This study examined the effect of task-based language teaching on Iranian high school students' vocabulary learning. Sixty female students were assigned to either an experimental or control group. The experimental group participated in negotiation of meaning, matching, and communicative crossword tasks to learn vocabulary, while the control group used traditional memorization methods. Pre- and post-tests were administered to measure vocabulary gains. Results from ANOVA showed that task-based teaching had a positive effect on vocabulary learning compared to traditional methods. The study provides support for using tasks in vocabulary instruction with Iranian EFL learners.
Secondary School English Language Teachers’ Frequently Used Corrective Feedba...inventionjournals
The document summarizes a study that investigated the preferred corrective feedback styles of secondary school English teachers in Turkey. The study found that:
1) Teachers most frequently corrected pronunciation errors. They provided immediate feedback for pronunciation errors to prevent permanent issues, as well as for important or commonly missed concepts.
2) Observations showed that teachers predominantly used recasts and translations to correct oral errors. For written errors, they primarily employed direct feedback and reformulations.
3) Teachers believed self-correction and peer feedback were most effective, but they most often corrected errors themselves during observations.
The impact of structure on word meaning and fill in-the-blank tests procedure...Dr. Seyed Hossein Fazeli
The purpose of research described in the current study to investigate the impact of structure knowing on two types of test, i.e. word-meaning test and fill-in-the-blank test, their correlation and procedures on both short-term and long-term retention of vocabulary items. The importance of the present study, to test the condition that learners are not allowed to use guess strategy or randomly answer the tests and they should give reason semantically for their answer, otherwise their answer, even is correct, is not scored. The population for subject recruitment was all undergraduate students from second semester at large university in Iran (both male and female) that study English as a compulsory paper. In Iran, English is taught as a foreign language.
Applying Task-Based Language Teaching (TBLT) To Enhance Students ‘Communicati...AJSERJournal
Grammar teaching and learning play important roles in English acquisition. However, Vietnamese
educational system still favors grammar written tests to evaluate students’ English proficiency. Therefore, students
tend to learn more about language forms rather than meaningful language use. This has no doubt resulted in students’
poor communicative ability.
Task-based language teaching (TBLT) is a suitable teaching approach, if applied to teach grammar for teenager
students, it will not only promote their communicative ability but also instruct them to use grammar correctly and
comprehensively.
In other words, teachers use TBLT to balance the learning process in which learners both fulfill meaningful
communicative tasks and comprehend linguistic forms. In spite of the benefits brought to learners by TBLT, they are still
in theory. Therefore, in order to bridge the gap between theory and practice, it is essential to conduct a study which can
prove the effectiveness of applying TBLT. As the matter of fact, the research question is ‘How do students respond to
grammar learning with TBLT?’ The objective of this work can only be achieved by collecting and analyzing data, so
choosing research methods has to be done accurately and carefully
This research was aimed to find out the effect of Teaching Method and Linguistic Intelligence on the student’s learning outcomes in English.The research was conducted at the Public Primary School 023 and 010 Sidomulyo, Samarinda East Borneo between using experimental method with factorial design 2 x 2, with a sample group A treated by Total Physical Response (TPR) and group B treated by Grammatical Translation Method (GTM) taken by simple random sampling. Data was analysed by two ways ANOVA.The research findings are (1) the student’s learning outcomes in English taught by TPR are higher than those who were taught by GTM, (2) The mean score of the student’s learning outcomes in English with high linguistic intelligence is higher than the mean score of the student’s learning outcomes in English with lower linguistic intelligence, (3) For the students with lower linguistic intelligence, there is significant difference between the application of TPR and GTM in their learning outcomes, (4) There is an interaction effect among the teaching method and linguistic intelligence on the learning outcomes in English.
This document summarizes 5 research articles on using games to teach English grammar to young learners. The studies found that games can increase student motivation and engagement compared to traditional instruction. However, some teachers are reluctant to use games due to perceptions of them being time-consuming or not aligned with curriculum standards. The studies employed methods such as experiments with treatment and control groups, surveys of teachers, and analysis of pre- and post-tests to assess the impact of games on grammar acquisition. Overall, the research suggested that language games can help improve students' grammar skills when implemented effectively in the classroom.
Yuditra farmana Learn to Speak English SoftwareYuditra Farmana
This document summarizes a study that examined the effectiveness of using Learn to Speak English software to improve students' English speaking skills and increase student interest at Muhammadiyah University of Makassar. The study involved 68 third semester students, with one class serving as the experimental group that used the software and one as the control group that did not. Results showed that using the software significantly improved students' speaking skills in terms of fluency and vocabulary compared to the control group. A questionnaire also found that students in the experimental group had high interest in learning speaking through the software. The study concluded that Learn to Speak English software was an effective tool for developing students' speaking abilities and engaging student interest.
02 b artikel thesis teguh qi s2 ing uns 2013 pustakateguh.qi
This document describes a study that examines the effectiveness of the Quantum method versus the Direct Instruction method in teaching writing skills to 8th grade students. It also looks at how students' creativity levels affect their writing abilities. The study used a 2x2 factorial design to analyze the effects of teaching method and creativity on writing skills. Results showed that the Quantum method was more effective at improving writing skills compared to Direct Instruction. Students with high creativity also had better writing skills than those with low creativity. Additionally, an interaction was found between teaching method and creativity in influencing writing performance.
This study examined the impact of pre-reading and during-reading questions on vocabulary learning and retention in EFL classes. 88 intermediate English students were divided into two groups - one received texts with pre-reading questions and the other with inserted questions. Both groups read passages and completed vocabulary tests after each session for 5 sessions. After 2 weeks, a final vocabulary test was administered to measure retention. Results showed that the group with inserted questions performed better on vocabulary tests after each session and on the final retention test, rejecting the hypotheses that question type would not impact learning or retention. The findings suggest that during-reading questions lead to greater vocabulary gains and retention than pre-reading questions.
Secondary School English Language Teachers’ Frequently Used Corrective Feedba...inventionjournals
The document summarizes a study that investigated the preferred corrective feedback styles of secondary school English teachers in Turkey. The study found that:
1) Teachers most frequently corrected pronunciation errors. They provided immediate feedback for pronunciation errors to prevent permanent issues, as well as for important or commonly missed concepts.
2) Observations showed that teachers predominantly used recasts and translations to correct oral errors. For written errors, they primarily employed direct feedback and reformulations.
3) Teachers believed self-correction and peer feedback were most effective, but they most often corrected errors themselves during observations.
The impact of structure on word meaning and fill in-the-blank tests procedure...Dr. Seyed Hossein Fazeli
The purpose of research described in the current study to investigate the impact of structure knowing on two types of test, i.e. word-meaning test and fill-in-the-blank test, their correlation and procedures on both short-term and long-term retention of vocabulary items. The importance of the present study, to test the condition that learners are not allowed to use guess strategy or randomly answer the tests and they should give reason semantically for their answer, otherwise their answer, even is correct, is not scored. The population for subject recruitment was all undergraduate students from second semester at large university in Iran (both male and female) that study English as a compulsory paper. In Iran, English is taught as a foreign language.
Applying Task-Based Language Teaching (TBLT) To Enhance Students ‘Communicati...AJSERJournal
Grammar teaching and learning play important roles in English acquisition. However, Vietnamese
educational system still favors grammar written tests to evaluate students’ English proficiency. Therefore, students
tend to learn more about language forms rather than meaningful language use. This has no doubt resulted in students’
poor communicative ability.
Task-based language teaching (TBLT) is a suitable teaching approach, if applied to teach grammar for teenager
students, it will not only promote their communicative ability but also instruct them to use grammar correctly and
comprehensively.
In other words, teachers use TBLT to balance the learning process in which learners both fulfill meaningful
communicative tasks and comprehend linguistic forms. In spite of the benefits brought to learners by TBLT, they are still
in theory. Therefore, in order to bridge the gap between theory and practice, it is essential to conduct a study which can
prove the effectiveness of applying TBLT. As the matter of fact, the research question is ‘How do students respond to
grammar learning with TBLT?’ The objective of this work can only be achieved by collecting and analyzing data, so
choosing research methods has to be done accurately and carefully
This research was aimed to find out the effect of Teaching Method and Linguistic Intelligence on the student’s learning outcomes in English.The research was conducted at the Public Primary School 023 and 010 Sidomulyo, Samarinda East Borneo between using experimental method with factorial design 2 x 2, with a sample group A treated by Total Physical Response (TPR) and group B treated by Grammatical Translation Method (GTM) taken by simple random sampling. Data was analysed by two ways ANOVA.The research findings are (1) the student’s learning outcomes in English taught by TPR are higher than those who were taught by GTM, (2) The mean score of the student’s learning outcomes in English with high linguistic intelligence is higher than the mean score of the student’s learning outcomes in English with lower linguistic intelligence, (3) For the students with lower linguistic intelligence, there is significant difference between the application of TPR and GTM in their learning outcomes, (4) There is an interaction effect among the teaching method and linguistic intelligence on the learning outcomes in English.
