Preliminary English Test Research Articles

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.

The Implementation of MALL for Idiom Learning Attainment during the COVID-19 Pandemic: The Case of Iranian EFL Learners

The present investigation examines the impact of Mobile-Assisted Language Learning (MALL) on the enhancement of EFL learners’ idiom learning through WhatsApp during the COVID-19 pandemic. Three complete classes with 60 intermediate female learners (20 per class) were selected and randomly assigned into two experimental and one control group in WhatsApp. Data collection tools included Preliminary English Test (PET) and a researcher-designed idiom test used as pre-and post-tests. In the intervention, the first treatment group included contextualized MALL. In other words, the teachers provided the students with idiomatic expressions in context. The second treatment group included decontextualized MALL, idiomatic expressions merely with their meanings were presented to the students through WhatsApp. In the control group, the researchers taught the idioms through translation. This procedure lasted for 20 sessions. The findings of a paired-samples t-test and one-way ANOVA indicated that the contextualized MALL group surpassed the rest in both immediate and delayed post-tests. The implications regarding the efficacy of MALL and online teaching in developing EFL learners’ idiom learning, and retention are discussed

Game-based Learning to develop English skills among bachelor students

Improving English proficiency, especially in regions where it is not the mother tongue, can pose a number of challenges. As a result, a number of researchers have taken steps to investigate and create new strategies to address this problem. Aiming to strengthen English language learning and skills such as listening, reading, speaking, and writing, this study constructed a Game-based Learning strategy to improve English skills in bachelor students. This study is quasi-experimental, with a quantitative approach and descriptive scope, since the participants were first, selected through the convenience and opportunity sampling method, then classified into control and experimental groups, and finally, evaluated through the Cambridge Test PET (Preliminary English Test B1) which functioned as a pre-test and post-test. The results obtained in the pre-test and post-test were contrasted to test the hypotheses and finally draw conclusions about the effectiveness of the strategy. Among the main results, it was found that the experimental group improved their level of English by 18%, which was an enriching experience in the application of Gamification in English skills.

Exploring Reading Attitudes, Reading Self-Efficacy, and Reading Proficiency in a Blended Learning Context Among EFL Learners

Background. Affective variables such as second language (L2) reading attitudes (RAs) and L2 reading self-efficacy (RSE) have been regarded as factors which influence academic results in regular face-to-face reading instruction. Research has reported that although positive RAs among adolescents may decline as they go through school, they still engage in diverse formal and informal reading environments involving printed and/or digital resources. These attitudes can be impacted by the sudden change in the way instruction is delivered in blended learning contexts which emerged due to the Covid-19 pandemic.
 Purpose. The present study applied a mixed methods approach to explore the relationship between the L2 RAs, L2 RSE, and L2 reading proficiency (RP) of Chilean high school students in a blended-learning context.
 Method. A sequential explanatory mixed-methods design was adopted to gather data from 124 Chilean high school students. The quantitative data collection was carried out by means of two adapted surveys assessing RAs and RSE, while the reading section of the Preliminary English Test (PET) was administered to determine the RP of participants. The qualitative aspect of the study involved semi structured interviews with ten participants.
 Results. Participants displayed moderately positive levels of RA and RSE. Furthermore, a strong correlation was found between RAs and RSE, and RSE was significantly correlated with RP. Qualitative data analysis revealed that the emergency remote teaching context during the pandemic affected student reading behaviour in relation to the attitudes towards recreational digital reading, and that teacher instruction can influence their RAs and RSE.
 Conclusion. It is essential for EFL teachers to nurture student L2 RSE by means of effective and consistent reading activities with increasing challenge that include synchronous and asynchronous learning. Since most participants preferred to complete reading tasks in a recreational digital setting rather than an academic digital one, teachers should incorporate academic reading activities which are more engaging and contextualised to student age and preferences to effectively use the synchronous and asynchronous time at their disposal in blended settings.

