Intermediate EFL Learners Research Articles

In-service teacher’s perceptions toward teaching collocation to intermediate EFL learner’s productive skills

Collocations play a crucial role in second language learning and teaching, especially in relation to writing and speaking skills. The existing studies examine teachers' more personal and subjective views in using collocations to teach productive skills. Moreover, previous studies have been limited to discovering possible teaching approaches to assist teachers in effectively teaching collocations at the intermediate level. The current study aims to investigate teachers' perceptions of the challenges of teaching collocations to enhance EFL learners’ productive skills at the intermediate level. To get optimal results, twenty in-service teachers who are pursuing master’s degrees in English linguistics contribute to answering the research questionnaire. The study’s findings indicate that collocations are important for students to generate the English language, and most teachers found it difficult to teach their learners to use collocations accurately in writing and speaking skills. Furthermore, the researchers found the limitations and suggestions to conduct in future research about teaching collocation.

A study of project-based learning to intermediate EFL learners in reading class: enhancing self-regulated learning of post-secondary students in Macao

AbstractThis study explored two new pedagogical conceptions—project-based learning (PBL) and self-regulated learning (SRL), to enhance effective English teaching and learning in Macao, and to prepare EFL learners for life-long learning. PBL makes English instruction engaging and SRL empowers learners to take ownership of their learning process. The combination of these two methodologies can facilitate students to develop into independent and efficient English learners. The study, guided by Zimmerman’s cyclical phase model of SRL and English and Kitsantas’ PBL/SRL model, was action research which aimed to investigate whether PBL could positively influence the development of intermediate EFL learners’ SRL ability at the post-secondary level in Macao. Research instruments included questionnaires, interviews, students’ reflective notes and teacher’s field notes. Both qualitative and quantitative findings indicated improvement in the students’ SRL ability, reflected in three aspects—motivation, metacognition, and behaviors. The students’ motivational beliefs were significantly strengthened, and more self-regulated behaviors were generated. Though the use of metacognitive strategies did not showcase as significant enhancement as the former elements through the study, the experimental group made progress in using some specific strategies, such as evaluating learning outcomes and making study plans. The summary of the study is that PBL was beneficial to the development of SRL. This research endeavor not only contributes to the existing body of knowledge but also serves as a catalyst for educators to advocate policy reforms, fostering the design of learner-centered, flexible, and coherent post-secondary EFL curricula.

Effects of inductive and deductive aural vocabulary pre-teaching on EFL learners' word recognition from speech.

This study explores the impact of inductive and deductive aural vocabulary pre-teaching on word recognition from speech (WRS) among 72 Iranian EFL intermediate learners from a language institute. Participants were randomly divided into three groups: Group A (inductive), Group B (deductive), and Group C (routine instruction of the language institute). Each group consisted of 24 participants, with 12 male and 12 female intermediate EFL learners. Assessments included pre-test, immediate post-test, and delayed post-test. Statistical analyses, including mixed ANOVA, one-way ANOVA, Scheffe tests, and paired samples t-tests, were conducted. Results indicated superior performance in experimental groups with no significant difference between inductive and deductive methods, showcasing lasting effects on WRS. This study provides valuable insights for language educators, learners, curriculum designers, and institutes to enhance EFL listening proficiency through aural vocabulary instructions.

The Effect of Task-Based Language Teaching On Speaking Abilities of Iraqi Intermediate EFL Learners and Their Attitudes Towards English

In the last couple of decades, language educators have focused on the development of communicative language teaching approaches, which emphasize teaching language through communication. Among these approaches, Task-Based Language Teaching (TBLT) has gained popularity, and it is believed that TBLT can contribute to the development of speaking ability among learners. This study aims to investigate the effectiveness of TBLT in developing speaking ability among intermediate level Iraqi students. This quasi-experimental study included 50 individuals from a public school in Iraq. Students in the experimental group were taught using TBLT, whereas those in the control group were taught conventionally. The research data were acquired using two instruments of tests (pre- and post-test) to assess the students' speaking performance before and after treatment, as well as a questionnaire to determine their attitudes toward English. The validity and reliability of the study instruments were confirmed. The results of the research were analyzed using ANCOVA and MANCOVA. The data revealed that TBLT greatly enhances students' speaking abilities, and they have positive sentiments concerning its use in their speaking classes.

