English language teaching
Reihane Shoghi; Mansoor Tavakoli; Zahra Amirian
Abstract
This study investigated the effectiveness of two different scopes of corrective feedback on enhancing the complexity, accuracy, and fluency of L2 written productions among 150 intermediate EFL learners participating in intact online courses. The corrective feedback scope includes highly focused and comprehensive ...
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This study investigated the effectiveness of two different scopes of corrective feedback on enhancing the complexity, accuracy, and fluency of L2 written productions among 150 intermediate EFL learners participating in intact online courses. The corrective feedback scope includes highly focused and comprehensive feedback delivered via digital platforms in synchronous and asynchronous formats. Participants were divided into five groups: synchronous highly focused feedback, synchronous comprehensive feedback, asynchronous highly focused feedback, asynchronous comprehensive feedback, and a control group receiving corrective feedback via traditional methods, characterized by the indiscriminate identification and marking of all errors. Results across the feedback groups regarding their impact on complexity, accuracy, and fluency in EFL learners' written productions indicated a significant effect on accuracy, while complexity and fluency showed no significant differences based on feedback scope and delivery modality. The results of this study have several important implications for educators, material developers, and policymakers in the field of language education. For teachers, adopting synchronous feedback strategies could significantly enhance the accuracy and complexity of students' written work.
English language learning
Ali Yeganeh; Hossein Barati; Daryush Nejadansari
Abstract
The present study aimed to examine the effects of an educational technology called smart learning pen (i.e., iPen) as an ICT tool on young Iranian male and female EFL learners' speaking accuracy and fluency. A group of 180 young (6-9 years old) male and female learners with no previous formal education ...
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The present study aimed to examine the effects of an educational technology called smart learning pen (i.e., iPen) as an ICT tool on young Iranian male and female EFL learners' speaking accuracy and fluency. A group of 180 young (6-9 years old) male and female learners with no previous formal education in English were randomly assigned into three different conditions: those who used the iPen in class and at home (IPC), at home only (IPH), and those who did not use the iPen at all (NIP). As gender was an independent variable, each condition had male and female groups. To address the research questions, the participants' performance on the oral sub-test of the posttest was put into analysis. The two-way ANOVA run on the effect of the independent variables (iPen and gender) and their interaction on the participants' speaking accuracy, and fluency revealed that using iPen helped the IPC and IPH participants significantly outperform the NIP group in terms of both accuracy and fluency. However, such an analysis did not show any significant effect for gender, nor did it show any significant effect when the interaction of gender and other variables was taken into account. The study has practical implications for policymakers, language teachers as well as software, hardware, and mobile phone application developers.
English language learning
Sanaz Mohazabieh; Rahman Sahragard; Ehsan Rassaei; Mustafa Zamanian
Abstract
This quantitative study aimed to investigate the combined effects of two types of strategic planning, namely collaborative and teacher-led planning conditions and task complexity on Iranian intermediate language learners' oral production in terms of complexity, accuracy, and fluency. To achieve this ...
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This quantitative study aimed to investigate the combined effects of two types of strategic planning, namely collaborative and teacher-led planning conditions and task complexity on Iranian intermediate language learners' oral production in terms of complexity, accuracy, and fluency. To achieve this purpose, 90 EFL learners were selected through convenience sampling from a language institute in Shiraz, Iran, and randomly assigned to two control and four experimental groups. The study adopted a quasi-experimental design in the form of pretest, treatment, and posttest. In the first step, all participants took part in a speaking pretest in which they were required to narrate a story based on a series of picture description tasks. While the experimental groups underwent 10 treatment sessions of picture description task performance along with two planning types i.e., teacher-led and collaborative planning conditions, the control groups were not allowed to plan the task performance. In the last session, the language learners took a posttest whose results were compared with those of the pretest. The findings revealed that the language learners in the collaborative planning groups outperformed the other groups in terms of both fluency and complexity. Further, teacher-led groups did better than the other groups in terms of accuracy. This study carries crucial implications for EFL teachers, material developers, syllabus designers, and speaking skill examiners.