Writing metacognitive strategy-based instruction through flipped classroom: an investigation of writing performance, anxiety, and self-efficacy

This study aimed at exploring the effect of implementing writing metacognitive strategies via flipped classrooms on the Iranian EFL learners' achievement, anxiety, and self-efficacy in writing. The study involved 45 intermediate learners of both genders, selected using a random convenience sampling method. The participants' English proficiency was measured by the Preliminary English Test, and they were placed in two groups: experimental group (23 learners) and control group (22 learners). In the former group, the students were exposed to 5 distinct types of metacognitive strategies over the course of 10 flipped classroom sessions, while the latter group received writing metacognitive strategy-based instruction in a traditional classroom setting. The data collection process involved administering the Second Language Writing Self-Efficacy Scale, two intermediate writing tasks, and the Second Language Writing Anxiety Scale. The collected data were analyzed using a one-way ANCOVA. The findings evidenced considerable enhancement in the writing performance of the students who underwent instruction through flipped classrooms in comparison to those in the traditional classroom refsetting. Furthermore, the results demonstrated that the utilization of writing metacognitive strategies in flipped classrooms resulted in a substantial rise in students' writing self-efficacy, while simultaneously leading to a decrease in their writing anxiety.

Comparing the effects of computerized formative assessment vs. computerized dynamic assessment on developing EFL learners’ reading motivation, reading self-concept, autonomy, and self-regulation

This research compared the impacts of computerized formative assessment (CFA) and computerized dynamic assessment (CDA) on students’ motivation, reading self-concept, autonomy, and self-regulation. Out of a total of 123 Bangladeshi pupils, 87 participants were carefully chosen as the study’s sample subject based on the Preliminary English Test (PET) results. Using the convenience sampling method, three equal groups—one control and two experimental ones (dynamic and formative) (n = 29)—were randomly selected. Pretests were then taken by each of the three groups to assess their reading motivation, reading self-concept, autonomy, and self-regulation. Then, various treatments were presented to the groups. The control group students underwent conventional assessment. C-DA was administered to students in the first experimental group participants, while CFA was run in the second experimental group. At the treatment finished, the groups completed reading motivation, reading self-concept, autonomy, and self-regulation posttests. The data were examined using the one-way ANOVA test as well as the post hoc Scheffe test. The one-way ANOVA analysis showed that the three groups’ posttest outcomes varied. The C-DA group outperformed the computerized formative group in reading motivation, reading self-concept, autonomy, and self-regulation, according to the data analysis. It was found that C-DA helped EFL students improve their motivation in reading, reading self-concept, autonomy, and self-regulation. Finally, recommendations for further studies were offered along with the conclusions, implications, and limitations.

The Role of Iranian EFL Learners’ Vocabulary Size in Vocabulary Use, Content, and Organization of Their Writing

Introduction: Previous inquiries in FL vocabulary knowledge targeted profoundly on the vocabulary pedagogical outcomes and writing improvement, however scant research has been done on the learners’ lexical competence in the writing process. In this spirit, the study endeavored to investigate the relationship between vocabulary size (VS) and vocabulary use, content, and organization in writing besides VS’s predictability in writing performance.
 Methodology: To this end, 30 intermediate EFL learners’ (15 males, 15 females) were administered on vocabulary size test (Nation, 2012) and Preliminary English Test (PET) of writing. The scores were analyzed and the results indicated significant positive relationships between VS and writing scores, and VS and vocabulary use scores. To investigate the predictability of VS in writing elements scores, regression analysis was applied.
 Results: The Linear regression revealed that VS variable accounts for 88.9% of vocabulary use in writing scores. The results proved the significant relationship between VS and writing on the one hand and VS and vocabulary used on the other hand.
 Conclusion: Based on the results, The study offers evidence that VS is a significant predictor in vocabulary use knowledge, which is vital for the and mastery of the required knowledge to be an effective writer.

Listening Strategies and L2 Listening Comprehension: Does the Test Method Matter?