This document summarizes 5 research articles on using games to teach English grammar to young learners. The studies found that games can increase student motivation and engagement compared to traditional instruction. However, some teachers are reluctant to use games due to perceptions of them being time-consuming or not aligned with curriculum standards. The studies employed methods such as experiments with treatment and control groups, surveys of teachers, and analysis of pre- and post-tests to assess the impact of games on grammar acquisition. Overall, the research suggested that language games can help improve students' grammar skills when implemented effectively in the classroom.
Yuditra farmana Learn to Speak English SoftwareYuditra Farmana
This document summarizes a study that examined the effectiveness of using Learn to Speak English software to improve students' English speaking skills and increase student interest at Muhammadiyah University of Makassar. The study involved 68 third semester students, with one class serving as the experimental group that used the software and one as the control group that did not. Results showed that using the software significantly improved students' speaking skills in terms of fluency and vocabulary compared to the control group. A questionnaire also found that students in the experimental group had high interest in learning speaking through the software. The study concluded that Learn to Speak English software was an effective tool for developing students' speaking abilities and engaging student interest.
02 b artikel thesis teguh qi s2 ing uns 2013 pustakateguh.qi
This document describes a study that examines the effectiveness of the Quantum method versus the Direct Instruction method in teaching writing skills to 8th grade students. It also looks at how students' creativity levels affect their writing abilities. The study used a 2x2 factorial design to analyze the effects of teaching method and creativity on writing skills. Results showed that the Quantum method was more effective at improving writing skills compared to Direct Instruction. Students with high creativity also had better writing skills than those with low creativity. Additionally, an interaction was found between teaching method and creativity in influencing writing performance.
This study examined the impact of pre-reading and during-reading questions on vocabulary learning and retention in EFL classes. 88 intermediate English students were divided into two groups - one received texts with pre-reading questions and the other with inserted questions. Both groups read passages and completed vocabulary tests after each session for 5 sessions. After 2 weeks, a final vocabulary test was administered to measure retention. Results showed that the group with inserted questions performed better on vocabulary tests after each session and on the final retention test, rejecting the hypotheses that question type would not impact learning or retention. The findings suggest that during-reading questions lead to greater vocabulary gains and retention than pre-reading questions.
The purpose of this study was to identify the factors related to the teacher’s attitude involved in oral communication of ESL students. The investigation was carried out at Bahawalpur, Pakistan. This research was reported on a survey study and used a questionnaire for the students and interview format for the teachers as tools to investigate the issue. The interview was taken from forty highly experienced ESL/EFL teachers; and for questionnaire almost 100 students from each college were selected, total 498 ESL students participated in this research. The data provided through interview from teacher was analyzed qualitatively and the data from the students was analyzed through SPSS and Microsoft Excel. The following conclusion was drawn from the data collected from this investigation: Instructor’s attitude motivates debilitating speaking factors. This investigation has proved explanatory implications and additionally this study also examined the attitudes and opinions of language teachers about second language learning and teaching. Furthermore, the research suggested a variety of strategies for learners to cope with second language anxiety.
The effect of_using_teams_games_tournameAlonsoBolaos2
This document summarizes a study that investigated the effect of using Teams-Games-Tournaments (TGT) technique versus a conventional technique on vocabulary achievement of 8th grade students in Indonesia. The study found that students who were taught using TGT had significantly higher average vocabulary test scores (76.21) than students taught using a conventional lecture-based technique (69.25). The document provides background on the importance of vocabulary for reading comprehension, defines key terms like reading, vocabulary, and cooperative learning techniques like TGT, and summarizes the methodology used in the study.
Which method, isolated or integrated, of teaching vocabulary is more effectiv...Spyridoula Laizinou
This study examined the effectiveness of isolated versus integrated vocabulary instruction methods with 28 adult English language learners. Participants completed isolated and integrated reading tasks with vocabulary questions, as well as a delayed post-test. Results showed students scored similarly high on both initial tasks, averaging 86% on isolated and 85% on integrated. On the delayed post-test, students averaged 71% on multiple choice and 79% on short answer questions. While most students preferred integrated methods, performance did not significantly differ between approaches. The study concluded that both isolated and integrated instruction can effectively increase vocabulary learning for adult ELLs.
4. vol 11 no 1 amirah husnun_photovoice_46.60 - copyFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
This document summarizes a study that investigated the similarities and differences in opinion between teachers and students regarding Malaysia's revised school-based Oral English Test (OET).
The study found that both teachers and students viewed the OET as "just another test." Teachers' opinions focused more on how the test integrated with classroom activities, helped assess students' language abilities. Students' opinions centered more on the affirmation and feedback they received from the test. The only similarity was that both groups saw the OET as "just another test." The study provided insights that could help refine implementation of the school-based OET.
The Effectiveness of Group Work Role Play on EFL Students’ Accuracy in Speaki...AJSERJournal
The document discusses a study on the effectiveness of group work role-play activities in improving English speaking accuracy for students at Dong Nai Technology University in Vietnam. The study was conducted over 8 weeks with 15 students. Data was collected through classroom observation, student diaries, and group interviews. The results showed that students were highly engaged and motivated during the role-play activities. However, while role-play helped improve students' fluency, it did not significantly increase their speaking accuracy. Overall, the study found that role-play can be an effective teaching method to increase student engagement, but may have limitations in developing speaking accuracy.
The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.
Language Needs Analysis for English Curriculum Validationinventionjournals
This document summarizes a study that analyzed the language needs of 349 tertiary students in Oman to validate the English curriculum. The study found that most respondents were under 19 years old and female. It also found that identifying errors skills, writing skills, correct usage, reading skills and listening skills were significantly affected by the respondents' profiles, but speaking skills and vocabulary skills were not. The document discusses the methodology used, which was a descriptive method employing purposive sampling and questionnaires. It also provides tables analyzing the respondents' profiles and language performance in areas like listening, speaking, reading, writing, vocabulary and grammar. The study aims to help curriculum designers develop an English learning process based on students' needs.
Developing pragmatic competence in iranian efl classroomsH A
1) The study examined how explicit teaching of opening and closing conversations affected the performance of Iranian EFL learners.
2) A treatment group of 32 students and a control group of 13 students participated in activities like role plays to practice openings and closings.
3) Pre- and post-tests involving role plays found that the treatment group utilized more elaborate openings and closings after instruction, supporting the effectiveness of classroom-based pragmatic instruction.
Students’ Perceptions of Grammar Teaching and Learning in English Language Cl...iosrjce
The use of grammar teaching in the field of second language acquisition has been extensively
studied, but there is a lacuna in the literature, regarding the students’ perception of its importance. To
investigate this aspect, the study was conducted on a group of 15 students studying in Semester Five, in the
English Language Department of Misurata University, Libya. The students were interviewed in groups of three
with nine specific questions, and the responses were audio-taped and transcribed verbatim. The findings
revealed that although they all came from the same cultural, linguistic and educational backgrounds, they had
different perceptions regarding the form focused instruction of grammar. The information gathered is of
considerable significance to ESL teachers who intend to meet students’ needs as well as reduce conflicts caused
by different perspectives between teachers and students regarding whether or not grammar teaching should be
encouraged in the classroom.
The objectives of this research were to find out: 1) whether or not Think-Pair-Share Technique is effective in improving students’ speaking ability of eighth grade students of SMPN 4 Panca Rijang and 2) whether or not the Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique. This research applied quasi-experimental design. The population of this research was three classes of Eighth grade students of SMPN 4 Panca Rijang academic year 2014/2015 with the total population were 69 students. The sample of this research were VIII.1 (23 students) as the experimental group and VIII.3 (23 students) as the control group. This sample was taken by cluster sampling technique. The researcher applied Think-Pair-Share technique in the experimental group and conventional way in control group. This research applied two kinds of instruments were speaking test and questionnaire. Speaking test was used to obtain data of the students’ speaking ability and questionnaire was used to know the students’ interest in learning speaking English through Think-Pair-Share technique. The researcher found that there was a significant difference between achievement of the students who applied Think-Pair-Share technique and who did not applied Think-Pair-Share technique in speaking. It was proved by t-test of post-test (2.206) was higher than t-table (2.021), for α = 0.05 and df = (44) and by the mean score of post-test in experimental group (68.57) was better than mean score of post-test in control group (56.35). And the researcher also found that the Eighth grade students of SMPN 4 Panca Rijang were interested in learning speaking English through Think-Pair-Share technique. It was proved by there were 22 students (95.7%) were interested in speaking English through Think-Pair-Share technique and the mean score of questionnaire was 83.22 and it included in interested category. Based on the data analysis, the researcher concluded that: 1) Think-Pair-Share Technique is effective in improving students’ speaking ability and 2) Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique.
