Oxford Placement Test Research Articles

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

The impact of written corrective feedback on students’ writing performance, self-efficacy, and anxiety

This paper investigated the impact of direct unfocused written corrective feedback (WCF) on EFL students’ writing improvement, self-efficacy, and anxiety. To this aim, 52 Iranian male learners were selected as participants by using the Oxford Placement Test and randomly placed in an experimental and a control group. The participants completed a pre-test that included a writing task, the writing self-efficacy questionnaire (WSEQ), and the Second Language Writing Anxiety Inventory (SLWAI) to assess their writing skill, writing self-efficacy, and writing anxiety, respectively. Having attended 15 sessions of writing instruction in which only the experimental group received WCF, the participants again completed a writing task, the WSEQ, and the SLWAI in the posttest procedure. The results showed that the experimental group outperformed the control group in all three constructs, indicating that WCF has a positive impact on EFL students’ writing performance, self-efficacy, and anxiety. Implications of the study are presented.

The effect of role-play on vocabulary learning and retention in Iranian EFL learners

This study aimed to investigate the impact of role-play on the vocabulary learning and retention of Iranian intermediate-level EFL learners. A quasi-experimental design with a pretest-posttest control group was employed to achieve this objective. The study consisted of 50 male intermediate students who were conveniently selected as participants. The research instruments included an Oxford Placement Test (OPT), a pretest, an immediate posttest, and a delayed posttest. During the treatment period, the experimental and control groups attended 12 classes at the institute. The conditions were identical for both groups, except that role-play was incorporated into the instructional approach for the experimental group while it was omitted for the control group. The findings indicated that role-play positively and significantly influenced the learners' vocabulary acquisition and long-term retention.

An Investigation into Flipped Learning Classroom (FLC) of EFL Sixth Grade Students’ Grammar Literacy Development: Implications for Student-Centered Approach

The educational landscape has undergone tremendous change due to the rapid development of technology, with virtual learning emerging as a prominent teaching method. In this regard, the Flipped Learning Class (FLC) model has recently been adopted as a cutting-edge approach. In this model, traditional classroom activities are logically reversed compared to tasks in conventional classrooms, often integrating teaching materials in the form of videos or PowerPoint presentations. The objective of this study is to clarify the impacts of FLC instruction on sixth-grade students’ grammar literacy, comparing it to traditional face-to-face teaching through two distinct methodologies. Quantitative research approach was employed for this study. From a pool of 120 male sixth-grade elementary students aged 12-13, 100 were selected based on their scores in the Quick Oxford Placement Test. These students were divided into control and experimental groups. The control group experienced traditional face-to-face teaching without a social platform, completing homework at home. Conversely, the experimental group underwent FLC instruction using the Shad application as a social platform. A two-month teaching program was designed to cover the main English Grammar teaching objectives. As the primary instruments of the study, an English grammar test was used as both pretest and posttest for data collection. The pre-test was administered to both groups at the beginning of the study. After 16 sessions of teaching grammar to sixth-grade students, the post-test was given to assess any differences between the two groups due to the treatment. Independent-Samples t-tests were used to compare the means of the independent groups (experimental vs. control) for the post-test. The results indicated that the experimental group performed significantly better than the control group. Additionally, the findings suggest several pedagogical considerations for educators, learners, curriculum developers, and administrators. Educators, policymakers, and institutions can leverage these findings to optimize instructional approaches and enhance students’ self-efficacy, academic literacy, and positive perceptions of the flipped learning experience in virtual learning contexts. Further study is recommended to explore the prolonged impacts of FLC model and assess its adaptability in various educational settings.

Effects of Using Telegram on Iranian Undergraduate Law Students’ Vocabulary Learning: Gender in Focus

This study generally aims to examine the effectiveness of Telegram mobile application on vocabulary learning among Iranian law students. The study also specifically aims to explore the moderating effect of gender on vocabulary learning and to investigate the participants’ attitudes towards using Telegram for vocabulary learning. To achieve these aims, from among 100 law students in Islamic Azad University of Meymeh, Isfahan, Iran, 60 homogeneous students were selected based on their scores on Oxford Placement Test (OPT). A vocabulary pretest was administered to examine their level of vocabulary knowledge prior to the treatment. Then, 400 law specific words were taught to the participants within 10 weeks, two sessions of 60 minutes per week via Telegram. After the treatment, a vocabulary posttest was conducted. The findings showed that the students’ vocabulary knowledge improved and they had positive attitudes toward using Telegram mobile application based on the responses given to the questionnaire. Other findings suggest that female participants outperformed their male ones. Findings have implications for language learners and teachers as well as materials developers.

