaTEFL

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Task-based reading activities are of crucial value today, and consequently learners' proficiency is more important than their abstract knowledge of language rules. It seems that learners' familiarity with task-based reading activities may increase learners' proficiency. Therefore, this study investigated the effect of task-based reading activities such as text completion and pupil generated questions on vocabulary learning and retention of Iranian intermediate EFL learners. To conduct the study, three intact classes of learners who had already finished Top Notch Fundamental A and B (Saslow & Ausher, 2011) in previous semesters in an English language institute were selected as the participants of the study. To ensure the homogeneity of the participants, those who got a score between 30-47 from the total score of 60 in OPT were selected as the intermediate level for main participants of the study (N=47). As the data were normally distributed, one way ANOVA and repeated measure ANOVA were employed for the statistical analyses of the study. The findings indicated that using task-based reading activities such as text completion and pupil-generated questions has significant and meaningful impacts on Iranian EFL learners' vocabulary learning and retention. The implementations of the study are discussed.

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Section: Introductionmentioning

confidence: 99%

The Effect of Task-based Reading Activities on Vocabulary Learning and Retention of Iranian EFL Learners

Kamalian¹,

Soleimani²,

Safari³

2017

The Journal of AsiaTEFL

View full text Add to dashboard Cite

show abstract

“…Teacher centered classes and structural-syllabus teaching are giving way to more student-centered, practical and flexible approaches. In this paradigm shift, the field of second and foreign language teaching is not an exception (Nahavandi, 2011;Nahavandi & Mukundan, 2012;Nahavandi, 2013;Nahavandi & Mukundan, 2013c). Generally speaking, interest in language learning and language learners burgeoned in the late 1970s due to the cognitive revolution.…”

Section: Introductionmentioning

confidence: 99%

EFL Learners’ Beliefs about Language Learning along Gender, Further Education in Language Institutes & Different Proficiency Levels

Nahavandi

Mukundan

2013

IJALEL

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The aim of the present study was to understand the beliefs of Iranian EFL learners' about language learning. This study was an attempt to understand if there was any relationship between gender, proficiency level and further education in language institutes on beliefs about language learning. Accordingly, 369 EFL engineering students studying in Azad University of Tabriz, Iran were selected based on random sampling. Data were collected using two questionnaires: a demographical questionnaire, and the Beliefs about Language Learning Inventory (BALLI). Data were analyzed using ANOVA, LSD & t-test. The results of the study showed that the highest mean average among the five components of beliefs about language learning was nature of language learning (M=3.91), followed by Foreign Language Aptitude (M=3.85), Difficulty of Language Learning (M=3.42), Learning and Communication Strategies (M=3.35) and Motivation and Expectations (M=3.25). The findings showed that there was a significant difference between learners' beliefs, gender and further education in language institutes. However, there was not any significant difference between learners' beliefs and their proficiency level. The study concluded with some pedagogical implications.

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“…(Nahavandi &Mukundan, 2014). The attention on the characteristics of a good language learner (Rubin & Thompson, 1994;Stern, 1975) and a shift of interest from the teacher to the learner (Ellis, 2012;Nahavandi, 2011;Nahavandi & Mukundan, 2012) as well as shift of focus from product oriented learning to process oriented one (Nahavandi, 2013;Nahavandi & Mukundan, 2013a, Nahavandi & Mukundan, 2013bNahavandi & Mukundan, 2013c ), has directed the attention to learning strategies that individual learners apply during the learning process (Wenden, 1991). To put it in another way, the main concern of the second or foreign language researchers has been on how the learners process new information and the kinds of strategies they employ in learning, understanding, or remembering these information.…”

Section: Introductionmentioning

confidence: 99%

Language Learning Strategy Use among Iranian Engineering EFL Learners

Nahavandi¹,

Mukundan²

2014

ALLS

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The present study aimed at understanding the language learning strategy use of Iranian EFL learners' about learning a foreign language. The main purpose of the study was to understand if there was any relationship between proficiency level, gender and extra education in language institutes and strategy use. To achieve this end, 369 engineering students were selected based on random sampling in Azad University of Tabriz, Iran. Data were collected using two questionnaires: a demographical questionnaire and the Strategy Inventory for Language Learning (SILL). ANOVA, LSD & t-test were used for analyzing the data. The results of the study indicated highest mean average of metacognitive (M=3.57), followed by social (M=3.27), cognitive (M=3.12), compensation (M=3.07), memory (M=2.89) and affective (M=2.84) strategies. Furthermore, the results indicated a significant difference among learners' strategy use, proficiency level and extra education in language institutes. Nevertheless, no significant difference was found between learners' strategy use and gender. The study ended with some pedagogical implications.

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Task-based Cycle in Reading Comprehension Classes

Cited by 10 publications

References 15 publications

The Effect of Task-based Reading Activities on Vocabulary Learning and Retention of Iranian EFL Learners

The Effect of Task-based Reading Activities on Vocabulary Learning and Retention of Iranian EFL Learners

EFL Learners’ Beliefs about Language Learning along Gender, Further Education in Language Institutes & Different Proficiency Levels

Language Learning Strategy Use among Iranian Engineering EFL Learners

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