Implementing collaborative pre-task planning with intermediate Arab EFL learners in a blended, task-based environment: A mixed methods study

Pre-task planning (PTP) has received scant attention in L2 writing and task-based research, especially pertaining to its effect on the writing production of intermediate, school L2 learners. This study examines mainly the influence of implementing collaborative PTP on the writing production of Arab EFL learners within blended, task-based environment. Following a mixed methods experimental design, intermediate L2 learners were distributed in planning and no-planning conditions and conducted a pre- and post-test. Students in both groups composed a number of argumentative essays over a 10-week period, which were analyzed for complexity, accuracy, fluency, ideational content, and lexical richness. Results from independent samples t-test and univariant analysis of covariance (ANCOVA) indicated several significant differences between participants' performance on the post-test compared to the pre-test but with differential effects in terms of the five measures. Analyses revealed that PTP didn't promote all the measures simultaneously, but it mainly assisted L2 writers produce enhanced content planning (idea generation, lexis, and argumentation) and resulted in greater fluency and overall improved organization and writing quality. Results of classroom observations supported the statistical results and showed that blended, task-based PTP positively impacted students' writing performance, motivation, self-confidence, and learning independence, and thus created a positive, engaging L2 writing environment. The study results were interpreted through the lens of cognitive processing theories, particularly Skehan's (1998, 2014) Limited Attentional Capacity Model and Robinson's (2001) Cognition Hypothesis, providing support to Robinson's position that PTP led to greater fluency. The use of data and methodological triangulation in this study offers new insights into the role of PTP in the L2 writing process, especially with intermediate, school learners in an authentic classroom setting, and thus contributes to the inconsistent results of previous PTP studies (Ellis, 2021).

Unleashing the Power of Engage Virtual Reality Learning App: A Syntactic Complexity Boost in Intermediate EFL Students' Oral Performance

Abstract In light of the growing enthusiasm in harnessing virtual reality (VR) for educational purposes, this study explores the effectiveness of integrating the Engage Virtual Reality Learning App to enhance the syntactic complexity of oral performances among intermediate EFL students. A cohort of thirty intermediate EFL students was enlisted, divided into an experimental group of 15 and a control group of 15. Initially, the groups underwent a homogeneity assessment utilizing the Preliminary English Test (PET). During the intervention phase, the experimental group utilized the Engage Virtual Reality Learning App for speaking practice, while the comparison group received conventional instruction devoid of VR-based components. The analysis employed descriptive statistics for mean scores and standard deviations, supplemented by a one-way ANCOVA analysis to examine group performance and evaluate the impact of the treatment. The results unveiled a significant enhancement in the oral proficiency of the experimental group in terms of syntactic complexity, underscoring the affirmative influence of integrating the Engage Virtual Reality Learning App. These findings underscore the potential of VR-based instruction to augment authentic language experiences, foster sociocultural learning, stimulate cognitive engagement, yield affective benefits, and contribute to overall language acquisition among intermediate EFL learners.

Investigating the Impact of Flipped Teaching on Language Proficiency and Self-efficacy of Iranian Intermediate EFL Learners

Investigating the Impact of Flipped Teaching on Language Proficiency and Self-efficacy of Iranian Intermediate EFL Learners

The impact of opinion gap task and reasoning gap task on reading comprehension

Regarding the crucial role of applying task-based instruction in EFL classes, this study tried to investigate the impact of two tasks, the opinion gap task and the reasoning gap task, on Iranian intermediate EFL learners' reading comprehension skills. The main population including three groups was selected after optional practical training administration, and determined as intermediate. First, a pre-test was given to three groups. After Task-Based Instruction implementation using two tasks, opinion gap and reasoning gap tasks, a post-test was given to identify the positive or negative impact of the treatment on reading comprehension. After the statistical analysis, from one-way ANOVA, the results of the post-test of the two experimental groups proved that applying task-based instruction had a more positive effect on the intermediate EFL learners' reading comprehension skills in comparison to the traditional teaching method which was used for the control group. According to the data analysis, despite the existing positive impact of the aforementioned tasks on reading comprehension skills, the pairwise comparison of the two experimental groups indicated that the opinion gap task and reasoning gap task had approximately an equal influence on learners' reading comprehension skills. Keywords: Cognitive tasks; EFL learners; opinion gap task; reading comprehension; reasoning gap task