The attitudes of secondary school students towards learning english through p...Kübra Okumuş
This study examined secondary school students' attitudes towards learning English through project-based learning (PBL). A survey was administered to 100 students to determine their perceptions. The results showed that most students agreed or strongly agreed that PBL helped them learn new topics, was enjoyable, increased their motivation to learn, and developed various skills. However, older students and females tended to be more negative about PBL accelerating learning and improving problem-solving abilities. Overall, the findings suggest that PBL is an effective way to teach English when incorporating elements like collaboration and authentic tasks.
This document discusses a study on the relationship between students' use of English dictionaries and their vocabulary mastery. The study aims to determine students' frequency and methods of using dictionaries, assess their vocabulary knowledge, and analyze the correlation between dictionary use and vocabulary. The researcher administered questionnaires to measure dictionary use habits and tested students on vocabulary categories like nouns, verbs, adjectives and plurals. Statistical analyses including validity, reliability, correlation and significance tests were used to evaluate the relationship between dictionary use and vocabulary mastery.
The Effects of Instructional Materials on Students’ Performance in English La...AJHSSR Journal
The document summarizes a research study that investigated the effects of instructional materials on students' performance in English language in secondary schools in Nigeria. Some key findings of the study include:
1. Students who were taught using instructional materials performed better on tests than students who were not taught using materials. There was a significant difference in performance between the two groups.
2. There was no significant difference found between the performances of male and female students who were both taught using instructional materials.
3. Both public and private school students performed better when taught with instructional materials compared to without. The performance difference was significant.
The study concluded that instructional materials help improve student understanding and learning. It recommended
Effects of teachers’ code switching in efl classroomsMuhammad Saleem
This document presents research on the effects of teachers' code-switching in EFL classrooms. The study examines the effect of code-switching on language learning, measures the level of code-switching used by teachers, and analyzes the impact of teacher gender. Survey data was collected from 60 teachers and 450 students across colleges and universities. The results showed that teachers' code-switching positively impacts language learning and allows students to feel more comfortable. It was found that mixing the first language and English increases exam scores and the ability to express ideas. The study recommends further examining code-switching functions and student perceptions to expand understanding of its role in EFL classrooms.
high school students' attitude towards learning Englishahmad faizul shah
This study investigated the attitudes of 600 ninth grade students in Puducherry, India towards learning the English language. A standardized questionnaire was used to collect data on student attitudes. The results showed that student attitudes differed based on gender, locality of the school, type of school, and type of school management. Male students, students from urban schools, students at co-educational schools, and students at government schools had more positive attitudes on average than other groups. The study concluded that developing positive student attitudes through classroom activities can help enhance pupils' motivation to learn English.
This research report examines oral language development in early childhood and primary education from ages 3 to 8. It provides an overview of current theoretical perspectives on language development and outlines a continuum of language development. Some key points:
- Oral language is emphasized in the primary school curriculum but teachers initially struggled with implementation due to an unclear framework. Alignment between curriculum, assessment, and frameworks for different age groups and contexts is important.
- Theoretical perspectives view language development as an interaction between biological/cognitive and environmental/social factors. Individual differences exist, and atypical development reflects variations in typical development.
- Children progress through interpersonal, ideational, and textual "modes of meaning" in language. Progression within
Summary on LANGUAGE TESTING & ASSESSMENT (Part I) Alderson & Banerjee MissJillSmith
Summary on article by Ch. Alderson & J.Banerjee regarding Language Testing & Assessment. Diferent types of language testing, authors, hypothesis, conclusions and expectations. Ethics, politics and standards impact on language testing.
Comparative study of the pakistani and indonesian student’s anxiety towards t...Sam Rany
This study compared the levels of anxiety toward English language learning between postgraduate students in Pakistan and Indonesia. A sample of 340 students (170 from each country) completed the Foreign Language Classroom Anxiety Scale. The results showed that both Pakistani and Indonesian students experienced anxiety related to English language learning. Specifically, male students and Indonesian students reported significantly lower anxiety levels than female students and Pakistani students respectively. The study concluded that collective efforts from teachers and students could help reduce English language learning anxiety.
This study compared the levels of anxiety toward English language learning between postgraduate students in Pakistan and Indonesia. A survey was administered to 340 students total, with 170 students from each country. The survey found that both Pakistani and Indonesian students experience anxiety related to English language learning. Male students and Indonesian students reported significantly lower anxiety levels than female students and Pakistani students respectively. The study suggests collective efforts from teachers and students could help reduce language learning anxiety.
Kanoo Priya Garg has over 11 years of experience in customer service and resolution management roles for telecom and banking companies. She has worked for Reliance Communications, ICICI Bank, and Bharti Hexacom India handling teams that resolve customer issues and improve satisfaction levels. Her experience includes managing customer care activities, teams, processes and achieving high satisfaction scores and resolution targets.
Este documento proporciona un listado de 238 personas que forman parte del padrón de la fuerza de seguridad de ex combatientes en los departamentos de Rawson y Pocito en San Juan, Argentina. El listado incluye el número de documento, nombre y apellido de cada persona.
The purpose of this study was to identify the factors related to the teacher’s attitude involved in oral communication of ESL students. The investigation was carried out at Bahawalpur, Pakistan. This research was reported on a survey study and used a questionnaire for the students and interview format for the teachers as tools to investigate the issue. The interview was taken from forty highly experienced ESL/EFL teachers; and for questionnaire almost 100 students from each college were selected, total 498 ESL students participated in this research. The data provided through interview from teacher was analyzed qualitatively and the data from the students was analyzed through SPSS and Microsoft Excel. The following conclusion was drawn from the data collected from this investigation: Instructor’s attitude motivates debilitating speaking factors. This investigation has proved explanatory implications and additionally this study also examined the attitudes and opinions of language teachers about second language learning and teaching. Furthermore, the research suggested a variety of strategies for learners to cope with second language anxiety.
The effect of_using_teams_games_tournameAlonsoBolaos2
This document summarizes a study that investigated the effect of using Teams-Games-Tournaments (TGT) technique versus a conventional technique on vocabulary achievement of 8th grade students in Indonesia. The study found that students who were taught using TGT had significantly higher average vocabulary test scores (76.21) than students taught using a conventional lecture-based technique (69.25). The document provides background on the importance of vocabulary for reading comprehension, defines key terms like reading, vocabulary, and cooperative learning techniques like TGT, and summarizes the methodology used in the study.
Which method, isolated or integrated, of teaching vocabulary is more effectiv...Spyridoula Laizinou
This study examined the effectiveness of isolated versus integrated vocabulary instruction methods with 28 adult English language learners. Participants completed isolated and integrated reading tasks with vocabulary questions, as well as a delayed post-test. Results showed students scored similarly high on both initial tasks, averaging 86% on isolated and 85% on integrated. On the delayed post-test, students averaged 71% on multiple choice and 79% on short answer questions. While most students preferred integrated methods, performance did not significantly differ between approaches. The study concluded that both isolated and integrated instruction can effectively increase vocabulary learning for adult ELLs.
4. vol 11 no 1 amirah husnun_photovoice_46.60 - copyFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
This document summarizes a study that investigated the similarities and differences in opinion between teachers and students regarding Malaysia's revised school-based Oral English Test (OET).
The study found that both teachers and students viewed the OET as "just another test." Teachers' opinions focused more on how the test integrated with classroom activities, helped assess students' language abilities. Students' opinions centered more on the affirmation and feedback they received from the test. The only similarity was that both groups saw the OET as "just another test." The study provided insights that could help refine implementation of the school-based OET.
The Effectiveness of Group Work Role Play on EFL Students’ Accuracy in Speaki...AJSERJournal
The document discusses a study on the effectiveness of group work role-play activities in improving English speaking accuracy for students at Dong Nai Technology University in Vietnam. The study was conducted over 8 weeks with 15 students. Data was collected through classroom observation, student diaries, and group interviews. The results showed that students were highly engaged and motivated during the role-play activities. However, while role-play helped improve students' fluency, it did not significantly increase their speaking accuracy. Overall, the study found that role-play can be an effective teaching method to increase student engagement, but may have limitations in developing speaking accuracy.
The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.
Language Needs Analysis for English Curriculum Validationinventionjournals
This document summarizes a study that analyzed the language needs of 349 tertiary students in Oman to validate the English curriculum. The study found that most respondents were under 19 years old and female. It also found that identifying errors skills, writing skills, correct usage, reading skills and listening skills were significantly affected by the respondents' profiles, but speaking skills and vocabulary skills were not. The document discusses the methodology used, which was a descriptive method employing purposive sampling and questionnaires. It also provides tables analyzing the respondents' profiles and language performance in areas like listening, speaking, reading, writing, vocabulary and grammar. The study aims to help curriculum designers develop an English learning process based on students' needs.