Many studies have so far tried to examine the relationship between listening strategies and listening comprehension. However, it seems that none of them have focused on the effect of the test method on the findings. The present study has investigated the issue by having 55 English language learners respond to pictorial and non-pictorial listening test items with different response formats. The listening section of the Preliminary English Test (PET) and a 36-item listening strategies questionnaire were administered in the first session and after a week’s interval, the participants took a modified version of PET listening. The data were collected in a language laboratory. Several correlation and regression tests were run to investigate the relationships between listening comprehension as measured by the original and modified PET listening tests and metacognitive, cognitive and socio-affective listening strategies. The results showed that L2 learners’ use of metacognitive listening strategies is the strongest predictor of listening performance. In addition, the findings indicated that the relationship between the use of listening strategies and listening performance is mediated by the kind of test method which is used for measuring L2 listening. Directions for future research and implications for practice are presented.

Relationship of Iranian EFL Learners’ Vocabulary Depth with Their Writing Vocabulary Use, Fluency, and Organization

Introduction: Recent years have witnessed a growing interest in investigating L2 English productive and receptive vocabulary knowledge in writing. Previous inquiries focused heavily on the pedagogical effects of teaching vocabulary on writing. A less investigated area is learners’ lexical competence involvement in the complicated writing process regarding their subcomponents. To bridge the research gap, the present study examined the alleged relationship between the elements of vocabulary depth (collocation and synonym) and the writing skill’s subcomponents (vocabulary use, content, and organization). Methodology: Thirty intermediate English as a foreign language (EFL) learners’ writing scores on the Preliminary English Test were compared and correlated to the depth of vocabulary knowledge (DVK). The writing texts were given a holistic score, and several lexical measures were calculated. Results: The results indicated significant relationships between DVK and writing, synonym and vocabulary use, synonym and content, collocation and vocabulary use, and collocation and writing scores. The result of multiple linear regression revealed the double impact of collocation as a predictor of writing scores. Conclusion: The findings showed the predictable pedagogical value of practicing collocation in EFL writing enhancement.

Collaborative learning, scaffolding-based instruction, and self-assessment: impacts on intermediate EFL learners’ reading comprehension, motivation, and anxiety

This research set to examine the impacts of collaborative learning (CL), scaffolding instruction, and self-assessment on reading anxiety, reading motivation, and reading comprehension of Iranian EFL learners. Based on Preliminary English Test (PET) results, a sample of 58 students was chosen to represent the study’s sample subject out of a total of 71 participants. Running a convenience sampling technique, two equal groups (the control and experimental) were chosen at random from among them. Afterward, both groups completed pretests to gauge their reading motivation, anxiety, and comprehension. Two groups were then treated with a variety of treatments. Learners in the experimental group got scaffolding instruction, self-assessment, and CL as treatment, whereas the control group received typical instructor-based teaching and assessment. Later, both groups took the post-test for reading anxiety, reading comprehension, and reading motivation after the treatment. According to the one-way ANCOVA analysis, the post-test results for the two groups were different. Based on the data analysis, the experimental group outdid the control group in reading anxiety, reading motivation, and reading comprehension. It was concluded that Iranian EFL learners were able to develop both their reading comprehension and reading motivation while experiencing less reading anxiety thanks to CL, self-assessment, and scaffolding instruction. Finally, the conclusions, implications, limitations, and suggestions for further studies were provided.

The comparative effect of computerized dynamic assessment and rater mediated assessment on EFL learners’ oral proficiency, writing performance, and test anxiety

This study aimed to examine the impacts of computerized dynamic assessment (C-DA) and rater-mediated assessment on the test anxiety, writing performance, and oral proficiency of Iranian EFL learners. Based on Preliminary English Test (PET) results, a sample of 64 intermediate participants was chosen from 93 students. Running a convenience sampling technique, target test-takers were randomly divided into the experimental groups (C-DA) and control (rater mediated assessment). Following that, both groups had pretests for oral and written skills. The Science Anxiety Scale (SAS) was also used to gauge their level of anxiety prior to treatment. The experimental group’s participants then received C-DA. Rater-mediated assessment, on the other hand, was given to the control group. Both groups took the post-test for writing performance, oral proficiency, and test anxiety at the conclusion of the treatment. According to the one-way ANCOVA analysis, the post-test results for the two groups were different. Based on the results, the experimental group outdid the control group on the oral proficiency, writing performance, and test anxiety post-tests. Iranian EFL learners were able to improve both their written and oral skills while experiencing less test anxiety thanks to C-DA. Finally, the conclusions, the implications, the limitations, and the suggestions for further studies were provided.