THE EFFECT OF BLENDED LEARNING ON EDUCATIONAL ACCOUNTABILITY AND CREATIVITY OF IRANIAN EFL LEARNERS

This study investigates the influence of blended learning instruction (BLI) on the educational accountability and creativity of intermediate EFL learners in Iran. Moreover, it aims to identify EFL learners’ attitudes toward BLI. To this end, 60 female intermediate EFL learners were selected out of 90 through their performance on a sample of the Oxford Quick Placement Test (OQPT). The participants were assigned into two 30-learner groups (i.e., BLI and control). The first questionnaires were administered as their pre-test to check EFL learners’ educational accountability and creativity level before the treatment. During the intervention, the experimental group received instruction through BLI, while the control group received conventional instruction. The second questionnaires were administered as a post-test to check EFL learners’ educational accountability and creativity level after the treatment. Moreover, 10 EFL learners were randomly selected from the BLI group to be interviewed. The results of the two separate ANCOVAs indicated that BLI significantly affected EFL learners’ educational accountability and creativity. The results of the interviews indicated that the majority of the participants believed that BLI made them more self-directed and autonomous. Similarly, 90% of the learners believed that BLI had changed their views towards self and cooperative learning.

Exploring the Efficiency of Associative Vocabulary Teaching Strategies to Foreign Language Learners

This study attempted to explore the effect of applying three associative vocabulary instruction strategies (context-based, morphemic analysis and concept map) compared with the traditional strategies on the intermediate EFL learners' vocabulary development employing a quasi-experimental, quantitative, pre-test/post-test design. With the aid of an English proficiency test and a researcher-developed vocabulary test the homogeneity of the participants were checked before the study's treatment. Subsequently, 80 intermediate EFL learners were chosen via convenience sampling procedure from private language schools and recruited for the study and divided into four groups of 20 as the experimental and control participants. The experimental participants were taught the target lexical items with the aid of contexts, concept maps and morphemic analyses while the control participants experienced the traditional instruction (i.e., L1 equivalent provision, word lists, flashcards and memorization). The same vocabulary test was administered this time as the post-test to check whether there was a significant difference in the learners’ attainment for the taught lexical items. The performance of the participants on the vocabulary post-test was analyzed both descriptively and inferentially (a MANOVA, an ANOVA and an independent-samples t-test). It was revealed that all the associative vocabulary teaching strategies were significantly more efficient than the traditional vocabulary teaching strategies. Moreover, it was found that concept mapping was the most efficient instructional strategy for teaching the lexical items compared with the traditional strategies and other associative strategies for the intermediate EFL learners.

Listening Performance of Iraqi Intermediate EFL Learners in Collaborative Learning and their Attitudes Towards it

This pre-experimental study was conducted among Iraqi intermediate EFL students at BA level. It was an attempt to consider Iraqi intermediate EFL learners ’listening performance in CL, focusing on their attitudes toward contribution to the classroom. To achieve the study's goals regarding views on collaborative learning, 60 Iraqi male and female students, aged between 20 -25, were invited to participate in the study. The study was conducted at University of Kufa, college of education, in Najaf, Iraq. The study's conclusions demonstrated that most participants thought collaborative learning was helpful for their learning. Furthermore, this study showed that collaborative learning strategies significantly impact the listening comprehension of Iraqi intermediate EFL learners.

The effect of concept checking questions on Iranian EFL learners’ vocabulary, grammar, and motivation

Employing the technique known as Concept Checking Question, teachers of English as a foreign language can identify those individuals who face difficulties with the material and ascertain whether or not supplementary practice is required. Nevertheless, the full extent of CCQ's impact on various language skills and systems remains to be fully explored, particularly in the context of Iran. Consequently, the present study aims to examine the impact of CCQ implementation on the vocabulary, grammar, and motivation of intermediate Iranian EFL learners. To achieve this, 36 intermediate EFL learners were recruited from a private language institute in Kerman, Iran. Employing a quasi-experimental design, the participants were divided into an experimental class of 17 and a control class of 19. Data were collected through the application of the Oxford Placement Test, a lexis test, a grammar test, and a motivation questionnaire. The results of independent samples t-tests suggest that the CCQ class demonstrated significantly better performance in terms of lexis and grammar improvement when compared to the control class. Furthermore, a chi-square test revealed a significant association between CCQ implementation and the motivation of intermediate EFL learners. The results of this study may be beneficial for educators and other stakeholders who wish to incorporate CCQs into language classes as a means of enhancing grammar, lexis, and motivation. Keywords: Concept checking questions; EFL Learners; grammar; lexis; motivation

INVESTIGATING STUDENTS’ ONLINE CRITICAL READING SKILL: A STUDY IN AN EFL CONTEXT

The digital lifestyle requires students to read any online discourse more critically. The paper presents the result of a study in which 42 EFL learners are asked to demonstrate their critical reading skills through answers to the questionnaire and test. Both instruments are adapted from Cottrell's (2011). The participants are intermediate EFL learners in Indonesia. They are 19-20 years of age, male and female. All of them enroll the Discourse Analysis course. The result reveals that most of them have a positive attitude and give a positive response to some key questions under the critical thinking skills. They show the ability to identify unfair techniques used in a text and are good at reading between and beyond the lines. They do further research when they are hesitant about something they read and know how to evaluate source material. With some refinements and piloting, future research might be done on other language skills.

