THE COMPARISON IMPACT OF WORD-MEANING AND GUESS TECHNIQUES ON WORD-MEANING AND FILL-IN-THE BLANK TESTS PROCEDURES ON SHORT-TERM AND LONG-TERM RETENTION OF VOCABULARY ITEMS
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The document discusses a study that investigated the impact of word-meaning and guess techniques on word-meaning and fill-in-the-blank tests, and their effects on short-term and long-term retention of vocabulary items. The study aimed to explore the role of guess techniques in teaching vocabulary versus using it on tests. Undergraduate students learning English as a foreign language at a large Iranian university participated in the study.
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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.The impact of structure on word meaning and fill in-the-blank tests procedure...
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.The influence of texting language on grammar and executive functions in prima...
The influence of texting language on grammar and executive functions in prima...Paul Edgar Espartinez
The document discusses a study that investigated the influence of texting language (textese) on grammar performance and executive functions in primary school children. The study found that the more words children omitted in their text messages, the better their performance on a grammar task. However, use of textese was not found to positively or negatively influence children's executive functions. While some prior studies found negative effects of textese on grammar, others found no effect. The current study aimed to better isolate the impact of textese on spoken grammar abilities.maam-mary-report_1.pptx presentation....
This document discusses strategies for teaching grammar and vocabulary. It addresses teaching grammar directly and indirectly, connecting grammar to communication goals, and using examples to teach grammar points. It also discusses assessing grammar proficiency through authentic tasks. For vocabulary, the document outlines components of effective instruction, including wide reading, direct word instruction, and teaching word learning strategies. Both grammar and vocabulary are best taught using a variety of direct and indirect methods.
Speaking good arabic learners’ perceptions
This document summarizes a study that investigated the perceptions of good and poor Malay speakers of Arabic regarding the importance of Arabic speaking skills, the required level of skills, and prerequisites for becoming a good speaker. Interviews with 14 Malay learners found that most saw speaking skills as important for language learning outcomes and careers. Opinions varied on whether learners should achieve an advanced or standard level of skills. Key prerequisites identified included self-confidence, determination, vocabulary, and opportunities to practice speaking Arabic. The study provided insights into learners' beliefs that can help teachers design more effective instruction.
421-431 POONEH KARIMZADEH (1)thesis
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.
Research topic Comparing the effect of paired versus repeat.docx
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.
The Influence of Tpr, Gtm Methods and Linguistic Intelligence Toward the Lea...
The Influence of Tpr, Gtm Methods and Linguistic Intelligence Toward the Lea...English Literature and Language Review ELLR
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. Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lens
This qualitative case study discovered and explored the plights of languages teachers conducting remedial instruction in language disfluencies, the way teachers conduct remedial instruction in language disfluencies in the non-psycho-expert lens, and the way learners progress in the kind of remediation they receive. The informants of the study were the language teachers of Buenavista National High School. These teachers are selected purposively as those who have encounter in remedial instruction for language disfluencies in the non-psycho-expert lens. The data were gathered through interviews with the informants. The study revealed that language teachers conducting remedial instruction in language disfluencies in the non-psycho-expert lens face dire situations on insufficiency in terms of background knowledge on language disfluencies, time, and resources for remediation. Another problem that they face is the learners attitude toward remedial instruction as well as parental or stakeholder support. Weak retention of the learners, insignificant change in the learning behavior and the use of colloquial words also contribute to the unwanted scenario of students undergoing remediation. Language teachers conduct remedial instruction in language disfluencies in the non-psycho-expert lens through utilizing various teaching strategies, going back to the basics, having awareness on learner diversity, seeking parental or stakeholder support, exemplifying passion for teaching, and having an encouraging class environment. Learners progress in such kind of remediation through the use of language in praxis or utilizing the communicative language teaching by teachers where students use language practically. Learners as well show activeness in the class knowing that they both share the same learning pace among peers. Most importantly, learners progress due to the acceptance and understanding of the teachers on the type of learners they have. Mick Mars P. Silvano, LPT, Maelt | Evelyn C. Bandoy, LPT, EdD "Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lens" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd20303.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/20303/remedial-instruction-in-language-disfluencies-in-the-non-psycho-expert-lens/mick-mars-p-silvano-lpt-maelt
An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet...