Developing pragmatic competence in iranian efl classroomsH A
1) The study examined how explicit teaching of opening and closing conversations affected the performance of Iranian EFL learners.
2) A treatment group of 32 students and a control group of 13 students participated in activities like role plays to practice openings and closings.
3) Pre- and post-tests involving role plays found that the treatment group utilized more elaborate openings and closings after instruction, supporting the effectiveness of classroom-based pragmatic instruction.
Students’ Perceptions of Grammar Teaching and Learning in English Language Cl...iosrjce
The use of grammar teaching in the field of second language acquisition has been extensively
studied, but there is a lacuna in the literature, regarding the students’ perception of its importance. To
investigate this aspect, the study was conducted on a group of 15 students studying in Semester Five, in the
English Language Department of Misurata University, Libya. The students were interviewed in groups of three
with nine specific questions, and the responses were audio-taped and transcribed verbatim. The findings
revealed that although they all came from the same cultural, linguistic and educational backgrounds, they had
different perceptions regarding the form focused instruction of grammar. The information gathered is of
considerable significance to ESL teachers who intend to meet students’ needs as well as reduce conflicts caused
by different perspectives between teachers and students regarding whether or not grammar teaching should be
encouraged in the classroom.
The objectives of this research were to find out: 1) whether or not Think-Pair-Share Technique is effective in improving students’ speaking ability of eighth grade students of SMPN 4 Panca Rijang and 2) whether or not the Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique. This research applied quasi-experimental design. The population of this research was three classes of Eighth grade students of SMPN 4 Panca Rijang academic year 2014/2015 with the total population were 69 students. The sample of this research were VIII.1 (23 students) as the experimental group and VIII.3 (23 students) as the control group. This sample was taken by cluster sampling technique. The researcher applied Think-Pair-Share technique in the experimental group and conventional way in control group. This research applied two kinds of instruments were speaking test and questionnaire. Speaking test was used to obtain data of the students’ speaking ability and questionnaire was used to know the students’ interest in learning speaking English through Think-Pair-Share technique. The researcher found that there was a significant difference between achievement of the students who applied Think-Pair-Share technique and who did not applied Think-Pair-Share technique in speaking. It was proved by t-test of post-test (2.206) was higher than t-table (2.021), for α = 0.05 and df = (44) and by the mean score of post-test in experimental group (68.57) was better than mean score of post-test in control group (56.35). And the researcher also found that the Eighth grade students of SMPN 4 Panca Rijang were interested in learning speaking English through Think-Pair-Share technique. It was proved by there were 22 students (95.7%) were interested in speaking English through Think-Pair-Share technique and the mean score of questionnaire was 83.22 and it included in interested category. Based on the data analysis, the researcher concluded that: 1) Think-Pair-Share Technique is effective in improving students’ speaking ability and 2) Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique.
The attitudes of secondary school students towards learning english through p...Kübra Okumuş
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This document discusses a study on the relationship between students' use of English dictionaries and their vocabulary mastery. The study aims to determine students' frequency and methods of using dictionaries, assess their vocabulary knowledge, and analyze the correlation between dictionary use and vocabulary. The researcher administered questionnaires to measure dictionary use habits and tested students on vocabulary categories like nouns, verbs, adjectives and plurals. Statistical analyses including validity, reliability, correlation and significance tests were used to evaluate the relationship between dictionary use and vocabulary mastery.
The Effects of Instructional Materials on Students’ Performance in English La...AJHSSR Journal
The document summarizes a research study that investigated the effects of instructional materials on students' performance in English language in secondary schools in Nigeria. Some key findings of the study include:
1. Students who were taught using instructional materials performed better on tests than students who were not taught using materials. There was a significant difference in performance between the two groups.
2. There was no significant difference found between the performances of male and female students who were both taught using instructional materials.
3. Both public and private school students performed better when taught with instructional materials compared to without. The performance difference was significant.
The study concluded that instructional materials help improve student understanding and learning. It recommended
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high school students' attitude towards learning Englishahmad faizul shah
This study investigated the attitudes of 600 ninth grade students in Puducherry, India towards learning the English language. A standardized questionnaire was used to collect data on student attitudes. The results showed that student attitudes differed based on gender, locality of the school, type of school, and type of school management. Male students, students from urban schools, students at co-educational schools, and students at government schools had more positive attitudes on average than other groups. The study concluded that developing positive student attitudes through classroom activities can help enhance pupils' motivation to learn English.
This research report examines oral language development in early childhood and primary education from ages 3 to 8. It provides an overview of current theoretical perspectives on language development and outlines a continuum of language development. Some key points:
- Oral language is emphasized in the primary school curriculum but teachers initially struggled with implementation due to an unclear framework. Alignment between curriculum, assessment, and frameworks for different age groups and contexts is important.
- Theoretical perspectives view language development as an interaction between biological/cognitive and environmental/social factors. Individual differences exist, and atypical development reflects variations in typical development.
- Children progress through interpersonal, ideational, and textual "modes of meaning" in language. Progression within
Summary on LANGUAGE TESTING & ASSESSMENT (Part I) Alderson & Banerjee MissJillSmith
Summary on article by Ch. Alderson & J.Banerjee regarding Language Testing & Assessment. Diferent types of language testing, authors, hypothesis, conclusions and expectations. Ethics, politics and standards impact on language testing.
Comparative study of the pakistani and indonesian student’s anxiety towards t...Sam Rany
This study compared the levels of anxiety toward English language learning between postgraduate students in Pakistan and Indonesia. A sample of 340 students (170 from each country) completed the Foreign Language Classroom Anxiety Scale. The results showed that both Pakistani and Indonesian students experienced anxiety related to English language learning. Specifically, male students and Indonesian students reported significantly lower anxiety levels than female students and Pakistani students respectively. The study concluded that collective efforts from teachers and students could help reduce English language learning anxiety.
This study compared the levels of anxiety toward English language learning between postgraduate students in Pakistan and Indonesia. A survey was administered to 340 students total, with 170 students from each country. The survey found that both Pakistani and Indonesian students experience anxiety related to English language learning. Male students and Indonesian students reported significantly lower anxiety levels than female students and Pakistani students respectively. The study suggests collective efforts from teachers and students could help reduce language learning anxiety.
Kanoo Priya Garg has over 11 years of experience in customer service and resolution management roles for telecom and banking companies. She has worked for Reliance Communications, ICICI Bank, and Bharti Hexacom India handling teams that resolve customer issues and improve satisfaction levels. Her experience includes managing customer care activities, teams, processes and achieving high satisfaction scores and resolution targets.
Este documento proporciona un listado de 238 personas que forman parte del padrón de la fuerza de seguridad de ex combatientes en los departamentos de Rawson y Pocito en San Juan, Argentina. El listado incluye el número de documento, nombre y apellido de cada persona.
This document provides a brief overview and timeline of the TILA-RESPA Integrated Disclosure (TRID) rule. It explains that TRID combines several mortgage disclosure forms and outlines new requirements and timelines for providing the Loan Estimate and Closing Disclosure. Key points include: TRID goes into effect October 1, 2015; within 3 business days of receiving a mortgage application, lenders must provide a Loan Estimate, and it must be provided at least 7 business days before closing; the Closing Disclosure replaces and combines previous forms and must be provided 3 business days before closing. The document walks through a sample timeline for a hypothetical loan closing in October 2015.
This Security Guard training is ideal to improve your skills in investigative interviews.
This training will help you if you are working in private security or loss prevention, as investigative interviews are an important part of the job.
Feel free to use this training to use this security guard training to get a better understanding of the duties of a security officer on your journey to become a security guard.
Rong Viet Logistics Co., Ltd is a Vietnamese logistics company established in 2010 with a registered capital of USD 100,000. The company provides air and sea freight, logistics, and customs brokerage services. It has offices in Hanoi, Haiphong, and Ho Chi Minh City, with 30-50 employees total. The document outlines Rong Viet Logistics' services, facilities, partners, and philosophy of prioritizing customers and teamwork.
This document discusses quality control in microbiology. It covers various aspects of quality control including the pre-analytic, analytic and post-analytic phases of diagnostic testing. In the pre-analytic phase, it discusses proper specimen collection, transport and processing. The analytic phase covers microscopic examination, culture processing, identification and antimicrobial susceptibility testing. It also discusses quality control of equipment, reagents and culture media. The post-analytic phase involves reporting of results and interaction with epidemiologists. Maintaining accurate records and samples is also emphasized.
The document discusses the benefits of exercise for both physical and mental health. It notes that regular exercise can reduce the risk of diseases like heart disease and diabetes, and help manage weight. Exercise is also praised for improving mood and reducing stress and anxiety by releasing endorphins in the brain.