INVESTIGATING THE IMPACT OF ONLINE VS. BLENDED LEARNING ON VOCABULARY LEARNING: EVIDENCE FROM IRANIAN INTERMEDIATE EFL LEARNERS

This study aimed to examine the effect of online vs. blended learning on improving vocabulary learning among Iranian intermediate EFL learners. The current study followed a quasi-experimental, pretest-posttest control group research design. The researchers selected a sample of 120 EFL intermediate learners from a private English Language Institute in Lahijan, Iran for this purpose. The researchers divided the participants into three groups of 40 students each. The researchers used three instruments: 1) a Solution Placement Test (SPT), 2) a Vocabulary pre-test 3), and Vocabulary post-test. The control group only learned vocabulary through traditional lecture methods and face-to-face teaching. The LMS instructional model and the blended learning instructional model were used to teach vocabulary to the online learning group and the blended learning group, respectively. After 10 weeks, students were tested again using a before and after design. In the L2 vocabulary test, both the online and blended learning groups performed better than the control group, in addition, no significant difference was observed between the online and blended learning groups. That is, both online and blended learning instructions have been effective in the development of EFL learners’ vocabulary learning and have had a statistically significant effect on the vocabulary learning of Iranian intermediate EFL learners. The researchers suggest that EFL students can benefit from learning L2 vocabulary through online and blended learning. The findings have practical implications for teacher education programs to promote prospective teachers’ interest and willingness to implement web-based systems. The findings also have important implications for web-based application developers. They should consider a clear model for blended learning and teachers should have the right to choose a blended learning model that suits their teaching contexts to manage the classroom and provide a more effective learning environment.

Multi-Word Verbs vs. One-Word Verb Construction: Between Avoidance and Preference in EFL Learning Contexts

Although English allows for both one-word and multi-word verbs, past research has shown that EFL students commonly struggle with, and even avoid, multi-word verbs. This study aims at examining the influence of utilizing contextualized authentic materials via reading activities on EFL intermediate learners' attitudes towards avoiding and preferring using MWV (multi-word verbs, also known as phrasal verbs (PV)) or one-word verbs. The study used both experimental and descriptive methods, and data was collected via pre- and post-tests. MWVs are introduced through reading activities to two learning groups: group A represents the experimental group, and group B acts as the control group. MWVs were introduced to the participants of group A via contextualized authentic materials (texts, pictures, and cartoons) and to group B through non-authentic contextualized reading texts. The analyzed data has shown that the attitudes of group A’s participants improve towards using some MWVs' types on many occasions rather than utilizing their counterparts of one-word verbs. For example, they prefer using transparent and semi-transparent prepositional PVs as well as transparent adverbial PVs. On the other hand, the findings have shown that the participants avoid using non-transparent PVs regardless of their constructions (prepositional PVs, adverbial PVs, or phrasal prepositional verbs). In addition, they avoid using adverbial PVs of the semi-transparent PV’s types. Hence, contextualized authentic material via reading activities is a more effective strategy for enhancing EFL learners' attitudes towards preferring using MWVs rather than their counterparts of one-word verbs, specifically the transparent prepositional and adverbial of PV’s types.

Effects of L1 and L2 word-level vs. L2 sentence-level glosses on vocabulary learning

Although previous research has substantiated the benefits of glosses for L2 vocabulary learning, the effectiveness of sentence-level compared to lexical glosses has remained elusive. The present study thus investigated the impacts of word-level first language (L1) and second language (L2) glosses along with the effects of sentence-level L2 glosses on L2 vocabulary learning. Participants included 110 intermediate level EFL learners randomly assigned to one control or one of three experimental groups. In two treatment sessions, the participants were presented with two computerized texts that included 15 unfamiliar target words. The learners in the experimental groups could hover their computer cursor over the underlined target words to see a gloss, which varied according to the treatment group. Participants of the L2 sentence-level glosses could see a sentence-level L2 gloss while the participants of the L1 and L2 word-level glosses could see either L1 or L2 word-level glosses when they hovered their cursor over the target words. The participants of the control group were presented with the same texts but without glosses. Two vocabulary tests, namely a vocabulary recognition test and a cued production task, were employed to measure vocabulary knowledge, obtained as a result of the treatment sessions. All three treatment conditions gained a significant edge over the control group in both the post- and delayed post-tests. The findings also indicated that sentence-level glosses are significantly more effective than either L1 or L2 word-level glosses for L2 vocabulary learning while no significant difference was observed between learning gains as a result of word-level L1 and L2 glosses. Results suggest the importance of incorporating sentence-level glosses in materials developed for L2 vocabulary teaching.