Abstract: Teaching reading and success in reading ability is therefore important for young learners. However, the ability for teachers to teach reading is not well documented. Little research has been conducted on teachers’ competence and attitudes towards reading ability among learners at preschool level. The objective of this study was to asses reading ability among Pre-School Children in Elgeyo Marakwet County, Kenya. The theory of planned behaviour and education production function theory guided the study. The study employed the mixed methods approach. An explanatory research design was used. The target population was all the 1252 pre-school teachers in Elgeyo Marakwet County Kenya. Multistage random sampling technique was used to select the participating schools and individual teachers. A sample size of 294 schools was used. The instruments utilised were questionnaires, and observation schedules. Data was analysed using descriptive statistics. The study results indicated that the pre-school children reading ability was poor. The study therefore recommended that pre-school teachers be trained to improve their competency in English phonology as to improve the reading ability of pre-school children.
Keywords: English Phonology, Teacher Competency, Reading Ability.
Title: An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet County, Kenya
Author: Muthoni Bilhah Kiptoo, Prof. Khaemba Ongeti, Prof. J.K. Too
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
DISTRICT ACTION RESEARCH PRESENTATION.pptx
This document presents an action research proposal to improve the oral reading ability of students at Patawag National High School for SY 2021-2022 through the Enhance Reading Ability of Learners (ERAL) program. The proposal notes that 57% of students are currently at the frustration level in oral reading. The ERAL program will use word videos and video lessons to help identified students with reading difficulties. The study aims to determine if students' oral reading ability improves after the ERAL program and if there is a significant difference between pre-and post-test results. It outlines the research methods, which include assessments before and after the program, and plans for statistical analysis of results.
A Modification Of Mother Tongue Literacy Instruction For Pupils With Mixed Vo...
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.
Introduction to language testing (wed, 23 sept 2014)
A Brief History on the Approaches to
Language Testing
In the 1950s, an era of behaviorism and special
attention to constrastive analysis, testing focused on
specific language elements such as the phonological,
grammatical, and lexical contrasts between two
languages.
Between the 1970s and 1980s, communicative theories
of language brought with them a more integrative view of
testing in which specialists claimed that the whole of
communicative event was considerably greater than the
sum of its linguistic element (Clark, 1983; Brown, 2004: 8)
Definition of Language Testing
According to Oller (1979, 1-2), a language testing is a
device that tries to assess how much has been learned
in a foreign language course, or some part of a course
by learners.
According to Brown (2004: 3), a language testing is a
method of measuring a person’s ability, knowledge, or
performance in a given domain.
Direct method in teaching grammar
The document compares and contrasts the Direct Method and Grammar Translation Method of teaching foreign languages. The Direct Method aims to immerse students in the target language similarly to first language acquisition, using the target language exclusively and teaching grammar inductively. In contrast, the Grammar Translation Method was originally used for dead languages and focuses on translating between languages, memorizing rules, and developing reading/writing over speaking/listening. It presents grammar deductively. Overall, the Direct Method emphasizes oral communication skills while the Grammar Translation Method prioritizes reading/writing and translation between languages.
Presentation AR 2022.pptx
The document summarizes a research study on exploring gender inclusive language through Krashen's theory of language acquisition among teachers in San Guillermo Elementary. The study found that teachers have a strong understanding of gender inclusivity but only a slight awareness of gender sensitivity. It also found that teachers are highly employing Krashen's monitor and affective filter concepts in teaching English. The proposed course of action to strengthen gender inclusive language skills includes seminars, workshops and implementing projects to promote its use in teaching.
Investigating Teaching/Learning Vocabulary Techniques and Strategies
This study investigates teaching/learning vocabulary. Mainly, studying the techniques used by EFL teachers in teaching vocabulary and also learners’ strategies to learn vocabulary. The particular research parameter that will be used in this study is the questionnaire for gathering data; the researchers are going to describe the phenomena under investigation. Students’ questionnaire was supposed to examine the strategies that are adopted by learners for learning vocabulary in English. In addition to that there was teachers’ questionnaire that is supposed to examine the techniques, which are used by teachers in teaching new vocabulary. The study reveals how secondary school learners use a variety of vocabulary learning strategies. Students as teachers preferred many of these strategies and techniques that help a lot in pushing the process of learning and teaching vocabulary forward. Overall students and teachers know high frequency vocabulary and how to use it.
Effects of reading strategies on grade one children’s phonemic awareness perf...
