Pre-intermediate EFL Learners Research Articles

Effects of Video-based Shadowing on Suprasegmental Features: EFL Learners' Pronunciation Performance and Attitudes

The study was conducted to investigate the effects of video-based shadowing on pre-intermediate EFL learners' pronunciation performance of suprasegmental features as well as explore their attitudes toward the technique. The study employed three instruments including pre-and post-tests, a questionnaire, and semi-structured interviews, to triangulate the data. The results showed that participants made an improvement in their pronunciation performance of suprasegmental features, especially intonation. In other words, video-based shadowing has positive effects on the participants' pronunciation performance of suprasegmental features. Besides, they had positive attitudes toward video-based shadowing and outlined some benefits of using the technique. Furthermore, the participants' preference for how to practice video-based shadowing was also discovered.

Massed Instruction vs. Spacing Instruction in Iranian Pre-Intermediate EFL Learners’ Learning of English Prepositions

Massed Instruction vs. Spacing Instruction in Iranian Pre-Intermediate EFL Learners’ Learning of English Prepositions

The comparative effects of consciousness raising tasks and dynamic assessment on morphological awareness: the case of pre-intermediate EFL learners

Finding out which teaching strategies best support students learning is a key objective of educational research. Knowing this, this study investigated the comparative effects of consciousness-raising (CR) tasks and dynamic assessment (DA) on morphological awareness in an Afghani EFL context. To achieve this, 90 EFL grade 11 learners from three intact classes were selected through a convenience sampling procedure and were assigned to DA, CR, and control groups, respectively, with the same number of participants in each condition. A nonrandomized pretest–posttest design was carried out. The results of the Oxford quick placement test revealed that the participants had pre-intermediate English proficiency. To assess learners’ morphological awareness, two different tests of morphological awareness were given both prior to the treatment and right after it. The DA group received interactionist DA on the target morphemes, the CR group received CR instruction on the target form, and the control group received nothing. The results of a one-way between-groups ANOVA revealed that both DA and CR groups significantly outperformed the control group on the post-test. A further post hoc analysis using Bonferroni adjustment demonstrated that the difference between DA and CR groups was also statistically significant with a small effect size (eta squared = 0.042), substantiating the superiority of DA over CR tasks on morphological awareness. The theoretical and pedagogical implications of the study are discussed.

The Impact of Adobe Connect Vs. Shaad Applications as Communicative Software on EFL Learners’ Vocabulary Knowledge

The current study, following a mixed-methods design, aimed at: 1) investigating whether internet-based applications including Adobe Connect and Shaad for online teaching could improve communication and vocabulary knowledge for pre-intermediate EFL learners, 2) examining if the difference varies with respect to the learners’ gender and 3) detecting learners’ reactions to the role of online learning in improving their vocabulary knowledge. In doing so, 34 Iranian pre-intermediate EFL students were selected to take part in the study. The results of one-way ANCOVA confirmed that the Adobe Connect group outperformed the Shaad group with respect to vocabulary knowledge. As for gender, the results of the t-test confirmed that there was statistically no significant difference in students’ scores. The commonalities from the interviews indicated that it was a novel experience and a challenging task to learn new words. Finally, practical implications were offered for EFL students and teachers.‎

Effect of the Neurolinguistic Approach on EFL Learners’ Implicit and Explicit Grammar Knowledge: The Present Perfect Tense in Focus

The neurolinguistic approach (NLA) is an intensive sentence-based pedagogy designed specifically for low-proficiency learners. It places a premium on orality and the development of both internal and external grammars through a project-based literacy loop. The present study employed a pretest–posttest control group design to investigate the effect of NLA on conveniently sampled pre-intermediate EFL learners’ implicit and explicit knowledge of the English present perfect tense. Treatment for the experimental group (EG; N = 25) spanned three 1.5-h project-based sessions, with orality marking the beginning and end of each session and reading, rule induction, and writing as intermediary phases. The control group (CG; N = 24), on the other hand, was exposed to tense-rich reading input, followed by rule explanation and follow-up communicative tasks. Implicit knowledge was measured through a timed grammaticality judgment test and an interview, and explicit knowledge was measured through an untimed grammaticality judgment test and a metalinguistic knowledge test. ANOVA results showed CG’s and EG’s comparable significant gains on explicit knowledge measures and only EG’s significant gain on implicit knowledge measures. The findings substantiate NLA’s potential for the development of both internal and external grammars and have implications for grammar instruction.