Strengthening the English language reading comprehension by using inferring meaning strategy

Introduction. The English language has become one of the most spoken languages all around the world. English teachers must face the challenge of achieving significant learning and for doing so, it is essential to use some strategies that facilitate the learning process. When teaching reading, which is one of the four language skills, there is a great number of strategies to apply depending on the aim of the reader. One of the most useful is Inferring Meaning Strategy. Objective. The aim of this research is to analyze the efficacy of this strategy when developing reading comprehension in 28 students from the 5th semester of Pedagogy de los Idiom’s nationals y estrangers (PINE) at Universidad Técnica de Ambato. Methodology. At first it was necessary to apply a diagnostic test to check students’ previous knowledge. For this, the second and fourth part from the reading section of the Preliminary English Test (PET) were used. Students had the opportunity of practicing the strategy for a month. During this period, they had to complete some comprehension activities related to readings. Finally, the experimental group took a post- test from PET to evaluate the effectiveness of the strategy. Results. The results obtained were analyzed using the student’s t-test. Conclusion. They evidenced that the Inferring Meaning Strategy contributes to the development and improvement of the reading comprehension

Explaining listening comprehension among L2 learners of English: The contribution of vocabulary and grammar knowledge

This study aims to explore the relative importance of vocabulary and grammar knowledge in explaining success of L2 learners’ listening comprehension. 40 Chinese learners of English who were studying in a UK university participated in the study. L2 learners’ vocabulary knowledge was measured through a receptive aural vocabulary test and their grammar knowledge was measured through an aural grammar test. The Cambridge Preliminary English Test (PET) listening section was adopted to measure L2 learners’ listening comprehension proficiency. Results from correlation analysis showed that both vocabulary and grammar measures correlated with L2 listening (r = .69 and r = .75 respectively). Hierarchical regression analyses showed that both measured jointly explained 72.2% of the variance in the listening score and that each measure had its unique contributions to L2 listening. It was also found that the grammar measure explained more of the variance in L2 listening than the vocabulary measure. These results demonstrated the importance of possessing L2 vocabulary and grammar knowledge in benefiting learners’ listening comprehension.

РОЛЬ ЗВОРОТНОГО ЗВ’ЯЗКУ В АВТОНОМНОМУ НАВЧАННІ ПРОФЕСІЙНО ОРІЄНТОВАНОГО АНГЛОМОВНОГО СПІЛКУВАННЯ

Introduction. The article presents the results of experimental training on the role of feedback in autonomous learning of professionally oriented English communication. The purpose of the experimental study was to investigate the impact of feedback on the results of autonomous learning of prospective teachers studying the two-year university course «English for Professional Communication», as well as the interdependence of the level of students’ awareness of feedback and their existing level of learning autonomy. Methodology. In order to determine the level of students’ awareness of feedback and the level of learning autonomy, adapted questionnaires were used: 1) «Main Features of Student Feedback Literacy» according to four main groups of features (understanding the nature of feedback; forming opinions; controlling emotions; and responding); 2) «English Students’ Autonomy Competence» according to the main components (beliefs in autonomous learning; determining the language learning objectives; implementing appropriate language learning strategies; monitoring the process of autonomous learning; evaluating the effectiveness of autonomous language learning). To determine the level of English language proficiency and to study the relationship between the level of learning autonomy and the level of English language proficiency, control testing with the Preliminary English Test was conducted. Results and Discussion. The results of the study indicate the importance of using feedback in the process of learning English for professional communication, which helps students identify mistakes, improve skills. The use of feedback motivates prospective teachers, and helps adapt learning to their needs. It makes the learning process more efficient and helps to achieve a higher level of English language proficiency. Students who received constant feedback in the learning process demonstrated better achievement results in the discipline «English for Professional Communication». At the same time, the results of the study confirm that a higher level of students’ awareness of feedback is observed among prospective teachers who have a higher level of learning autonomy.