Effects of reading strategies on grade one children’s phonemic awareness perf...Journal of Education and Learning (EduLearn)
This study examined the effects of language teaching strategies in Amhara region, Ethiopia on children’s phonemic awareness reading performance. To this end, one hundred and two grade one children of two intact sections (n=50) and (n=52) were selected and participated as experimental and control groups, respectively. The research employed quasi-experimental pre- and post-test research design that aimed at examining the effects of reading strategies in children’s phonemic awareness performance. Besides, the researchers collected data through non-participant observation and teacher self-reflection reports. To analyze children’s phonemic awareness, paired samples t-test was computed using pre- and post-test scores of the children. To analyze the qualitative data, researchers employed narratives based on categories formed considering the basic themes of the research questions of this paper. Findings indicated that phonemic awareness reading strategies used in Amhara region could improve children’s phonemic awareness performance. Furthermore, observation and teachers’ reflections showed that there were positive results on the application of the strategies in improving children’s phonemic awareness. Eventually, recommendations and implications for further research were suggested.Alliteration and-rhyme-skills-in-children-with-specific-language-impairment--...
children-with-specific-language-impairment--habilidades-de-aliterao-e-rima-em-crianas-com-distrbio-especfico-de-linguagem codas
Similar to THE COMPARISON IMPACT OF WORD-MEANING AND GUESS TECHNIQUES ON WORD-MEANING AND FILL-IN-THE BLANK TESTS PROCEDURES ON SHORT-TERM AND LONG-TERM RETENTION OF VOCABULARY ITEMS (20)
A Genre-Based Investigation Of Discussion Sections Of English And Persian Den...
A Genre-Based Investigation Of Discussion Sections Of English And Persian Den...
Writing Proficiency of Junior Bachelor of Secondary Education (BSED) and Bach...
Writing Proficiency of Junior Bachelor of Secondary Education (BSED) and Bach...
The impact of structure on word meaning and fill in-the-blank tests procedure...
The impact of structure on word meaning and fill in-the-blank tests procedure...
The influence of texting language on grammar and executive functions in prima...
The influence of texting language on grammar and executive functions in prima...
Research topic Comparing the effect of paired versus repeat.docx
Research topic Comparing the effect of paired versus repeat.docx
The Influence of Tpr, Gtm Methods and Linguistic Intelligence Toward the Lea...
The Influence of Tpr, Gtm Methods and Linguistic Intelligence Toward the Lea...
Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lens
Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lens
An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet...
An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet...
A Modification Of Mother Tongue Literacy Instruction For Pupils With Mixed Vo...
A Modification Of Mother Tongue Literacy Instruction For Pupils With Mixed Vo...
Introduction to language testing (wed, 23 sept 2014)
Introduction to language testing (wed, 23 sept 2014)
Investigating Teaching/Learning Vocabulary Techniques and Strategies
Investigating Teaching/Learning Vocabulary Techniques and Strategies
Effects of reading strategies on grade one children’s phonemic awareness perf...
Effects of reading strategies on grade one children’s phonemic awareness perf...
Alliteration and-rhyme-skills-in-children-with-specific-language-impairment--...
Alliteration and-rhyme-skills-in-children-with-specific-language-impairment--...
More from Dr. Seyed Hossein Fazeli
The use of different english language learning strategies by iranian female u...
The use of different english language learning strategies by iranian female u...Dr. Seyed Hossein Fazeli
THE USE OF DIFFERENT ENGLISH LANGUAGE LEARNING STRATEGIES BY IRANIAN FEMALE UNIVERSITY LEVEL LEARNERS OF ENGLISH LANGUAGE AS A UNIVERSITY MAJOR BASED ON PERSONALITY TRAITSPh.d. thesis – seyed hossein fazeli
THE USE OF DIFFERENT ENGLISH LANGUAGE LEARNING STRATEGIES BY IRANIAN FEMALE UNIVERSITY LEVEL LEARNERS OF ENGLISH LANGUAGE AS A UNIVERSITY MAJOR BASED ON PERSONALITY TRAITS
The prediction use of english language learning strategies based on personali...
The prediction use of english language learning strategies based on personali...Dr. Seyed Hossein Fazeli
The current study aims to explore the prediction use of English language learning strategies based on personality traits among female university level learners of English language as a university major subject at Islamic Azad University in Iran. Four instruments were used, which were the Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords, A Background Questionnaire, the NEO-Five Factors Inventory (NEO-FFI), and the Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female students volunteered to participate in this research study. The intact classes were chosen. The obtained results in this study show that the Conscientiousness trait and the Extraversion trait best predicted the overall use of Memory strategies of the students, and the Openness to Experiences trait and the Conscientiousness trait best predicted the overall use of Cognitive strategies, Compensation
strategies, Metacognitive strategies, Affective strategies, and Social strategies of the learners.