The Effect of Discussion-based Evaluative Judgment on the Translation of Narrative Texts

The current quasi-experimental study, examined the effect of discussion-based evaluative judgment on the translation of narrative texts by Iranian university students studying translation studies. To this end, 40 Iranian EFL translation students studying at the Islamic Azad University North Tehran Branch were selected based on convenience sampling. The Oxford Placement Test (OPT) and a translation pretest were administered to ensure the homogeneity of the contributors prior to the treatment. The participants were then assigned to the Evaluative Judgment Translation Group (EJTG n=20) and the Traditional Translation Group (TTG n=20). During 16 sessions, the EJTG was taught translation through evaluative judgments as a treatment, while the TTG experienced translation via the traditional way. After the treatment stage, the participants were given a translation posttest. The overall result implied that the EJTG, taught through evaluative judgment with group discussion, significantly outperformed the TTG. The study has some implications for EFL/ESL students in translation education. For the theoretical phase, it can offer some suggestions for investigators who are attentive in developing a model for the translation course. Regarding the practical phase, all teachers could use evaluative judgment and cooperative discussion in their translation courses. In fact, evaluative judgment and collaborative strategies occupy a prominent role in the translation achievement of students in academic contexts. These strategies could be effective in enhancing EFL students’ decision-making skills.

Working memory, L2 proficiency, and task complexity: Independent and interactive effects on L2 written performance

AbstractThis study examined the independent effects of working memory (WM) and the interactive effects of WM/L2 proficiency and WM/task complexity on L2 written performance. The study followed a within–between-participant factorial design, with two levels of task complexity as the within-participant variable and L2 proficiency and WM as between-participants variables. The outcome measure was L2 writing performance as measured by CAF indices. Two groups of undergraduate students from a degree in English studies were invited to complete the simple and complex version of the “Fire-Chief” task. Task complexity was operationalized in terms of reasoning demands, and tasks were counterbalanced to avoid unwanted order effects. Participants also completed the Oxford Placement Test and a working memory test (n-back). Regarding independent effects, results show that WM did not have an effect on L2 writing performance. In contrast, L2 proficiency was the variable most connected to various dimensions of the text produced. As for interactive effects, no significant interaction between WM, proficiency, or task complexity was found. In contrast, L2 proficiency emerged as the sole significant predictor of L2 writing performance at both levels of task complexity.

Differential effects of interaction-embedded vs interaction-reduced modes of fully online flipped instruction on EFL learners’ speaking

Second language teaching has recently witnessed a transition from the conventional flipped classes to a fully online flipped instruction. The present study aims to examine the differential effects of two modes of fully online flipped instruction, i.e. interaction-embedded (IE) and interaction-reduced (IR), on EFL learners’ speaking. Aligning with a quasi-experimental design, the current study recruited 43 intermediate learners from an English language institute, comprising an experimental group (n = 22) which received an interaction-embedded online flipped instruction with a student-centered teaching style (hereafter IE group) and a comparison group (n = 21) which underwent an interaction-reduced online flipped instruction following a teacher-dominated mode of teaching (hereafter IR group). The participants were selected from intact classes following a convenience sampling method and homogenized based on the Oxford Placement Test (OPT) scores. The results of Mann-Whitney U and Wilcoxon tests indicated that IE and IR modes of online flipped instruction both affected the students’ speaking significantly. Further analysis confirmed the superiority of the IE group to the IR group; however, the observed effect size was negligible. The qualitative findings from semi-structured interviews revealed that the fully online flipped classes secure an innovative, effective and collaborative learning that helps overcome the disorientation problems and apprehension of synchronous live interactions. As such, we posit the significance of online flipped instruction as an approach that bolsters computer-mediated, collaborative speaking and collective scaffolding through establishing an online learning community.

The Effect of Mother Tongue Translation on Iranian Extroverted and Introverted EFL Learners’ Vocabulary Learning

Vocabulary is an essential language component that will affect all four language skills. Therefore, any technique that can help promote vocabulary learning should be encouraged. The current study aimed to explore the effect of first-language translation on Iranian intermediate extroverted and introverted EFL learners’ vocabulary learning. The authors chose 80 Iranian EFL learners using convenience sampling and applied a quasiexperimental design for the research. First, they administered the Oxford Placement Test, the Eysenck personality questionnaire, and a vocabulary pretest and posttest. Then, the treatment started using the first language to teach vocabulary to introverted and extroverted learners. The findings showed that first-language translation had a statistically significant effect on developing Iranian intermediate extroverted EFL learners’ vocabulary learning. The results implied that the instructors could use L1 in teaching a language in general and vocabulary in specific as an effective strategy, just for extroverted learners, as it was found ineffective for introverted learners. Furthermore, the results showed that L1 translation as a learning strategy can be more effective for vocabulary learning by extrovert EFL learners than introverts. Therefore, it can be concluded that the learners’ personality traits should be considered in teaching and learning vocabulary, but as a supplementary teaching strategy since using the first language was just effective for parts of the learners, extroverts.