Promoting EFL Learners’ Pragmatic Awareness Through Test-Teach-Test (TTT) Method via Telegram and Edmodo

This study was designed to see if using Test-Teach-Test (TTT) method via Telegram and Edmodo can promote EFL Learners’ pragmatic awareness. To fulfill this aim, the researcher selected 93 learners from an initial pool of 130 female, pre-intermediate learners based on their performance on the Preliminary English Test (PET). The selected 93 learners were placed into three groups including: experimental group one (N=31), which received TTT via Edmodo; experimental group two (N=33), which was exposed to TTT through Telegram; and the comparison group (N=29), which received face-to-face (F-to-F) instruction using the TTT method. Prior to the treatment, the three groups took the pragmatic awareness test as the pretest. After the treatment, the researcher gave the three groups the pragmatic awareness test as the posttest. The results of One-way ANOVA revealed that TTT via both Telegram and Edmodo significantly improved Iranian EFL learners’ pragmatic awareness. Moreover, the results demonstrated that TTT employed via Edmodo was more effective in enhancing English as a Foreign Language (EFL) learners’ pragmatic awareness compared to TTT used through Telegram. Based on the findings, EFL teachers are recommended to use social networking tools in general and Edmodo in particular to promote EFL learners’ pragmatic awareness.

The impact of technology-mediated scaffolding on the development of EFL learners’ speaking components. El impacto del andamiaje mediado por tecnología en el desarrollo de los componentes de habla de los estudiantes de inglés como lengua extranjera

The present study attempted to survey the effect of technology-mediated scaffolding on the development of second language speaking components (fluency, coherence, lexical resources, grammatical range, and accuracy, and pronunciation) among Iranian intermediate EFL adult learners. To do so, 60 intermediate level female students with the age range of 18 to 25 in the EFL research center in Tehran were selected from among 90 intermediate students according to their performance in a standard version of the Preliminary English Test (PET). The selected participants were divided into two groups, namely the experimental group (EG) in which the learners received technology-mediated teaching through Telegram application, and the control group (CG), who followed the conventional teaching/learning methods of L2 speaking. The participants went through the process of pre-testing, intervention, and post-testing. Then, the data collected were analyzed, and multivariate ANOVA (MANOVA) was run to probe the null-hypotheses. The outcome of the post-test data analyses clarified that technology-mediated scaffolding had a statistically significant effect on the speaking sub-skills such as fluency, lexical resource, grammatical range and accuracy, and pronunciation of Iranian EFL learners.

Exploring the applicability of virtual reality- enhanced education on extrovert and introvert EFL learners' paragraph writing.

During the past decade, Virtual reality (VR)-enhanced education has been adopted as a pedagogically new learning approach to smooth the learning progress. With the rise of VR-enhanced activities, investigating the effect of personality types of EFL learners on their writing performance to use VR-based instruction for learning may be a crucial factor influencing their achievement. This study was an attempt to research the impact of VR- enhanced classes on paragraph writing of extrovert and introvert English foreign language (EFL) Learners. To achieve the purpose of the study, first, the Preliminary English Test (PET) was administered for ensuring the homogeneity of the sample. Once the homogeneity was established, a total of 52 EFL intermediate students were selected and placed into two comparative and two control groups, with 13 participants in each group. Four groups took part in the study, with two groups undergoing treatment with the non-VR teaching approach of paragraph writing and two groups undergoing treatment of VR-enhanced education. Among these four groups, two consisted of introverts and two extroverts that were identified through Eysenck Personality Inventory. The two comparative groups received 12 sessions of VR-enhanced education in online classes (instead of drawing pictures and sharing them within their group, they watched the process activities in the VR environment.), but the control group received learning writing paragraphs through using instructor’s instructional materials. After 6-weeks of treatment sessions, all participants of the study took the post-test. According to the results, the VR-enhanced education was more effective than the non-VR teaching approach in developing paragraph writing of both introverts and extroverts. Moreover, the results of the research showed no significant differences between the performance of the introverts and extroverts, meaning that both had the same performance. The results of this study may pave the way for teachers to use VR-based technology in online and traditional classes without worrying about how learners with different personality traits respond.