This study examined the impact of cooperative performance on cloze tests on the development of vocabulary knowledge. 70 English language learners were divided into experimental and control groups. The experimental group completed cloze tests cooperatively in small groups, while the control group studied the same passages individually. Both groups took a pre-test and post-test of vocabulary knowledge. The results showed no significant difference between the groups on the pre-test, but the experimental group performed significantly better on the post-test, indicating that cooperative performance on cloze tests improved vocabulary learning. The researchers concluded cooperative learning is effective for vocabulary development as it allows students to learn from each other and receive more input.
A Genre-Based Investigation Of Discussion Sections Of English And Persian Den...Luz Martinez
This document contains abstracts from presentations given at the National Interdisciplinary Conference on Current Issues of English Language Teaching and Learning in March 2015. The abstracts discuss various topics related to English language teaching and learning, including:
1) A study investigating the relationship between brain dominance, English proficiency level, and use of speaking and listening strategies among Iranian EFL learners.
2) A study examining the effect of technology confidence, computer accessibility, and other factors on Iranian EFL teachers' attitudes toward computer-assisted language learning.
3) The development of an Economics Academic Word List based on an analysis of economics dissertations.
A Comparison Of The Effects Of Task Repetition And Elicitation Techniques On ...Amber Ford
This document summarizes a research study that compared the effects of task repetition and elicitation techniques on EFL learners' expository and descriptive writing abilities. 70 10th grade female students participated and were divided into two groups - a task repetition group and an elicitation techniques group. Both groups received writing tasks and were tested before and after the study. The results showed that both techniques improved writing abilities but the task repetition group performed better for expository writing. The study aimed to determine the impact of different teaching techniques on developing writing skills.
Research topic Comparing the effect of paired versus repeat.docxbrittneyj3
Research topic: Comparing the effect of paired versus repeated reading on improving Saudi EFL students' reading fluency.
Introduction
Fluency reading in one of acquired skill that is significantly important in formal communication. The art of reading involves coordination of brain functions and eyes. However, fluency in reading is an improved skill that can acquired through practice. People with physical or mental impairment might have difficulty in reading. All students in a class have distinct reading abilities. In prompting their fluency in reading, the two methods is applied; paired and repeated reading. In paired reading, two or more students are grouped and subjected to similar reading material assessing the reading pattern for each. Every student here will exhibit a unique reading style to compete with others. On the other hand, in repeated reading, students with fluency reading difficulties are subjected to repeat reading exercise in which assessment in done on every stage acquainting the level of fluency (Gorsuch, & Taguchi, 2008).
Saudi Arabia is an Arabic speaking nation. Their countries first language is Arabic. Their English learning experience is greatly hampered by reading difficulty since it’s a foreign (second) language. A study done in one of Saudi EFL teachers college showed that the student had a significant interest in learning how to improve their reading experience. It was discovered that, at least 20% of those interested in English, had a significant competitive experience in acquiring the standard rate of fluency in reading (Williams, 2013). Some of the factors highlighted as leading impediment to the improved fluency reading were; difficulty in understanding the meaning of the text, spelling and pronunciation problems, difficulty in scanning and skimming, limited vocabulary, syntactic parsing difficulty among others.
There are many ways of enhancing fluency reading skills. These skills can better be improved during younger ages of the reader. However, fluency in reading can be improved by training children to read aloud. These provide a clear model for fluent reading during elementary periods of learning ( Chang,2010) . Fluency can also be enhanced when learners listens to an audio recording and systematically listening along the audio. It can also be attained through practice sight words using playful activities.
Learners can enhance their reading fluency through training and performance in reading theaters or spoken word competitions. ( Al-Otaibi, 2004), choral reading is a practice by which the teacher reads an enlarged text several time until the leaner’s master the text and can fluently read it on their own. This is also another way of improving fluency reading( Kuhn , 2015 ). The prime purpose in this study is to compare the significance of the two basic methods of improving fluency among the EFL students and how the counteracting effects on the methods.
Problem o.
This is an experimental study based on exploring the effectiveness of task based language teaching (TBLT) in improving graduate students’ descriptive writing as well as their perception of task based language teaching. The accessible population taken in this study is 410 students enrolled in Graduation at Khawja Fareed Govt. Post Graduate College Rahim Yar Khan. 60 male students have been administered a TOEFL structure test to bring homogeneity. They have been divided into two equal groups randomly. Thus two groups were formed one the treatment group and the other control one. Experimental and control class data were collected through written tests and questionnaires. Written pre and post tests were administered to both classes. Questionnaires were given to the students in experimental group after each of 12 treatment tasks. Data from written pre and post-test and questionnaires were analysed quantitatively. Percentage analysis was run to observe improvement between the groups. Test results revealed highly significant difference in favour of the treatment group. The study also demonstrated treatment groups’ general perception of task based language teaching positively. Findings of this study are inspiring for the teachers to adopt task based language teaching to improve students’ descriptive writing.
The document discusses a study that examines the influence of teaching sight words and phonics simultaneously on improving reading comprehension for Iranian elementary EFL learners, with a focus on gender. The study involved 180 students who took a pre-test, with 120 then receiving instruction using both sight words and phonics over 10 sessions. The experimental group showed improved reading skills compared to the control group on the post-test. The study also found no significant difference in outcomes between male and female students who received the combined instruction approach. The findings suggest that a simultaneous approach to teaching sight words and phonics can effectively support and improve reading comprehension for elementary EFL learners.
The purpose of this study is to determine if there were relationships among learning style
preference, gender and English language performance of EFL Libyan secondary school students
in Malaysia. Specifically, the study was guided by three research questions focused on Libyan
student’s level of performance in EFL class in Malaysia, their learning styles and gender, and the
relationship between students’ learning styles and their English language performance. There has
been a limited number of studies on Libyan secondary schools’ student studying in Malaysia.
This study was a correlational study involving 108 Libyan secondary school students in Malaysia.
Data was analysed using the statistical package for Social Science (SPSS, version 20.0). The
results showed that most learners who participated in this study had a medium proficiency level
in the English language and majority of the Libyan students preferred independent learning style.
It was found that there was a difference in the learning styles preferred by female and male
secondary school students. The study also revealed that there was no significant relationship
between students’ overall learning styles and their English language performance and.
Recommendations were offered. Future researches could use more than one school to obtain
accurate results and could also focus on gender biases.
1. The study investigated the effect of teachers using current issues of interest in English classes on students' vocabulary achievement in reading comprehension. It hypothesized that using awareness of current issues positively influences vocabulary learning.
2. The study was conducted on male and female university students in Iran majoring in non-English subjects. Students in the experimental group were taught using current issues while the control group was taught normally.
3. Preliminary results showed that students who were taught using current issues of interest performed better on vocabulary tests than those in the control group, supporting the hypothesis that incorporating current issues enhances vocabulary learning.
Teaching speaking skill through group work activityshafinahilni83
This study examined the use of group work activities to teach speaking skills to 33 Form 2 students in SMK Damai Jaya, Malaysia. Data was collected through student questionnaires, teacher interviews, and classroom observations of group activities. The findings showed that students had positive attitudes towards group work and participated more actively in their groups. There was also an improvement in students' individual speaking performance on assessments. Therefore, carefully planned group work activities can be an effective technique for teaching speaking skills.
The document summarizes an educator's action research on implementing intensive phonemic awareness instruction to increase students' reading levels. Through assessments and observations, the educator found students struggled with blending sounds to read words. To address this, the educator provided additional phonics instruction to an intervention group and collected data through assessments, teacher interviews, and lesson observations. Analysis showed the intervention helped most students' phonics skills but more support is still needed. The educator plans to continue the research with further instructional strategies and professional development.
This study compared the effects of semantically related and unrelated word lists on Iranian EFL learners' short-term and long-term vocabulary recognition and retention. Sixty elementary students were divided into experimental and control groups. The experimental group learned words from semantically related lists while the control group learned from unrelated lists. Immediate and delayed vocabulary tests showed that the control group performed better on the immediate test, while the experimental group performed significantly better on the delayed test. The results suggest that semantically related word lists may facilitate better long-term vocabulary retention compared to unrelated lists.
Assessing the Use of Motivational Strategies in English Language Instruction:...IJSRP Journal
This study assessed the use of motivational strategies in language instruction at Lafto Secondary School. The study was aimed at assessing the use of motivational strategies in language instruction. The study particularly, tried to find out teachers’ use of motivational strategies in language instruction. To this end, the study employed descriptive survey method, which involves both quantitative and qualitative methods. Accordingly, Lafto secondary school was selected through availability sampling. Then, all English Language teachers were selected from grade nine purposefully for the interview. In addition, data were collected from 60 randomly selected students from grade nine for questionnaire. Thus, descriptive statistics using frequencies and percentages were employed in analyzing the quantitative data and the qualitative data were analyzed qualitatively. Finally, based on the findings, the researcher recommended that working on the use of motivational strategies and should be used widely in the school so as to enhance students’ performance. The results of the study revealed that even if the use of motivational strategies at Lafto secondary school was practically used but it has been given less attention to use some strategies frequently at the study school.