The Impact of Blended Collaborative Learning on the English Reading Comprehension

The aim of this research was to examine the impact of blended collaborative learning on Iranian learners’ understanding concept of English texts. Among the statistical population of eighth grade male students in Birjand in the academic year, 2021 which numbered 637 people, 30 students were purposefully separated into two experimental and control groups using the available sampling method. After taking the Oxford Placement Test and the purposeful appointment of learners in experimental and control groups, a pre-test was taken. Students in both groups were trained in English text comprehension techniques and skills for 4 weeks. Analysis of test results showed that students who were taught by the blended collaborative method, compared to students who were taught by the individual blended method, in understanding the concept of English texts, correct understanding and recognition of words and proper vocabulary in order to complete incomplete texts in the post-test and delayed the post-test stages have been performed much better. In understanding the reading of English texts, there was a meaningful difference between the performance of the experimental and control groups in the post-test, but no meaningful difference was obtained in function of the control and experimental groups in the delayed post-test.

The relationship between metacognition and multiple intelligence of Iranian elementary and intermediate EFL learners and their reading comprehension

This study aimed to investigate the relationship between metacognitive, multiple intelligence, and reading comprehension of elementary and intermediate EFL learners. To this end, the researchers recruited 60 elementary students of Hasanzadeh high school in grade 10th and 60 intermediate English learners from Bilan-Taymaz English institute in Kazeroun using the Oxford Placement Test. Afterward, the researchers administered the researcher-made reading comprehension test. Furthermore, the Multiple Intelligence Questionnaire and Metacognitions Questionnaire tests were conducted. Participants were asked to complete these questionnaires and to take the reading comprehension test through separate sessions on the Rubika app. The results revealed a significant relationship between the metacognition and reading comprehension of both elementary and intermediate EFL learners. Furthermore, there was a significant relationship between the multiple intelligences of Iranian elementary and intermediate EFL learners and their reading comprehension. According to the next results obtained through SPSS, the researchers found that there is a significant difference between the metacognition of the elementary and intermediate participants. The same result was obtained for multiple intelligence. Keywords: Iranian elementary EFL Learners, Iranian intermediate EFL learners metacognition, Multiple intelligence, Reading comprehension;

The Effect of an Online Teaching Platform on Self-concept and Self-regulation of Medical Students at Kashan University of Medical Sciences

Background: Online language learning has recently gained a reputation in educational research, holding specifically true in English for specific purposes (ESP) courses. However, ESP online learning has not been sufficiently examined in particular disciplines such as medicine. Objectives: This study investigated the effects of teaching English medical vocabulary through a virtual learning platform (Adobe Connect) on Iranian medical students’ learner factors, including their self-regulation and self-concept. Methods: This quasi-experimental study was conducted on 60 female and male medical students learning English for Medicine at Kashan University of Medical Sciences in 2021. An Oxford Placement Test (OPT) was administered to ensure the sample’s homogeneity. Then, the participants were categorized into Adobe Connect (experimental) and conventional face-to-face (control) groups. Data were collected using the Academic Self-concept Questionnaire (ASCQ) and the Self-regulation Questionnaire (SRQ). An ANCOVA test was run to compare the possible role of the two instructional methods on medical students’ self-regulation and self-concept. Results: Adobe Connect, as the experimental group, had a higher median score than the control group regarding the self-regulation posttest (P = 0.000). Therefore, using Adobe Connect virtual platform significantly improved the self-regulation of ESP medical students. Additionally, the results revealed that the experimental participants outperformed the control group regarding their self-concept (P = 0.000). Conclusions: Based on the results, the online platform positively affected self-regulation and self-concept among medical students.