The Effect of the Pamphlet of Study Skill on Iranian Pre-Intermediate EFL Learners’ Writing Skill

The purpose of this study was to consider the effect of the pamphlet of the study skill on writing texts of Iranian Pre-Intermediate EFL students in a private institute in Isfahan. To achieve the intended purpose, an Oxford Placement Test (OPT) was administered to 100 learners in a private English language institute and 60 pre intermediate learners were selected as the participants of the study. They were divided into two groups randomly. The experimental group (30 students) and control group (30 students). Both of the groups were asked to a test as a pre-test and post-test. Afterwards the experimental group was taught a pamphlet about the skills of writing during 20 sessions. Then, the data of the study was statistically analyzed with using SPSS software. The results showed when the students in the experimental group learned the skills of writing a good text, they could write the different kinds of texts. They could organize and develop the paragraphs very well and they could also use appropriate linking words in different types of writing texts.

The Effect of Gamified Flipped Classroom on the Improvement of Vocabulary Learning of Iranian Pre-Intermediate EFL Learners

The current study aimed to improve vocabulary learning by using gamification in the flipped classroom context. To this end, all of the study’s population comprised high school learners at two high schools in Roodan, a city in Hormozgan, Iran. The participants were divided into three classes, class A consisting of 40 students, class B comprising 40 students, and class C consisting of thirty learners. All learners were female. In order to ensure that the learners were homogeneous, the Preliminary English Test (PET) was applied. Class A was chosen as the experimental group (gamified flipped classroom), whereas classes B and C were chosen as the control groups. Data were collected through the vocabulary and placement tests. Results indicate that gamification in the flipped context could have a significant effect on vocabulary improvement. This study suggests certain implications for English teachers, policymakers, and material developers. As a new teaching model, it offers a new method of vocabulary teaching.

The effects of English versus Persian subtitled movies on Iranian pre-intermediate EFL learners speaking proficiency, willingness to communicate and motivation

The effects of English versus Persian subtitled movies on Iranian pre-intermediate EFL learners speaking proficiency, willingness to communicate and motivation

Cooperative strategies and listening comprehension: The cases of Jigsaw and Missing information techniques

This study examined the impacts of the jigsaw and missing information activities on pre-intermediate EFL learners' listening comprehension. Accordingly, 69 homogenous participants (17 to 19 years old) were chosen from a private English language institute. Following the selection of the intended subjects, they were randomly assigned to one of three equivalent groups: two experimental groups and one control group. Then the researcher administered a researcher-made listening pre-test to the three groups and then taught the experimental groups using the jigsaw and missing information activities during 15 sessions. Participants in the control group, on the other hand, were not given the above instruction. The modified version of the pre-test was performed as the post-test at the end of the intervention to determine the effects of the treatment on the students' listening progress. After running one-way ANOVA and Scheffe Post Hoc Tests, it was reavealed that that both jigsaw and missing informations strategies improved EFL learners' listening comprehension. In the end, the research implications were explained and some recommendations for further studies were suggested.
 
 Keywords: Cooperative Strategies, Jigsaw, Missing Information, Listening

Lexical and semantic errors in the English language teaching in homogenious groups

The present research paper discusses the issues of identifying common lexical and semantic mistakes in Kazakh pre-intermediate EFL learners studying in homogeneous groups at university. Words are viewed as powerful tools and when used correctly, words may evoke different feelings and emotions and cause various actions. It’s important to learn how to spot difficult words, correct them timely, and master lexical competence teaching to use the words correctly. The data of the study were collected by learner’s EFL teacher from their final essays. Thirty-one essays were used as the instrument of the study to obtain real language from the participants. The authors of the study hope that the results of the conducted research would contribute to the understanding of the phenomenon of lexical and semantic errors in English language teaching which will help teachers to elaborate the differentiated tasks and ways of explaining new vocabulary preventing students’ misunderstanding. Furthermore, the results of the presented research can serve as guidance and be used in compiling EFL textbooks for Kazakhstani students. As a result, researchers managed to classify lexical and semantic errors in English language teaching, identified frequent errors, and described their causes. The findings of the research illustrate that the participants of the study make errors of word choice and incorrect collocations the most. Moreover, incorrect usage of the preposition and literal translation from L1 are included in the frequent mistakes

The Cause of Speaking Anxiety of Pre-intermediate EFL Learners and Its Effects on Their Oral Performance

This study is in the area of teaching English as a foreign language (TEFL). It focuses on the factors causing speaking anxiety to pre-intermediate EFL learners, the direct or indirect effects of speaking anxiety on the overall oral performance, in addition to suggesting possible treatments to this problem. The study was conducted at The Higher Language Institute (HLI) and the data obtained through distributing a questionnaire to pre-intermediate students was analyzed analytically. Results show that all kinds of factors are hardly regarded separately. Yet, the linguistic factors are demonstrated to be dominant in learners' oral performance. Finally, certain treatments are presented depending on the data obtained and the most important was to implement an ungraded speaking test to lower speaking anxiety in oral exams. The research concludes with a brief summary, suggestions for further research, and some recommendations for the EEL context.

