Rozana Shamsabadi; Saeed Ketabi; Abbass Eslami Rasekh
Volume 9, Issue 19 , June 2017, , Pages 25-52
Abstract
The present study sought to investigate the effect of explicit instruction of lexical bundles (LBs) on the development of Iranian English for Academic Purposes (EAP) students’ writing quality and also their receptive and productive knowledge of Lexical Bundles (LB). Assigned to two experimental ...
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The present study sought to investigate the effect of explicit instruction of lexical bundles (LBs) on the development of Iranian English for Academic Purposes (EAP) students’ writing quality and also their receptive and productive knowledge of Lexical Bundles (LB). Assigned to two experimental and control groups, the eighty participants took pre- and post-tests of writing tasks and the receptive knowledge test. Afterwards, the obtained scores were subjected to a series of Analyses of Covariance (ANCOVAs) and paired samples t-tests. Results of the within-group and between-group analyses indicated that explicit instruction of LBs enhanced the participants’ productive and receptive knowledge of LBs and also improved the overall quality of their written productions. Possible explanations are provided and the implications of the findings for the applicability of LBs instruction are discussed.
Mohsen Rezazadeh; Mansoor Tavakoli; Abbass Eslami Rasekh
Volume 7, Issue 16 , December 2015, , Pages 113-146
Abstract
This study investigated the effects of two types of written feedback – direct corrective feedback (DCF) and metalinguistic explanation (ME) - on Iranian EFL learners’ implicit and explicit knowledge of English definite and indefinite articles. Assigned to three groups of DCF, ME, and control ...
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This study investigated the effects of two types of written feedback – direct corrective feedback (DCF) and metalinguistic explanation (ME) - on Iranian EFL learners’ implicit and explicit knowledge of English definite and indefinite articles. Assigned to three groups of DCF, ME, and control groups, the participants took four tests in three testing phases: pretest, posttest, and delayed posttest. Four testing instruments measured the two knowledge types: narrative writings, speeded dictation, untimed grammaticality judgment, and error correction tests. Results indicated that both treatments were effective in the immediate posttests. However, the ME proved to have longer lasting effects than the DCF as the improvement of both knowledge types were sustained after a three week period in the ME group. According to the obtained findings, it is argued that the description of the rules and the examples given explicitly in a ME handout might be more beneficial in promoting learners’ implicit and explicit knowledge of English articles than the DCF.