The Effect of Blended Learning Through Meaning-Focused Input and Output Activities on Learning Collocations

This study examined the effect of blended learning through meaning-focused input and output activities on learning collocations. The participants were 124 EFL learners selected from an initial pool of 162 participants, based on their performance on an Oxford Placement Test. The 124 learners were divided into four groups consisting of a conventional group (N=32), a blended group (N=28), a meaning-focused input group (N=33), and a meaning-focused output group (N=31). A collocations test was given to the four groups as a pretest. Then, the first group received the face-to-face conventional treatment. The second group was exposed to blended learning. The third group was treated with meaning-focused input activities in a blended learning environment. The last group was given meaning-focused output activities in a blended learning environment. After the treatment, the collocations posttest was administered. The results of one-way ANOVA indicated that blended learning significantly improved EFL learners’ collocational knowledge. Moreover, it was revealed that both meaning-focused input and output activities in a blended learning environment significantly enhanced EFL learners’ collocational knowledge. However, the meaning-focused output group outperformed the meaning-focused input group. The results are discussed and implications for English language teaching are presented.

Exploring the Perceived and Real Metacognitive Reading Strategies of Iranian EFL Learners: Different Text Types in Focus

This mixed methods study examined whether perceived metacognitive reading strategies differed in Iranian EFL learners with different reading abilities. It also compared their actual (real) utilization of metacognitive reading strategies in different English text types (narrative and expository). Four hundred Iranian university students studying TEFL were selected according to their performance on the Oxford Placement Test. A Persian Reading Comprehension Placement Test, Reading Section of PET, and English and Persian Perceived Reading Strategy Questionnaires were administered. One hundred thirty-three students were selected and divided into two groups based on the Persian Reading Comprehension Placement Test scores. Those who achieved above the mean score were classified as high readers and others as low readers. After administering the questionnaires and conducting think-aloud, the data were analyzed through chi-square, MANOVA, and theme-based analysis. The findings revealed that the realizations of global reading strategies regarding frequency and type were not different in Iranian EFL learners’ perceived metacognitive reading strategies. The findings also indicated a significant difference between the frequency and type of problem-solving reading strategies. The results confirmed that learners used the same global and problem-solving strategies in reading narrative and expository text types, while the pattern of using support-reading strategies was different. The most frequent support reading strategies used in expository text were paraphrasing, circling the information, and reading aloud while summarizing and asking questions were the most frequent support reading strategies used in narrative text. The theoretical and pedagogical implications of the study were finally pointed out.

Investigating the effectiveness of blended learning in reading proficiency: Evidence from intermediate EFL learners

As an alternative solution to solve different reading comprehension problems in learning English as a foreign language (EFL), it is necessary to implement a blended learning model that combines both online and face-to-face (f2f) teaching modes. This study aimed at investigating the impact of blended learning on Iranian intermediate EFL learners’ reading proficiency. Sixty EFL learners were chosen based on their performance on Oxford Placement Test. Then, they were divided into two groups (an experimental and a control group). The experimental group received reading materials through blending learning techniques and the control group received training in the traditional way. During treatment, the teacher designed and assigned activities for students to read the text effectively and reinforce their comprehension. The activities were designed to teach reading like scanning, skimming, and reading for accurate comprehension. Afterward, both groups participated in the reading post-test at the end of the study. The results showed that the experimental group outperformed the control group in the post-test of reading comprehension and the intra-group progress was higher for the experimental group than the control group.

Impact of Digital Games on Students’ Willingness to Communicate in a Flipped Classroom Context

Introduction: The ability to use language for communicative purposes is significant in learning English as a foreign language. The present study investigated the effect of digital games on intermediate EFL learners’ Willingness to Communicate (WTC) in a flipped classroom context. 
 Methodology: Of 90 female intermediate EFL learners, 60 participants were selected based on their performance on an Oxford Placement Test. The subjects were then divided into an experimental and a control group. After that, the participants in the two groups filled out the WTC questionnaire as a pre-test. Following that, in the experimental group, the researcher used Fun Easy Learning Game Software in a flipped instruction mode to instruct 50 vocabulary items that were identified as unknown to the learners. As for the control group, the learners followed the conventional method of instruction and thus followed the syllabus of the institute. The learners in this group were instructed on the same 50 vocabulary items but did not receive any content in a flipped instruction mode via games. The treatment lasted 10 sessions, and at the end, the participants in both groups were given the WTC questionnaire as a post-test.
 Results: The results of statistical analysis indicated that the use of digital games significantly affected intermediate students’ WTC in a flipped classroom context. Learners in the experimental group outperformed their counterparts in the control group.
 Conclusion: Based on the findings, EFL teachers are encouraged to employ digital games in a flipped instruction mode to enhance EFL learners’ WTC.