The Usefulness of ChatGPT in Teaching Fixed Expressions and Conversational Strategies

This study aimed to investigate the effectiveness of using ChatGPT, a language model, in teaching fixed expressions and conversational strategies to improve Iranian EFL learners’ speaking skills. The study employed a pretest-posttest design, with 55 participants from two intact conversation classes selected through a convenience sampling aged between 20 and 32 intermediate EFL learners. Before the intervention, a pretest was administered. The classes started with teaching the 'Evolve 3', including related vocabulary and structures. The participants practiced using fixed expressions and conversational strategies in pairs, utilizing ChatGPT for comprehension, explanation, and additional examples. Further, the instructor emphasized the function and importance of these expressions. The posttest results were analyzed using t-tests, which showed a significant improvement in the participants' speaking skills after the intervention. The findings indicated that integrating ChatGPT into language instruction can be an effective method to teach fixed expressions and conversational strategies, leading to improvements in English learners' speaking skills. The use of a language model like ChatGPT provides students with immediate feedback, comprehension support, and additional examples, which can greatly facilitate their learning process. It provides insights and recommendations for educators and curriculum designers to explore innovative ways of integrating AI-powered language models into language teaching methodologies

Investigating the EFL Learners’ Visual Word Recognition: Words’ Frequency, Length, Regularity and Superiority Effects in Comparison

This study scrutinized the effects of words’ superiority, regularity, frequency and length on the intermediate and advanced EFL learner's visual word recognition. Moreover, it attempted to check whether each of these parameters could be statistically a significant predictor on recognition tasks. Accordingly, 118 intermediate and 127 advanced adult EFL learners were selected randomly from English Language Institutes based on their performance on the McMillan Placement Test (MPT). The needed data was collected through a developed Visual Word Recognition Test (WORT) and the Peabody Picture Vocabulary Test (PPVT). The findings indicated that all the mentioned factors significantly affected both the intermediate and the advanced EFL learners’ overall word recognition by varying degrees (words’ frequency, length, superiority and regularity, respectively), however, the advanced learners’ recognition was generally faster on both recognition tests. Moreover, words' regularity was found to play a more effective role for the intermediates than the advanced learners on recognition tasks. Furthermore, words’ frequency, regularity and length were found to be proper predictors on comprehension tasks.

The Effect of Task-Based Language Teaching on the Development of Speaking Complexity, Accuracy and Fluency (CAF) among Iraqi Intermediate EFL Learners

The Effect of Task-Based Language Teaching on the Development of Speaking Complexity, Accuracy and Fluency (CAF) among Iraqi Intermediate EFL Learners

The Effects of Computer-assisted Language Learning (CALL) and Different Interaction Patterns on Vocabulary Development of EFL Learners

Background: Research on the integration of Computer-assisted language learning (CALL) in EFL contexts has witnessed a significant advance due to the modern changes in language education and technology over the last decades. However, the effects of CALL on vocabulary development through different interaction patterns have not been investigated by researchers.
 Purpose: Attempts have been made to assess the effects of CALL and Memrise software on the vocabulary development of intermediate EFL learners through the three interaction patterns: 1) pair-work interaction, 2) small-group-work interaction, and 3) individual content.
 Method: A total of 100 male and female Iranian EFL learners were selected through convenience sampling and assigned into three experimental and one control groups, each consisting of 25 learners. The Oxford Quick Placement Test was taken to assure the homogeneity of the participants. Then, a multiple-choice vocabulary test was taken as a pretest. The three experimental groups learned vocabulary through Memrise desktop software with three different interaction patterns, while the control group learned the same through the conventional pattern. A reshuffled version of the pretest constitutes the subsequent posttest.
 Result: The results of the comparison between all pretests and posttests indicated that there was a significant difference between the vocabulary scores of the pretest and the posttest of the experimental groups, indicating the efficiency of these treatments. It was revealed that the pair work was slightly more effective than small-group work and that these two types of intervention were more effective than individual-content interaction, where the latter was more effective than conventional instruction.
 Conclusion: According to the findings, students are advised to take advantage of CALL-based facilities and participate in interactive activities.