Personality traits as predictors of the social english language learning stra...
Personality traits as predictors of the social english language learning stra...Dr. Seyed Hossein Fazeli
The present study aims to find out the role of personality traits in the prediction use of the Social English Language Learning Strategies (SELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Social English Language Learning Strategies based on Social category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords, A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the SELLSs, but personality traits cannot be as a strong predictor to predict use of the SELLSs.The overall relationships between the use of english language learning strate...
The overall relationships between the use of english language learning strate...Dr. Seyed Hossein Fazeli
This study explored relationships between English language learning strategies and personality traits among 213 female university students in Iran studying English. Questionnaires were used to measure strategy use, personality traits, English proficiency, and background. Results showed both positive and negative correlations between strategy use and certain personality traits. Metacognitive strategies were most frequently used. Neuroticism correlated negatively with memory strategy use, while extraversion, openness, conscientiousness correlated positively with various strategies. Overall some relationships were found between personality and strategy use.The influence of personality traits on the use of memory english language lea...
The influence of personality traits on the use of memory english language lea...Dr. Seyed Hossein Fazeli
The present study aims to find out the influence of personality traits on the choice and use of Memory English Language Learning Strategies (MELLSs) for learners of English as a foreign language, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Memory English Language Learning Strategies based on Memory category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and the choice and use of MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict the choice and use of the MELLSs.The Use of different english language learning strategies by iranian female u...
The Use of different english language learning strategies by iranian female u...Dr. Seyed Hossein Fazeli
The Use of Different English Language Learning Strategies by Iranian Female University Level Learners of English Language as a University Major Based on Personality Traits + Ph.D. thesis of seyed hossein fazeliExploring the nature of personality in the current studies of academic perfor...
Exploring the nature of personality in the current studies of academic perfor...Dr. Seyed Hossein Fazeli
Exploring the Nature of Personality in the Current Studies of Academic Performance with Focus on Language LearningThe role of personality traits in the choice and use of the compensation cate...
The role of personality traits in the choice and use of the compensation cate...Dr. Seyed Hossein Fazeli
The present study aims to find out the role of personality traits in the prediction choice and use of the Compensatory English Language Learning Strategies (CELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Compensatory English Language Learning Strategies based on Compensation category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, volunteered to participate in this study. The intact classes were chosen. The results show that however, there is a significant relationship between each of three traits of personality and the choice and use of the cells, but personality traits cannot be a strong predictor to predict the choice and use of the CELLSs.The exploring nature of methodology in the current studies of language learni...
The exploring nature of methodology in the current studies of language learni...Dr. Seyed Hossein Fazeli
There is not a method abandoned as what it might be called a baby-and-bathwater type reaction. Still all the methods have failed to deliver quit the hoped-for miracles. In this way, methodology alone can never be a solution to find what is searching. Rather it is an aid and suggestion. In addition, in the case of methodology, it is true that we are moving in risky area. Research on the related literature of Language Learning Strategies (LLSs) shows that LLSs has a history of only thirty years that is much sporadic (Chamot, 2005a). Recently such strategies have been the focus of specific research (Oxford, 1990), and much of the research was descriptive. The Strategy Inventory for Language Learning(SILL) of Rebecca L. Oxford which is a kind of self-report questionnaire, as an important instrument to measure LLSs, has been used extensively by researchers in many countries, its reliability has been checked in multiple ways, and has been reported as high validity, reliability, and utility(Oxford, 1996a). In the current study, the investigator aims to explore nature of methodology and the use of SILL in the studies of LLSs.The relationship between the extraversion trait and use of the english langua...
The relationship between the extraversion trait and use of the english langua...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Extraversion trait and use of the English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), a Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran were the volunteer to participate in this research work. The intact classes were chosen. The results show that there is a significant relationship between the Extraversion trait and use of the each of three of the six categories of ELLSs (Memory Strategies, Meta-cognitive Strategies, and Social Strategies).The psychometric analysis of the persian version of the strategy inventory fo...