The Effect of Teaching Formulaic Expressions Through Contrastive Lexical Approach on Iranian Pre-intermediate EFL Learners' Writing Skill.

This study aimed to investigate the effect of the contrastive lexical approach on Iranian EFL learners' writing skills. For this study, forty pre-intermediate students from a private English language institutes in Ahvaz, Iran were selected. Then, they were randomly divided into two equal groups of 20; one experimental and one control group. To have two groups of equal numbers, we used a block randomization sampling method. All of these students were female, ranging in age from 18 to 30. Their level of English language proficiency had already been determined by the Institute to be pre-intermediate. First, they were given a pre-test to determine their writing ability. Afterward, the experimental group received writing practices through the Contrastive Lexical Approach (CLA), during 14 sessions. Each session lasted for an hour and a half. The teacher sensitized learners in the experimental group towards the presence of L2 equivalents for L1 formulaic expressions, while the control group received an ordinary, traditional instruction, during which learners read texts containing the same formulaic expressions as for the experimental group without receiving any translation and were then asked to write about the same topics. At the end of the course, a post-test was administered to the two groups. Data were analyzed through independent and paired samples t tests after ensuring the normality of the data. Finally, to discover the power of the statistical tests, the effect size was also calculated. The study showed that using a contrastive lexical approach has a significant positive effect on Iranian EFL learners' writing skills. As the findings in this study propose, the writing skill can be improved through the use of a contrastive lexical approach. Teaching through a contrastive lexical approach, hopefully, gives the learners the chance to fathom their skillful writing competence, which requires the proper use of varied forms of structures and expressions and this, in turn, may sensitize them to know more about what language features to work on to increase their writing proficiency.

The Investigation of Indonesian EFL Learners’ Perception and Understanding on Equality Values in “Jane Eyre” Novel: A Gender Perspective

This research investigated the Indonesian EFL Learners’ perception and understanding of gender equality values in one of the greatest novels, Jane Eyre, written by Charlotte Bronte in 1847 as the picture of women emancipation at the time. To this aim, 100 Indonesian pre-intermediate EFL learners were selected from among 125 students at one of the public universities in Banten. They were given a questionnaire and it was analyzed descriptively to explore the content of the story, equality values and the connection with the value of life. The analysis of the data revealed that first, there is still gender inequality between men and women. Second, self-expression, employment, and education were dominant themes found in the issues of gender inequality in the novel. Third, the gender values in the novel “Jane Eyre” are still related to the current reality or the environment. Moreover, extensive reading activities were impactful in rising students’ interest in reading and awareness of social issues. Therefore, this study suggests that the values of gender equality can be brought to be a good discussion in the class through extensive reading activities.

Synchronous CMC text chat versus synchronous CMC voice chat: impacts on EFL learners’ oral proficiency and anxiety

This study investigated the effect of synchronous computer-mediated communication (CMC) text chat and voice chat on Iranian EFL learners’ oral proficiency and anxiety. To this aim, 81 Iranian pre-intermediate EFL learners were selected from among 125 students at private English language institutes. The selected participants were divided into two experimental groups (synchronous text chat group and synchronous voice chat group) and a control group; each consisting of 27 pre-intermediate learners of English as a foreign language. Over a 6-week period, the participants in the experimental groups engaged in 60–75-minute-long chat sessions in dyads guided by a total of 10 tasks. The data were collected through pre-anxiety and post-anxiety scales and speaking tests. The analysis of the data revealed that both experimental groups had better performance on their post-test compared to their pretest scores, whereas there was a decrease in the anxiety levels only for the text chat group. The practical implications of the study and suggestions for further research are presented.