A touch of edtech to create “compelling” blended learning environments

It is true that current technological advancement has a great influence on the lives of individuals in the world. This advancement inevitably brought their use to education. When the undeniable importance of learning and teaching English is taken into consideration, one of the most important concerns of English language education may be creating compelling input in learning environments. In this sense, the increasing popularity of mobile technologies as well as technology use for educational purposes has attracted serious attention in terms of questioning their effects in various settings for language education. Therefore, this study investigates whether Web 2.0 tools like Edmodo would support English classes in a way to form compelling input in blended learning environments and whether it would have an impact on high school students’ overall academic performance and most specifically speaking performance. The mixed methods research design was used to collect data so data came from a needs analysis, Oxford Placement Test (OPT), Key English Test (KET) and student follow-up interviews. The data were analysed by using descriptive analysis techniques and t-tests. The results of the study suggest that despite the possible other factors affecting the overall results at the end of the intervention, it is still possible to claim the benefits of using Web 2.0 tools in creating compelling blended learning environments in English language education.

A Look at Vygotsky’s Sociocultural Theory (SCT): The Effectiveness of Scaffolding Method on EFL Learners’ Speaking Achievement

Speaking is an English ability that learners should acquire. Nevertheless, learners had several speaking difficulties, one of which was a fear of making errors when speaking in English. Therefore, this study investigated the effects of the scaffolding method on enhancing Iranian EFL learners’ speaking achievement. To meet this end, a sample of 61 Iranian EFL learners were chosen from a total of 87 participants based on their Oxford Placement Test’s (OPT, 2007) performance. They were picked out of a private English language school. Their English proficiency was at the intermediate level. The target participants were then randomly divided into two groups: one control group (conventional group) and one experimental group (scaffolding group). Intermediate proficiency level was the primary criterion that had to be met for the learners to be chosen as respondents in this study. Their speaking competence was calculated by speaking section of PET as pretest. This pretest speaking contained different parts like interviews. In the next phase, the treatment was administered. For the scaffolding group, the instructor offered flexible occasions to exercise their skills, knowledge, and learning methods in diverse settings and for different targets. Carrying out the dialogs and designing questions from the texts, making conversations based on the picture and the question cards, were applied as scaffolding techniques. The control group, on the other hand, took part in typical speaking courses using customary methods of instruction. The teacher provided the pupils with a piece of recent news and a video episode of recent events in order to employ authentic language—language as it is used in a real situation. Finally, the two groups’ performances were posttested by PET speaking section. The performance of the two groups was compared, also the results of their pretest and posttest were contrasted. The inferential statistics including independent samples t-test and paired samples t-tests findings showed that there was a substantial difference between the experimental groups and the control group posttests. The results indicated that the experimental group significantly outperformed the control group ( p < 0.05 ) in the speaking posttest, showing that applying scaffolding to experimental group was effective. The study has several educational implications that are highlighted.

The Impact of Collaborative Testing On Iranian EFL Learners’ Course Achievement

The purpose of the present study was to compare the effect of collaborative versus individual testing on Iranian EFL learners' course achievement. In addition, this study sought to find the perceptions of EFL learners towards the use of collaborative testing. To achieve this goal, a sample of 60 intermediate EFL learners was selected based on their performance on Oxford Placement Test. They were randomly assigned to two equal groups of collaborative and individual testing. The participants of each group took 8 exams during the study. The learners of the collaborative group completed the tests in groups whereas individual group members completed the same tests individually. The results of independent sample t-test showed that there is a significant statistical difference between the performance of the collaborative and individual groups in the course achievement in such a way that the collaborative group outperformed the individual one. The results of the present study suggest EFL teachers avoid using the traditional testing format and apply interactive test-taking strategies in order to enhance learners' course achievement.

The Effects of Processing Instruction and Output-Based Activities on Grammar Learning: The Mediating Role of Working Memory

Processing instruction (PI) is an input-based approach to grammar education based on input processing theory, and output is another element needed for second-language acquisition to be successful. This study sought to examine the impact of PI and output-based activities with the mediating role of working memory (WM) capacity on learning English future tense. To this end, 99 subjects with preintermediate command of English based on an Oxford Placement Test were recruited for the study, and they were divided into three groups: PI, output, and control, with 33 learners in each group. Using a reading-span test, it was revealed that 14 subjects in the PI group, 15 participants in the output group, and 13 learners in the comparison group had low WM, while the rest individuals had high WM capacity. Then, a two-way between-group analysis of variance and a Bonferroni adjustment post hoc test were performed. The results of the analyses showed that both PI and output groups outperformed the control group. Additionally, there was no difference in grammar gain between PI and output groups. Besides, learners with high WM outperformed low WM individuals. The pedagogical implication of this research is that PI and output-based activities can assist teachers in implementing effective strategies to raise L2 learners’ knowledge and consciousness.