The document summarizes a study that assessed the writing proficiency of 20 junior Bachelor of Secondary Education (BSED) and Bachelor of Elementary Education (BEED) students in Catanduanes State University in the 2012-2013 school year. The students were given a writing proficiency test and their essays were rated based on criteria like mechanics, content, grammar, vocabulary, and organization. The results showed that 15 of the 20 students demonstrated an advanced level of writing proficiency. Specifically, 11 students were found to have advanced proficiency while 5 students were rated as superior. Tables with the ratings given by 3 professors on the students' mechanics, content, organization, vocabulary, and grammar are also included.
An Experimental Study of the Effects of Listening on Speaking for College Stu...MxioMel Alt Alv
This study examines the relationship between listening and speaking abilities for college students in China. It analyzes test scores from 50 students split into a control and experimental group. The experimental group received additional listening exercises while the control group did not. Results showed a correlation between listening and speaking abilities, and that the experimental group performed better on oral English exams after engaging with listening materials. The study concludes regular listening practice can improve college students' oral English proficiency.
This document summarizes a research study analyzing patterns of classroom interaction between teachers and students in English as a Foreign Language (EFL) classrooms in Iran. The study used discourse analysis to examine classroom talk in male and female classes. Key findings included: 1) Interaction was generally teacher-dominated but students did initiate exchanges; 2) Boys were more willing to interact with teachers than girls; 3) Minor differences existed between male and female teacher questioning styles but both asked mostly display questions. The study provided insight into classroom dynamics and the role of gender.
A Modification Of Mother Tongue Literacy Instruction For Pupils With Mixed Vo...Stephen Faucher
The document describes a study that modified a mother tongue literacy instruction method for Waray children in the Philippines who have mixed vocabularies from Waray, Filipino, and English. The initial implementation of the primer-track method showed poor results, with beginning readers scoring very low. Modifications were made that introduced sounds one at a time, used syllables and words incorporating those sounds, and moved children to new sounds after mastery. Post-test results after the modifications showed significantly improved scores for all groups. The study concludes the original method may not be effective for children with mixed languages and recommends determining a language's complexity before adopting instructional strategies.
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The analysis of an ma thesis by ferhat karanfilFerhat K.
This document summarizes a study that investigated the effects of receptive, productive, and mixed tasks on vocabulary gains in English as a foreign language. The study involved lower-intermediate students who were randomly assigned to groups that received receptive tasks, productive tasks, mixed tasks, or no tasks. Students completed receptive and productive vocabulary tests before, immediately after, and four weeks after the tasks. The results showed that there were no significant differences in vocabulary gains between the groups that received different task types. The study concluded that handling any type of task after vocabulary instruction is necessary for retention, but that no single task type led to better gains than others.
Running head THE EFFECTIVENESS OF NARRATIVE INPUT CHARTS 1 .docxtoltonkendal
Running head: THE EFFECTIVENESS OF NARRATIVE INPUT CHARTS 1
The Effectiveness of Using a Narrative Input Chart on Learning Advanced Vocabulary
Student Name
EDGR 601
Instructor: Instructor Name
A Literature Survey Presented to
The Graduate Program in Partial Fulfillment of the Requirements
For the Degree of Masters in Education
Concordia University - Portland
May, 2012
THE EFFECTIVENESS OF NARRATIVE INPUT CHARTS 2
Literature Review
This literature review was undertaken in an effort to investigate the question: how does
the use of narrative input charts improve the understanding of advanced science vocabulary
among seventh grade science students? In order for students to be ready for entry level college
coursework they must have excellent reading comprehension skills. The relationship between
vocabulary knowledge and reading comprehension is herein considered. Additionally, ineffective
and effective vocabulary instruction strategies are described.
In 2005, ACT college admissions test results showed that high school students in the
United States do not have the reading comprehension skills needed for entry level college
coursework (ACT, Inc. 2006). According to the 2005 ACT-scores for high school graduates,
51% were ready for college level reading (ACT, Inc. 2006). The percentage of college readiness
was even lower for some groups. It is known that 49% of male students demonstrated readiness
and 33% of students with family incomes less than $30, 000/year demonstrated readiness.
Minority student’s scores were low as well. The results showed that 21% African American,
33% Hispanic, and 36% Native American students met the readiness benchmark for reading
(ACT, Inc. 2006). ACT further reports that since 1996 scores have steadily declined resulting in
the 51% being the lowest in the past twelve years (ACT, Inc. 2006).
The Relationship between Vocabulary Knowledge and Reading Comprehension
In this literature review the relationship between the acquisition of academic vocabulary
and improved reading comprehension is examined. The purpose of learning new words is to
improve reading comprehension (Beck, McKowen & Kucan, 2008). Many research studies
THE EFFECTIVENESS OF NARRATIVE INPUT CHARTS 3
conducted over the course of many years have concluded that acquiring rich and varied
vocabulary is critical in improving student reading comprehension (National Governors
Association Center for Best Practices, Council of Chief State School Officers, 2010). Harmon,
Hedrick and Wood (2005) report that student difficulty in understanding their textbooks results
from a lack of vocabulary knowledge. It has been shown that students that received high scores
on vocabulary tests also scored high on reading comprehension tests. It is also known that early
vocabulary knowledge can predict reading comprehension skills well into high school (Beck et
al., 2008). Of g ...
Running head THE EFFECTIVENESS OF NARRATIVE INPUT CHARTS 1 .docx
bahrami conference paper
1. The Effect of task- based language teaching on Iranian High School Vocabulary
learning.
Amirabbas Ghorbani
Islamic Azad University, Qazvin Branch, Iran.
Amir_qorbani@yahoo.com
Masoumeh Bahrami
Islamic Azad University, Qazvin Branch, Iran.
Seyed.fatemi_mb@yahoo.com
Abstract
In this study attempts were made to investigate the effect of task- based language teaching on
Iranian high school student’s vocabulary learning. To this end, 60 female Iranian high school
students were selected via convenience sampling to participate in the study. Their age ranged
from 15 to 17. Three kinds of instruments were used in this study. The first one was
Preliminary English Test (PET), used for homogenizing the subjects regarding their level and
they were assigned randomly into two groups: experimental and control. The second one was
a vocabulary pretest in the multiple-choice format. And the third test was a vocabulary
posttest in the multiple-choice format then the control group have no treatment, the traditional
vocabulary teaching, and an experimental group are in three conditions of task-based
teaching, including communicative cross words task, matching task, and negotiation of
meaning. To analyze the data obtained from these tests, ANOVA was run and the results
showed that task based language teaching positively affected the Iranian high school students’
vocabulary learning. The pedagogical implication of this study for EFL students and teachers
is that they can shift from traditional ways of memorizing vocabularies to using task based
language teaching.
Key Words: task- based teaching, vocabulary tasks, vocabulary learning
Introduction
Task-based language teaching (TBLT) has become a significant topic in second language
acquisition that promotes process-focused syllabi in order to improve learners’ real language
2. via communicative tasks in the early 1980s (Jeon and Hahn, 2006). Also it is a common idea
in language teaching and is based on the concepts of task ( Birjandi&Malmir, 2010). Task-
based language teaching is a reaction to traditional methods. It helps learners to direct their
learning process and be responsible for their learning.
The problem that this study is concentrated about refers to the techniques that Iranian teachers
apply for teaching vocabulary. These techniques are confined to traditional approaches. They
just memorize the meaning of a long vocabulary list for each lesson without any activity or
tasks to help them to learn new vocabulary effectively and communicate in real situations. It
should be stated that the English language is taught two hours per week in high school in Iran,
and teachers can mostly teach through their preferred methodology as there is no specific
teacher manual available.
Because of the University Entrance Exam (Konkoor) the teachers try to prepare the students
for this exam by focusing on the items of exam. The focus of the exam is mostly on
grammatical point, memorization of new words in isolation, and reading through some
passages and answering related questions (Riazi, 2010). So task has no place in most of the
Iranian English language teaching.
Previous researches on the effect of Task-based language teaching on vocabulary learning
have focused on three kinds of reading tasks which are text- based tasks to investigate the
effect of TBLT on vocabulary learning. These tasks are blank filling, comprehension multiple
choice questions, and sentence writing. Some research works have focused on the effect of
recognition and production tasks on vocabulary learning. (Touti, 2013; Thanh&Huan, 2012;
Vosoughi & Mehdipour 2013).