The Impact of Spaced and Massed Instruction on Foreign Language Reading Motivation and Reading Attitude among Pre-intermediate EFL Learners

Abstract This study investigated the impact of spaced and massed instruction on foreign language reading motivation and reading attitude among Iranian pre-intermediate EFL learners. To fulfil this objective, 60 Iranian participants were chosen among 120 students based on the results of Oxford Quick Placement Test (OQPT). The selected pre-intermediate participants were then divided into two equal experimental groups: spaced group and massed group. Afterwards, the researcher measured the participants’ reading motivation and reading attitude by administering a reading motivation questionnaire and a reading attitude survey as a pre-test. Then, both groups received the treatment. During the treatment phase of the study, the massed group was taught the reading comprehension in an intensive 60-minute session, while the spaced group was taught in three short sessions (twenty-minute session). After the instruction, a reading motivation questionnaire and a reading attitude survey as a post-test were carried out to both groups and finally the data were analyzed by running paired and independent sample t-tests. The outcomes demonstrated that there was a significant difference between the post-tests of spaced and massed groups. The findings indicated that the spaced group significantly out performed the massed group (p < .05) on the reading motivation and reading attitude post-test. The implications of this study make teachers know that teaching through spaced periods can produce better outcomes than teaching through one massed session.

Positive Assessment: Iranian Pre-Intermediate EFL Learners' Speaking Skill and their Self-Efficacy

Positive Assessment: Iranian Pre-Intermediate EFL Learners' Speaking Skill and their Self-Efficacy

Using Mobile Instant Messaging in Teaching Vocabulary to Pre-intermediate EFL Learners: The Case of WhatsApp

Smartphones are becoming an increasingly common part of our daily lives. Applications used in these systems are extremely varied due to their extraordinary efficiency. With respect to language teaching, the use of these technologies has opened up new doors, changing innovatively the way teachers teach and students learn. Accordingly, this study aimed to find out the impacts of using WhatsApp as a mobile instant messaging application on teaching vocabulary among pre-intermediate EFL learners. To this end, 60 Iranian pre-intermediate EFL learners were selected from a private English Language Institute. Then, they were randomly assigned to two equal groups- an experimental group and a control group. They were pre-tested by a researcher-made vocabulary test. Then, the treatment was applied to both groups. As the treatment, the control group was taught with traditional activities whereas the experimental group was taught with the use of mobile application (WhatsApp). At the end of the instruction, a researcher-made vocabulary post-test was administered. The results of independent samples t-test and one-way ANCOVA indicated that the experimental group had better performance on the post-test compared to control group revealing the usefulness of the mobile application utilized in this study on learning vocabulary.

Comparing the impact of spaced instruction and massed instruction in learning collocations among Iranian EFL learners

This study compared the impact of spaced instruction and massed instruction on learning collocations among Iranian EFL learners. To do so, 60 Iranian pre-intermediate EFL learners were selected among 90 students based on the results of Oxford Quick Placement Test (OQPT). The selected participants were then non-randomly divided into two equal experimental groups; spaced group and massed group. Afterwards, the researcher measured the participants’ collocations knowledge by administering a collocation pre-test. Then, 100 English collocations were instructed to the both experimental groups in the treatment phase of the study. After the instruction, a collocation post-test was administered to both groups and finally the data were analyzed by using paired and independent samples t-tests. The obtained results indicated that there was a significant difference between the post-tests of spaced and massed groups. The findings indicated that the spaced group significantly outperformed the massed group (p < .05) on the post-test. The implications of this study can make the teachers aware that teaching through spaced intervals can provide better results than teaching through one massed session.

Investigating the Role of Formative Mobile Based Assessment in Vocabulary Learning of Pre-Intermediate EFL Learners in Comparison with Paper Based Assessment

Throughout this study technology and especially mobile phones was utilized in EFL classrooms in order to see whether it can influence the process of vocabulary formative assessment and consequently improve vocabulary learning of Iranian pre-intermediate EFL learners or not. Two groups of pre-intermediate EFL learners participated in this study. Regarding the first group (FMA) the vocabulary learning of learners was assessed formatively during ten sessions using Socrative mobile application. The vocabulary learning of the second group (FPA) was also assessed formatively but paper and pen were the instruments used by instructor and students to take the tests. After applying quasi-experimental research design including pretest, treatment and posttest and after running independent sample t tests to posttest scores, the results showed that those pre-intermediate EFL learners attending in the group where vocabulary gain was assessed formatively using mobile application named Socrative performed significantly better in posttest than group assessed formatively based on paper and pen (Sig=0.03<0.05). The analysis of attitude questionnaire distributed among participants of the group assessed formatively using mobile phone exhibited that they possessed a positive attitude towards mobile based testing.

Dynamic assessment and its impact on pre-intermediate and high-intermediate EFL learners’ grammar achievement

Dynamic Assessment (DA) is an implicit kind of assessment that most teachers and learners engage in during class time. Although there exists a body of research on the promising effects of DA, the s...