English language learning
Hassan Soodmand Afshar; Somayeh Tofighi
Abstract
This study explored the impact of task complexity on task performance of Iranian lower-intermediate and advanced language learners. It also investigated how working memory was related to task performance and mediated the influence of complexity conditions on language performance. Task complexity was ...
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This study explored the impact of task complexity on task performance of Iranian lower-intermediate and advanced language learners. It also investigated how working memory was related to task performance and mediated the influence of complexity conditions on language performance. Task complexity was operationalized by designing differing tasks along the +/- reasoning and the +/- few elements dimensions. Eighty Iranian EFL learners (40 lower-intermediate and 40 advanced) carried out argumentative tasks which differed in complexity level. Working memory capacity was measured by applying the Persian translation of Wechsler's (1987) working memory test, and task performance was measured in terms of accuracy and fluency. The results revealed that for lower-intermediate learners, task complexity led to decrease in accuracy in the complex tasks, while fluency was boosted in simple task condition. For advanced learners, task complexity resulted in improved accuracy, while fluency decreased in complex condition. The results of multivariate analyses revealed that learners' language performance in the complex group significantly differed from that of the simple group on the combined dependent variables for both lower-intermediate and advanced learners. There was no significant correlation between working memory and any performance measures.
Shohreh Teimournezhad; Elaheh Sotoudehnama; S.Susan Marandi
Abstract
In the field of second/foreign language learning, Journal Writing (JW) has been used as a tool for self-expression, acknowledged for its multiple benefits with regard to various aspects of language learning. With the advancements of technology, however, few studies have addressed the potentials of internet-based ...
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In the field of second/foreign language learning, Journal Writing (JW) has been used as a tool for self-expression, acknowledged for its multiple benefits with regard to various aspects of language learning. With the advancements of technology, however, few studies have addressed the potentials of internet-based platforms such as blogs in the practice of JW. The present study, therefore, has attempted to juxtapose the traditional paper-and-pencil mode of JW with Blog JW to explore the potential impacts on L2 learners’ writing skill. To this end, four elements of accuracy, fluency, lexical, as well as syntactic complexity were examined in the participants’ writing samples through relevant measures. To analyze the data, (M)ANCOVAs and (M)ANOVAs were conducted, the results of which are summarized and presented. The general conclusion of the study was that, JW, in particular, in the form of blogging has the potential of enhancing the quality of language learners’ writing.
Farahman Farrokhi; Simin Sattarpour
Volume 11, Issue 23 , June 2019, , Pages 95-126
Abstract
Robinson’s Cognition Hypothesis and Skehan’s Limited Attentional Capacity Model provide the major impetus for this study. The present article reports the findings of a between-subject factorial experimental research study which explored 1) the effects of increased cognitive task complexity, ...
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Robinson’s Cognition Hypothesis and Skehan’s Limited Attentional Capacity Model provide the major impetus for this study. The present article reports the findings of a between-subject factorial experimental research study which explored 1) the effects of increased cognitive task complexity, manipulated through the intentional reasoning demands and number of elements on the lexical and syntactic complexity, accuracy, and fluency (CAF) of EFL writers’ productions; and 2) the joint effects of cognitive task complexity factor and learners’ language learning aptitude (Low vs. High) on the written output. Firstly, we gave Carroll and Sapon’s Modern Language Aptitude Test (MLAT) to 226 participants and then did a random stratification of the low- and high- aptitude learners into three groups. The participants received letter writing tasks with different cognitive complexity levels (low, medium, and high). The findings indicated that increasing cognitive task complexity resulted in significantly higher lexical and syntactic complexity and lower fluency, whereas no significant effect was found on writing accuracy. Moreover, the statistical results revealed no significant interaction effect between task complexity factors and learners’ language aptitude. With regard to the first objective of the study, the findings supported the predictions of Cognition Hypothesis while it is not the case in relation to the second objective of the study.
Alireza Ahmadi; Sahar Alavi Zahed
Volume 9, Issue 20 , November 2017, , Pages 1-24
Abstract
The aim of the present study was to investigate the effects of two types of paragraph on EFL learners’ written production. It addressed the issue of how three aspects of language production (i.e. complexity, accuracy, and fluency) vary among two types of paragraphs (i.e. paragraphs of chronology ...