However minimal research attention has been directed towards the effect of negotiation of
meaning, matching, and communicative cross words tasks on vocabulary learning and the
3. significant difference between these three kinds of task in terms of their effect on vocabulary
learning. Examining the effect of these three tasks on vocabulary learning, the following
research questions were posed:
1. Does task- based vocabulary teaching have a significant effect on Iranian high school
students’ vocabulary learning?
2. Do negotiation of meaning, matching, and communicative crossword tasks make a
significant difference in Iranian high school students’ vocabulary retention?
3. How do Iranian high school students perceive the effect of task- based vocabulary
teaching on their vocabulary learning?
Background of the study
Several empirical studies have investigated the effects of tasks on learners’ vocabulary
learning (e.g Vosough&Mehdipour, 2013; Sarini&Sahebi, 2012) although, most of them have
limited to Vosough and Mehdipour (2013) investigated the significant effect of recognition
and production tasks on incidental vocabulary learning. They believe that there are some
factors that influence the learning of a lexical item and make the acquisition of vocabulary
difficult.
They refer to Ellis (2001) that suggests Consciousness-raising tasks to draw learners’
attention to a particular linguistic feature through a range of inductive and deductive
procedures. The assumption here is not that a feature once raised to consciousness will be
immediately incorporated into the learner’s inter-language.
It was concluded that those who did production task through reading outperformed those who
did recognition group in vocabulary test.
Sarini and Sahebi (2012) investigate the teaching of vocabulary in ESP courses within the
paradigm of task-based language teaching, concentrating on Persian literature students at
Birjand University in Iran. Data analysis showed that the task-based approach was more
effective in teaching technical vocabularies compared to the traditional one. Furthermore, the
4. results showed that in the experimental group the male learners outperformed the female
learners.
Thanh and Huan (2012) have a research on task-based language learning and student
motivation in vocabulary acquisition. This article explores the impact of task-based language
learning on motivating non-English majors to acquire vocabulary at a community college in
Vietnam. The findings indicated that the participants were motivated to learn vocabulary and
their vocabulary achievement improved after the experiment.
Alsagheer .A. Hasan (2014) investigates the effect of a task – based learning program in
teaching English on the secondary school students' oral English performance. To achieve this
objective, a task based program was constructed to teach two units from the second year
secondary school textbook.
After the analyzing the data, the results revealed that there were statistically significant
differences between mean scores of the experimental and the control group subjects in both
one way monologue and two way dialogue tests favoring the experimental group. Results also
showed statistically significant differences between mean scores of the experimental group
subjects in one way monologue and two way dialogue tests favoring the one way monologue
test.
Xu (2013) has an empirical study that was undertaken to test the Involvement Load
Hypothesis by examining the impact of three tasks on vocabulary acquisition. It was designed
to test and develop the involvement load hypothesis by examining the impact of different
reading tasks; multi-choice comprehension questions (Task M), blank-filling task (Task B) as
well as sentence-making task (Task S), on the L2 vocabulary acquisition.
The results indicate that using new words in contextualized communication is an efficient
means to extend and consolidate learners’ vocabulary acquisition.
The present study is primarily designed to investigate the effect of task-based teaching of high
school bookone new vocabularies on high school Iranian EFL learners’ vocabulary learning.
It also tried to find out whether there is any significant difference between the effect tasks of
vocabulary teaching that they are negotiation of meaning, matching, and information gap, on
high school Iranian EFL learners’ vocabulary learning.
5. Methodology
Participants
60 Iranian high school female students were the participants for the researcher to test the
research hypotheses. The participants were selected by the result of a preliminary English test
(PET) and were assigned into two groups of 30, namely a control group and an experimental
group. The experimental group received three types of tasks namely communicative cross
words task, matching task, and negotiation of meaning.
Instruments
The instrumentation included the PET, as a standardized general proficiency test in order to
select homogeneous groups in terms of their language proficiency level. The second
instrument was a researcher-made diagnostic vocabulary test as the pre and post- test. The test
consisted 30 items. The test was validated by two experts in the field. Cronbach alpha was
used to test the reliability of the test and it turned about to be 0.83. A semi-structured focus
group discussion was also conducted to explore learners' attitudes towards learning
vocabulary through task-based approach.
Data Collection procedure
To reach the goals of this study, a preliminary English test pre and post- test and an interview
were used. PET, as a standardized general proficiency test was used in order to select
homogeneous groups in terms of their language proficiency level. The pre-test was
administered at the first session and the post test was administered at the end of the sessions
and also two weeks later. Two groups (control and experimental) were assigned into two
teaching conditions. The researcher applied two different approaches to teach vocabularies to
6. the participants in the study. The participants in the control group were taught vocabulary
based on the traditional method. For the experimental group, the class time was divided into
three phases: pre-task, during task and post-task. The tasks were negotiation of meaning,
communicative cross words, and matching. At the end of the sessions focus group discussion
has been done in order to know the students’ ideas about task- based language teaching
approach.
Data Analysis Procedure
To conduct an ideal analysis of the collected data and to compare the measures of the mean
scores of two groups (traditional and task-based teaching) t-test were used. At first PET was
employed for screening purpose of the participants who were selected homogeneously.
Preceding the treatment, the pre-test was used to check the participants' knowledge. The
descriptive statistics of the pre-test of the two groups were displayed in tables. The core of the
analysis is comparing control and experimental groups’ vocabulary achievement. With regard
to the nature of this investigation which is mainly concerned with the comparison of the mean
scores of the two groups, the quantifiable data from the participants was analyzed by means of
the t-test formula utilized for describing the significance difference between two groups. To
compare the effect of tree kinds of tasks in experimental group, the researcher used ANOVA.
Results
To investigate the effect of task- based language teaching on students’ vocabulary learning the
mean score of experimental group and control group in post- test were compared. With regard
to the nature of the present investigation which is mainly concerned with the comparison of
the mean scores of the two groups, the quantifiable data from the participants were gleaned by
7. means of the t-test formula utilized for describing the significance difference between the
groups.
Table 4.1
Descriptive Statistics to show the effect of TBLT in experimental group
In this table the number, mean, normal distribution, and standard deviation are shown for each
group. Leven’s test investigates the equality of variance. In this situation, P is 0.029 that is
below 0.05 so the hypothesis of equality of variance is rejected. In this example the difference
between the scores of two groups is -7.40000 and according to Leven’s test and the statistics
related to the equal analysis P is 0.001. α is less than 0.05, In this situation the null hypothesis
is rejected, considering the 0.95 level of significance (p=.05).Therefore, the null hypothesis of
the study is rejected and we can safely claim that task- based vocabulary teaching had
significant effect on Iranian high school learners’ vocabulary learning.
To investigate the significant difference between three tasks of vocabulary teaching in
experimental group ANOVAwas used. The following table summarizes the results.
Leven’s Test
for Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig.
(2-
tailed)
Mean
Differe
nce
Std.
Error
Diffe
rence
95%
Confidence
Interval of the
Difference
Lower Upper
Num
ber
Equal
variances
assumed
5.143 .029
-
3.775
38 .001
-
7.4000
0
1.96
040
-
11.3686
2
-
3.4313
8
Equal
variances
not
assumed
-
3.775
35.914 .001
-
7.4000
0
1.96
040
-
11.3762
0
-
3.4238
0
8. The first result of the variance analysis is shown in the above table. According to this
analysis, F is .224 and P is 0.800. In other words the equal hypothesis of the mean scores of
three teaching tasks is accepted which shows that there is no difference between at least one
teaching task with another teaching task. The descriptive result is shown below:
Table 4.3
Descriptive Statistics to show the difference between teaching tasks
N Mean
Std.
Deviation
Std.
Error
95% Confidence
Interval for Mean
Minimu
m
Maximu
m
Lower
Bound
Upper
Bound
1 12 .6458 .17769 .05129 .5329 .7587 .35 1.00
2 10 .6250 .18143 .05737 .4952 .7548 .20 .75
3 8 .6812 .17308 .06119 .5366 .8259 .40 .95
Total 30 .6483 .17295 .03158 .5838 .7129 .20 1.00
According to the standard deviation and maximum and minimum amount it seems that data in
three groups (tasks) follow the equal normal distribution. So the equal mean hypothesis
between groups (tasks) or null hypothesis is accepted.
Table 4.2
ANOVA test for investigation of difference between three tasks in experimental
group.
Sum of
Squares Df
Mean
Square F Sig.
Between
Groups
.014 2 .007 .224 .800
Within Groups .853 27 .032
Total .867 29
9. The results show that there is no significant difference between three kinds of teaching tasks
(negotiation of meaning, matching, and communicative crosswords) in experimental group.
To investigate how Iranian high school students perceive the effect of task- based vocabulary
teaching on their vocabulary learningthe data was collected from group discussions in
experimental group. Data was analyzed through theme analysis procedures and the following
three categories emerged from the qualitative data.