Correlation between behavioural management, instructional management, and the English proficiency level of teachers of English as a foreign language (EFL)

The study reported on here was aimed at providing statistical evidence on the correlation between instructional management and behaviour management, and how they relate to English proficiency level, gender, age, and years of experience among low proficiency teachers in Indonesia. The data were collected using a behaviour management and instructional management scale developed by Martin and Sass (2010). The data for the English proficiency level were obtained by administering a reading subtest from the sample test of the Preliminary English Test (PET) to 54 English teachers from Aceh, the western-most province in Indonesia. Information regarding age, gender, and years of experience were embedded in the PET. The correlations were analysed by using the Pearson coefficient formula for normal data, the Spearman rank correlation coefficient for non-normal data, and the Independent Sample T-test for the analysis of the gender category. The results show that there was a medium positive correlation between instructional management and behaviour management, which was statistically significant (r = .4121, p = .0019). Behavioural management skills were also significantly correlated, but in a negative direction with the level of English proficiency (r = .32, p = 0.018), as were instructional management skills (r = .35, p-value = 0.029). In addition, age was negatively correlated to instructional management skills, and no correlation was found for gender and years of experience.

An Investigation of Flipping an English Reading Course: Focus on Reading Gains and Anxiety

The aim of this research was to explore the effect of flipped classroom on English as a Foreign Language (EFL) learners’ reading skill and reading anxiety. For this purpose, a sample of 44 Iranian EFL learners was recruited and randomly assigned to a flipped group (N =23) and a non-flipped group (N =21). Using a quasi-experimental design, the researchers employed an experimental group that received flipped instruction and a control group that were instructed based on the regular method for a period of four months. The reading component of the Cambridge Preliminary English Test (CPET) and a scale of reading anxiety were given to assess the reading comprehension and reading anxiety of the participants as pre-test and post-test of the study. The outcomes of the research indicated that the learners in the flipped class substantially performed better than those of the non-flipped class regarding EFL reading gains. Also, flipping the course significantly reduced reading anxiety of the participants. According to these results, it may be concluded that EFL teachers can utilize flipped instruction for their reading courses.

The Impact of Cooperative Learning on EFL Achievers’ and Underachievers’ Motivation Based on Marginal Utility

This study explores the change of EFL learners' motivation in learning English with the increase of CL time based on marginal utility. Thirty learners from an intact class in Grade 10 were selected through their performance on a piloted sample Preliminary English Test. Learners were assigned to achievers and underachievers groups. The questionnaire of motivation, based on the Attitude/Motivation Test Battery (AMTB), was given to both groups as a pretest. All participants underwent the same amount of teaching time and same material with the same teacher during seven-week CL, 35 sessions taking 45 minutes each. The same questionnaire was administered again at the end of one week, three-week, five-week and seven-week treatments respectively to both groups and their scores on the questionnaires were compared through an analysis of Paired Samples t-test and ANOVA. The findings showed that after one week CL, both the achievers’ and underachievers’ motivations were significantly improved compared with those in pretest; after three-week CL, the underachievers’ intrinsic and extrinsic motivations and achievers’ extrinsic motivation declined significantly compared with those of Week One, while the latter’s intrinsic motivation has no significant change; after five-week CL, underachievers’ motivation didn’t change significantly compared with their motivation in the pretest, which means that the marginal utility took place in underachievers’ motivation during three-week to five-week CL; after seven-week CL, the achievers’ motivation increased significantly compared with their motivation in the pretest, indicating there was no marginal utility for achievers’ motivation during seven-week CL.