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The aim of the present study was to investigate the effects of two types of paragraph on EFL learners’ written production. It addressed the issue of how three aspects of language production (i.e. complexity, accuracy, and fluency) vary among two types of paragraphs (i.e. paragraphs of chronology and cause-effect) written by EFL learners. Thirty intermediate level learners of English participated in the study. Each learner wrote the two specified types of paragraphs in the final exam of their writing course. In the first phase of the study, separate paired t-tests were conducted on each dependent variable to see whether there were any statistically significant differences in measures of complexity, accuracy, and fluency across the paragraph types. In the second phase of the study, to investigate if the raters detect the inconsistencies in the complexity, accuracy, and fluency of paragraphs written by a learner, four raters were asked to rate 12 paragraphs written by six learners whose paragraphs differed extremely in one of the three features. The findings revealed that EFL learners performed significantly better in paragraphs of chronology than the paragraphs of cause-effect in terms of fluency and accuracy. However, the analysis of complexity measures showed that there was no significant difference between the two types of paragraphs. In the qualitative analysis, it was found that raters did not consistently consider these three features in their examining the quality of the paragraphs. They paid attention to qualities such as coherence, cohesion and unity more consistently.
Morteza Nasiri; Mahmood Reza Atai
Volume 9, Issue 20 , November 2017, , Pages 49-74
Abstract
The current study aimed to examine the effects of strategic planning, online planning, strategic planning and online planning combined (joint planning), and no planning on the complexity, accuracy, and fluency of oral productions in two simple and complex narrative tasks. Eighty advanced EFL learners ...
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The current study aimed to examine the effects of strategic planning, online planning, strategic planning and online planning combined (joint planning), and no planning on the complexity, accuracy, and fluency of oral productions in two simple and complex narrative tasks. Eighty advanced EFL learners performed one simple narrative task and a complex narrative task with 20 minutes in between. The order of the two stories was counterbalanced to control for any possible practice effect. The results suggest that no planning in both tasks was the least effective. Strategic planning led the learners to elevate both their complexity and fluency significantly in the narrative simple task and only their fluency in the complex task. Online planning helped the participants improve their accuracy significantly both in the simple and complex tasks. Finally, joint planning resulted in the significant elevation of accuracy and fluency in the simple task on the one hand, and complexity and accuracy in the complex task on the other. With respect to the effect of task complexity, the interaction between task complexity and CAF was significant. The results and comparisons between groups are discussed in the light of Levelt’s model of speaking, Skehan’s Trade-off Hypothesis, and earlier studies.
Mohammad Amiryousefi
Volume 8, Issue 17 , July 2016, , Pages 25-48
Abstract
The main purpose of the study reported in this paper was to examine the interrelationships between L2 risk-taking, English learning motivation, L2 speaking anxiety, linguistic confidence, and low-proficiency English as a foreign language (EFL) learners’ speaking complexity, accuracy, and fluency ...
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The main purpose of the study reported in this paper was to examine the interrelationships between L2 risk-taking, English learning motivation, L2 speaking anxiety, linguistic confidence, and low-proficiency English as a foreign language (EFL) learners’ speaking complexity, accuracy, and fluency (CAF). A secondary purpose was to test whether task repetition can influence the level of the mentioned affective variables as well as to study its effects on the development of CAF in L2 oral production. To this end, a questionnaire designed to measure the affective variables was given to 142 Iranian female pre-intermediate EFL learners. Then, they were randomly assigned to one of two groups: task repetition or control. The participants in the task repetition group were required to do an interactive story telling task on five occasions, each one week apart. Meanwhile, the participants in the control group were required to perform the task only on occasions one and five at an interval of three weeks. The questionnaire was given to them at the end of the study too. The findings suggest that: (1) learner variables influence the development of L2 proficiency components (CAF) and (2) task repetition can help EFL learners work on their language problems in a familiar setting and hence help them develop their interlanguage.