1. Task- based vocabulary learning is easy for language learners.
2. Task- based vocabulary learning makes the students active in learning process.
3. Task- based vocabulary learning causes easy retention.
Fast and Easy
According to students interview ( July, 2014) It can be said that they are satisfied and happy
with TBLT class and they found task- based vocabulary learning as an easy and fast way of
vocabulary learning.
Pre-task activities provide a back ground for students about the new words which can be
helpful to learn the new words more easily. The pictures, synonyms, antonyms, use new
words in context, and….. as pre-task activities help students in TBLT class to elicit or at least
guess the new words meaning. (Observation note, July, 2014)
“We are interested in task- based vocabulary learning because it has the pre-task phase which
provides an opportunity for us to think about new words and relate the new words with their
pictures, synonyms, context, and… before having their direct meaning. But in traditional class
10. we are forced receive the new words and their meaning at the same time without any thinking
or mental preparation.” (Focus group discussion, July, 2014)
Students ‘Active Role
The students in TBLT class are more active. In TBLT class the students are asked to have
responsibility in their learning process and they are not forced just to be in class physically
and have no active mental participation in learning process, they do not repeat the new words
and their meaning after teacher and memorize them later ( observation note, July, 2014).
"We are not forced to listen to the teacher and just repeat after her without
any active role or sometimes any concentration."
(Focus group discussion, July, 2014).
The students’ participation is different in different tasks in TBLT class. Their role is more
active in matching task and communicative crosswords task in contrast with negotiation of
meaning task.
"We have the same question of “what is the meaning of ……….. ( new
words)” in negotiation of meaning task, so we think that this repeated
question reduces our challenging in contrast with other two tasks matching
and communicative crosswords which provide us more active role and
challenge."
(Focus group discussion, July, 2014).
In TBLT class the students’ engagement provide them a kind of motivation to learn and this
motivation will increase when they find that they do all parts or most parts of tasks correctly.
11. "We know that we are useful and have an important role in learning process
when we are successful in doing tasks and we can elicit the word meanings.
This helps us to continue and be satisfied with TBLT class"
(Focus group discussion, July, 2014).
Easy Retention
By comparing the oral class tests in both TBLT and traditional class, it seems that most
students in TBLT class remember the words and their meanings more easily and fast.
"We can remember the words and their meanings by referring and reviewing
the keys in vocabulary tasks through which we learn the word meanings. For
example we make a relationship between “kindergarten” as a new words and
“little children” in the task sentence as a key to be a fast way for
remembering the word meaning."
(Focus group discussion, July, 2014).
Another evidence that shows task- based vocabulary learning as an easy way in retention of
word meanings is the students ‘claim about their studying at home. According to the group
discussion (July 2014) they learn the new words in the classroom and they just have a review
at home. They believe that memorization of new words and their meanings is a difficult and
time consuming work in addition to forget them in a short time.
Therefore, it can be concluded that learning the new words and their meaning in a TBLT class
is easy and fast, motivational, effective, and it makes easy retention, and also learning
vocabulary as a homework does not take a lot of time
12. Discussion
The purpose of this study was to inspect the effect of task-based language teaching on Iranian
EFL learners’ vocabulary learning. In fact, this study intended to inspect which method is
better to teach vocabulary to EFL learners, task-based or traditional method. As the results of
this study showed, task-based method of vocabulary teaching outperformed traditional one in
Iranian EFL learners.
The findings of this study are similar to that of Thanh and Huan (2012). They have inspected
the task-based language learning and students’ motivation in vocabulary acquisition. The
findings of their study indicated that the participants were motivated to learn vocabulary and
their vocabulary achievement improved.
On the other hand, it can be said that the findings of this study is close to Xu’s (2013) study.
He was intended to test the Involvement Load Hypothesis by examining the impact of three
tasks on vocabulary acquisition. It was designed to test and develop the involvement load
hypothesis by examining the impact of different reading tasks; multi-choice comprehension
questions (Task M), blank-filling task (Task B) as well as sentence-making task (Task S), on
the L2 vocabulary acquisition. The results indicated that using these task-based methods is an
efficient means to extend and consolidate learners’ vocabulary acquisition.
One other study which has similar findings to the results of this study was Sarini and Sahebi’s
(2012) study. They investigate the teaching of vocabulary in ESP courses within the paradigm
of task-based language teaching. The results of their study showed that the task-based
approach was more effective in teaching technical vocabularies compared to the traditional
one.
The other issue that this thesis dealt with was how Iranian high school students perceive the
effect of task- based vocabulary teaching on their vocabulary learning. To answer this
13. research question, the data was analyzed based on four categories which emerged from
qualitative data.
The first category was task- based vocabulary learning is fast and easy. According to students
interview ( July, 2014), it can be said that they are satisfied and happy with TBLT class and
they found task- based vocabulary learning as an easy and fast way of vocabulary learning.
Pre-task activities provide a background for students about the new words, which can be
helpful to learn the new words more easily. The pictures, synonyms, antonyms, use new
words in context, and….. as pre-task activities help students in TBLT class to elicit or at least
guess the new words meaning(observation note, July, 2014). So it can be said that pre-task
activities activate learners to think about new words and their meanings. The researcher as the
class teacher found that this stage in TBLT is an opportunity for learners to be familiar with
the main teaching materials.
The second category was task- based vocabulary learning makes an active role for students in
TBLT class. The students in TBLT class are more active. In TBLT class the students are
asked to have responsibility in their learning process and they are not forced just to be in class
physically and have no active mental participation in learning process, they do not repeat the
new words and their meaning after teacher and memorize them later ( observation note, July,
2014).
In TBLT class the students’ engagement provides them a kind of motivation to learn and this
motivationincreases when they find that they do all parts or most parts of tasks correctly.
According to focus group discussion the students believe that they have an important role in
their learning, they are more satisfied with TBLT class.
14. Findings of group discussion on the shows task- based vocabulary learning causes an easy
retention of vocabulary meaning. By comparing the oral class tests in both TBLT and
traditional class, it seems that most students in TBLT class remember the words and their
meanings more easily and fast.
Another evidence that shows task- based vocabulary learning as an easy way in retention of
word meanings is the students’ claim about their studying at home. According to the group
discussion (July 2014) they learn the new words in the classroom and they just have a review
at home. They believe that memorization of new words and their meanings is a difficult and
time consuming work in addition to forget them in a short time. The researcher as the teacher
who observed the students’ motivation and interest in learning process and their learning
speed found that learning new words in TBLT class can be easy, fast, and motivational.
The forth category was relating the new words with their blanks in task sentences in TBLT.
According to the teacher’s observation (July, 2014), the students’ main problem in TBLT
class was making a relationship between the new words and their blanks in task sentences. It
seems that this problem is because of forgetting the previous words and their meaning. They
cannot have a proper comprehension of task sentences to decide which new word is correct
for the blanks. They guess the word meanings in pre-task phase but sometimes were not able
to relate them to task sentences.
According to the above information from teacher observation and group discussion (July,
2014), it seems that the students in TBLT class are happy and satisfied with this approach and
they like to learn all new words of their book by task- based vocabulary teaching. Task- based
vocabulary teaching is an easy, interesting, fast, effective, method and it provides motivation
and interest for students to do the tasks and also helps them to participate in learning process.
15. Conclusion
The teacher’s aim in the traditional language classroom is to assure that students learn the new
vocabulary and grammatical rules of the new language, the focus is on the language itself
rather than on the information carried out by the language or the way it is processed and used.
In contrast, TBLT environments have become a trend that involve learning goals that put the
emphasis on interaction, conversation, and language use, not learning the language itself. In
other words, TBI is an approach of language learning that involves doing a familiar task in
target language (Lightbown& Spada, 1999).
The purpose of the study was to examine whether the TBLT served the function of improving
high school student’s vocabulary learning. Students would benefit by interacting with peers
through task-based vocabulary activities—participants could have more chances to
communicate in the target language and enhance their language ability, especially developing
their oral proficiency.
On the other hand, students built up their self-confidence and self-fulfillment through task-
based activities, dared to speak, and learned to work together in class through task-based
activities—not only their language ability but also their communicative ability improved
rapidly. The results of the t-test performed to compare the mean scores of the experimental
and control group’ performances on vocabulary learning in the pre- test and post-test,
revealed a significant difference between the mean scores of the two groups.
Their performances on the posttest were considerably higher than that of their performances
on the pre-test. In response to the second research question, there was no significant
difference between three kinds of vocabulary tasks. And the result of third research question
showed that the students in experimental group (TBLT class) are satisfied with TBLT.
16. Totally, the results confirm that task- based vocabulary teaching had a significant effect on
learners’ vocabulary learning in contrast with traditional teaching and also the students in
TBLT were more satisfied and happy with TBLT class and they found task- based vocabulary
learning as an easy and fast way of vocabulary learning.
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