The psychometric analysis of the persian version of the strategy inventory fo...Dr. Seyed Hossein Fazeli
This document summarizes a study that analyzed the psychometric qualities of the Persian version of the Strategy Inventory for Language Learning (SILL). The SILL was translated into Persian and administered along with a background questionnaire and English proficiency test to 213 Iranian university students studying English. Statistical analyses found the Persian SILL to be valid and reliable for measuring language learning strategies in Persian, consistent with previous validations of the SILL in other languages.Use of the metacognitive english language learning strategies based on person...
Use of the metacognitive english language learning strategies based on person...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between use of the Metacognitive English Language Learning Strategies (MELLSs) for learners of English as a foreign language based on personality traits, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Metacognitive English Language Learning Strategies based on Metacognitive category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were asked to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict use of the MELLSs.The exploring nature of vocabulary acquisition and common main gaps in the cu...
The exploring nature of vocabulary acquisition and common main gaps in the cu...Dr. Seyed Hossein Fazeli
Vocabulary can be as a key factor for success, central to a language, and paramount to a
language learner. In such situation, the lexicon may be the most important component for
learners (Grass & Selinker, 1994), and mastering of vocabulary is an essential component of
second/foreign language teaching and learning that has been repeatedly acknowledge in
theoretical and empirical second/foreign language acquisition research. The intent of the current
study is to set out the nature of vocabulary acquisition alongside the expressing importance of
vocabulary acquisition. The importance of the present study is to explore the current studies of
vocabulary in order to find out common main gaps among such studies.
The use and ranking of different english language learning strategies by engl...
The use and ranking of different english language learning strategies by engl...Dr. Seyed Hossein Fazeli
This study aims to rank types of English language learning strategies that are used by Iranian female university level learners of English language as a university major. The results show that except the Metacognitive Strategies category, the mean score for each of the five categories fell in the range of medium strategy use.The exploring nature of the assessment instrument of five factors of personal...
The exploring nature of the assessment instrument of five factors of personal...Dr. Seyed Hossein Fazeli
This document summarizes research on assessing the five factors of personality traits. It discusses four dominant models of personality (Myers-Briggs Type Indicator, Eysenck's model, Cattell's Sixteen Personality Factor Questionnaire, and the Big Five Theory). The Big Five Theory, which includes Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness, has received the most research attention. Instruments like the NEO-PI-R are widely used to assess the five factors. While useful, critics argue the Big Five does not capture all aspects of personality.The impact of personality traits on the affective category of english languag...
The impact of personality traits on the affective category of english languag...Dr. Seyed Hossein Fazeli
The present study aims at discovering the impact of personality traits in the prediction use of the Affective English Language Learning Strategies (AELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Affective English Language Learning Strategies based on Affective category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background
Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteers to participate in this research work. The intact classes were chosen. The results show that although there is a significant relationship between each of the two traits of personality and use of the AELLSs, personality cannot be a strong predictor with high percentage of contribution to predict use of the AELLSs.The relationship between the conscientiousness trait and use of the english l...
The relationship between the conscientiousness trait and use of the english l...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Conscientiousness trait and English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that there is a significant relationship between the Conscientiousness trait and use of the each of six categories of ELLSs.The relationship between the neuroticism trait and use of the english languag...
The relationship between the neuroticism trait and use of the english languag...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Neuroticism trait and English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that there is significant relationship between the Neuroticism trait and use each of four of the six categories of ELLSs (Memory Strategies, Cognitive Strategies, Metacognitive Strategies, and Social Strategies).More from Dr. Seyed Hossein Fazeli (20)
The use of different english language learning strategies by iranian female u...
The use of different english language learning strategies by iranian female u...
The prediction use of english language learning strategies based on personali...
The prediction use of english language learning strategies based on personali...
Personality traits as predictors of the social english language learning stra...
Personality traits as predictors of the social english language learning stra...
The overall relationships between the use of english language learning strate...
The overall relationships between the use of english language learning strate...
The influence of personality traits on the use of memory english language lea...
The influence of personality traits on the use of memory english language lea...
The Use of different english language learning strategies by iranian female u...
The Use of different english language learning strategies by iranian female u...
Exploring the nature of personality in the current studies of academic perfor...
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THE COMPARISON IMPACT OF WORD-MEANING AND GUESS TECHNIQUES ON WORD-MEANING AND FILL-IN-THE BLANK TESTS PROCEDURES ON SHORT-TERM AND LONG-TERM RETENTION OF VOCABULARY ITEMS
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