The effect of using the native language as a pedagogic intervention on Iranian EFL learners' complexity of English oral productions

Abstract

The present study aims at investigating the effect of using the native language as a pedagogic intervention on the complexity of Iranian EFL learners' English oral productions. A sample of 39 male and female adult English learners of B1 and B2 CEFR proficiency levels was recruited to participate in this study. They were placed into two intact classes (i.e., as already determined by the institution’s authorities) and each class was randomly chosen to serve as either the experimental (EG) or the control (CG) group. Improving the learners’ speaking ability was the focus of both groups while only the EG was asked to orally produce the equivalents of Persian sentences presented to them. In order to measure the lexical and grammatical complexity of oral productions of the learners, two parallel speaking tests of IELTS 10, in the form of two oral interviews, were used as pre- and post-test oral interviews. A MANCOVA test was run to compare the performance of the two groups in terms of their lexical and grammatical complexity after the treatment. Results indicated that the EG's lexical and grammatical complexity improved as compared to the CG, and the improvement in both of these variables was statistically significant.

Potenciando la producción oral en inglés: estrategias y herramientas en el aula

“…Por lo cual no resulta trascendente en la vida estudiantil y profesional de las personas. Además, existen otros problemas que afectan el aprendizaje de una lengua extranjera; como la interferencia que genera la lengua materna en el aprendiz (Alimorad & Bidoki, 2021;Osborne & Simonet, 2021), el usar la lengua madre del estudiante en clase ocasiona que éste quiera solo usar estructuras o palabras en su idioma y no en el idioma meta. La ausencia de una buena metodología para la enseñanza de esta lengua (Castro-Crespo et al, 2020), la cual es importante para lograr el objetivo de comunicarse en inglés, y si el docente no la posee no será factible.…”

Indonesian L2 Learners’ CEFR-based Listening Proficiency: Interactions with Attitudes towards Teachers’ Use of L1

“…The study by Aminifard and Mehrpour (2019) reported that teachers' excessive use of Farsi (learners' L1) in teaching young learners resulted in a lack of L2 input. In comparison, three experimental studies in different contexts (Alimorad & Bidoki, 2021;de la Fuente & Goldenberg, 2022;Wilden & Porsch, 2020) reported that experimental groups where learners' L1s were used for certain purposes in L2 classes outperformed the groups where only L2s were used, perhaps suggesting positive effects of purposeful uses of L1 are more common in literature.…”

“…Several studies on the use of L1 in L2 classes have also been conducted in various L2 learning contexts with different L1s, for example, in the United States (US) (de la Fuente & Goldenberg, 2022), Germany (Wilden & Porsch, 2020), Turkiye (Ekmekci, 2018), Iran (Alimorad & Bidoki, 2021;Aminifard & Mehrpour, 2019), and Saudi Arabia (Tubayqi & Al Tale', 2021). The study by Aminifard and Mehrpour (2019) reported that teachers' excessive use of Farsi (learners' L1) in teaching young learners resulted in a lack of L2 input.…”