The Effect of Task-based Activities on EFL Learners' Reading Comprehension

Nahavandi, Naemeh

doi:10.7575/aiac.alls.v.2n.1p.56

Cited by 10 publications

(8 citation statements)

References 18 publications

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“…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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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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“…So activities in which students are involved in real communication and which promote learning should be considered very important. To use Widdowson's words teachers should be "facilitator of students' learning" or to put it in other words to function as an authoritative rather than an authoritarian (Nahavandi, 2011;Nahavandi & Mukundan 2012;Nahavandi & Mukundan in press). Last but not least, students' growth should be the general aim of education.…”

Section: Conclusion and Implications Of The Studymentioning

confidence: 99%

Iranian EFL Engineering Students’ Motivational Orientations towards English Language Learning along Gender and Further Education in Language Institutes

Nahavandi

Mukundan²

2013

IJL

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The aim of the present study was to understand motivational orientations of the Iranian EFL engineering students towards the language and their attitudes towards learning English, English-speaking people and their culture. To do this end, all 596 engineering students taking general English course in engineering faculty of Tabriz Azad University (different engineering majors) were selected based on random sampling. Gardner's 104-item AMTB (Attitude, Motivation Test Battery) questionnaire was administered to the selected respondents. All 12 domains were considered. Furthermore there was an attempt to understand whether any statistically significant differences existed due to the participants' gender and further education in foreign language institutes or not. The results of the study showed that engineering students in the present study learn the English language both instrumentally and integratively and they have positive attitudes towards the target language community and its members. Furthermore, gender and further education in language institutes affected some motivational orientations and attitude domains significantly. Those International Journal of Linguistics ISSN 1948-5425 2013 www.macrothink.org/ijl 73 with further education in language institutes were more motivated and the level of their anxiety was lower. The study concluded with some pedagogical implications.

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“…So for improving students' reading comprehension such an atmosphere should be created in the classes that students enjoy their classes and learn the responsibility for their own learning. Using taskbased activities in which every student takes part in understanding, evaluating, discussing, problem-solving, negotiating meaning processes can be effective in meeting the requirements of learner-centered classes (Nahavandi, 2011). The learners and their world view that is shared with each other in reading classes during performing task-based activities are of great importance in TBLT.…”

Section: Discussionmentioning

confidence: 99%

Task-based Cycle in Reading Comprehension Classes

Nahavandi¹,

Mukundan²

2013

IJALEL

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This study has investigated the effect of task-based cycle on Iranian Elementary EFL learners' reading comprehension. In order to accomplish the research, two intact classes, including 84 engineering EFL learners (studying pre-university course) were chosen in Tabriz Azad University. An experimental method of research was employed. The experimental group was taught according to the elements of task-based cycle proposed by Willis & Willis, (2007). The control group didn't receive such treatment. After eight sessions (3 months), a post-test was given. The analysis of the obtained data, carried out through t-test, revealed a significant difference between control and experimental group on the dependent variable, reading comprehension. However, gender didn't affect reading comprehension significantly. The results of the present study may have pedagogical implications for instruction and curriculum development.

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The Effect of Task-based Activities on EFL Learners' Reading Comprehension

Cited by 10 publications

References 18 publications

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

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

Iranian EFL Engineering Students’ Motivational Orientations towards English Language Learning along Gender and Further Education in Language Institutes

Task-based Cycle in Reading Comprehension Classes

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