Despite their substantial role in natural discourse, idioms often intimidate EFL students. Theref... more Despite their substantial role in natural discourse, idioms often intimidate EFL students. Therefore, finding effective ways of mitigating students’ frustration has been a fundamental consideration in language teaching. Mnemonics, as associative memory tools, are largely acknowledged to be instrumental in reducing the cognitive load involved in language learning, particularly in learning lexical items. This study was conducted to explore the effects of linguistic, verbal, and visual mnemonics on empowering language learners in the recall and recognition of English idioms. Two-hundred seventy intermediate-level EFL learners preparing themselves for IELTS took part in this study. The participants were in nine groups of members each. They were divided into three main groups, each of which was taught idioms using one of the above-mentioned mnemonics. The MANOVA procedure was used to analyze the collected data. The results revealed statistically significant differences among these instru...
It is generally believed that self-efficacy as a psychological construct contributes to learning ... more It is generally believed that self-efficacy as a psychological construct contributes to learning process and academic performance. The present study attempted to investigate the possible differences among self-efficacy sources as predictors of EFL learners' academic achievement in educational settings. To this end, a questionnaire of EFL self-efficacy sources together with Nelson English Proficiency Test were administered among 219 senior EFL learners. The collected data were analyzed using multiple regression analysis. The results indicated that of the four sources of self-efficacy, only enactive mastery experience accounted for a statistically significant portion of the variance with course performance and, therefore, was a positive predictor of students' course performance. The results of the present study imply that when learners continue to develop self-efficacy, they will have better English performance scores. It is also concluded that what an educational system needs...
The purpose of the present study was to investigate the effect of persuasion on self-regulation i... more The purpose of the present study was to investigate the effect of persuasion on self-regulation in Iranian EFL context. To this end, 112 male and female intermediate level Iranian EFL learners were selected to participate in this study. In the first session, learners were asked to fill out the Self-Regulation Trait Questionnaire, but they were given no specific explanation about each section of the questionnaire. In other sessions, the researcher exposed the participants to about ten minutes of positive persuasive talk about one of the components of the self-regulated trait questionnaire, and administered the questionnaire again. One-way repeated-measures ANOVA procedures were used to analyze the obtained data. Results indicated that persuasion has a positive effect on learners' planning self-regulation, self-checking, effort self-regulation and self-efficacy self-regulation. These findings can have implication for second language learners, teachers, and materials developers.
To investigate the effect of quiz frequency on the course performance of Iranian university stude... more To investigate the effect of quiz frequency on the course performance of Iranian university students of English, the mean scores of five groups of subjects were compared using a balanced one-way ANOVA procedure. Analyses revealed that quizzes significantly improve course performance. With some exceptions, it was also found that the more frequently the subjects were quizzed, the better their course performance became. To study the relationship between quizzes and class attendance, the absences of the same five groups of subjects were regularly checked and compared using the Chi-square procedure. Results showed that there is an inverse relationship between quiz frequency and the number of absences from class.
The aim of the present study was to investigate the effects of the effect of instructional techni... more The aim of the present study was to investigate the effects of the effect of instructional techniques (blended learning, jigsaw, and scaffolding) on Iranian EFL learners' self-regulation and critical thinking. To this end, 171 male and female intermediate-level Iranian EFL learners were selected based on cluster sampling. Initially, the Michigan Test of English Language Proficiency (MTELP) was administered to the participants to make sure that there were no significant differences among the participants in terms of their language proficiency level. The participants were in five groups; each group was randomly assigned to a different treatment condition. Two questionnaires were used twice in this study, at the beginning of the course as a pretest and at the end of the course as a posttest. The ANCOVA (Analysis of Covariance) procedure was used to analyze the obtained data. The results indicated that these techniques have more or less the same effect on learners' self-regulati...
This study was conducted to investigate the effect of meaning-focused versus form-focused input-o... more This study was conducted to investigate the effect of meaning-focused versus form-focused input-oriented and output-oriented task-based instruction on elementary level Iranian EFL Learners" vocabulary comprehension and recall. For this purpose, a sample of 120 male students from a private school in Tehran was selected through convenience sampling and based on availability. The participants were divided into four groups, and each group was given a different treatment. The first group was taught through meaning-focused input-oriented vocabulary tasks; the second group was instructed through meaning-focused output-oriented tasks; the third group received form-focused input-oriented vocabulary tasks, and the fourth group received form-focused output-oriented vocabulary instruction. At the end of the treatment, the participants in all the four groups were given a vocabulary comprehension and a vocabulary recall posttest. The results indicated that meaning-focused tasks were more eff...
Bulletin de la Société Royale des Sciences de Liège, 2017
This study aimed to investigate the relationship between media literacy and listening comprehensi... more This study aimed to investigate the relationship between media literacy and listening comprehension among Iranian intermediate EFL learners. To this end, after conducting Michigan Test of English Language Proficiency (MTELP), 84 Iranian EFL learners at intermediate levels of English language proficiency were selected. Then, the media literacy questionnaire (Media Literacy Self-assessment Scale (MLSS)), developed by Chang et al. (2011), with 13 items and a listening comprehension test (TOEFL Listening: Lecture (1) (2015)) with ten multiple-choice questions was used to measure the learners’ media literacy and their level of listening comprehension ability. To test the possible correlation between media literacy and the learners’ listening comprehension, the Pearson correlation coefficient was used. The findings revealed that there was a positive relationship between media literacy and listening comprehension.
Abstract: To investigate the effect of corrective feedback on the grammatical and lexical writing... more Abstract: To investigate the effect of corrective feedback on the grammatical and lexical writing accuracy, 164 participants in four groups participated in the study, and each group received a specified written corrective feedback. The participants were presented with a pretest, a questionnaire, and a post-test. Chi-Square and One-Way ANOVA procedures were used to analyse data. Regarding grammatical accuracy, results showed that the direct corrective feedback group preformed significantly better than the other groups. The uncoded group also performed significantly better than the control group. As to lexical writing accuracy, the three treatment groups performed significantly better than the comparison group.
To investigate the effects of different glossing conventions on vocabulary recognition and recall... more To investigate the effects of different glossing conventions on vocabulary recognition and recall, 158 participants were given a pre-test to make sure that they did not have any prior knowledge of the target words. Reading passages with four different glossing conventions (interlinear, marginal, pre-text, and post-text) were given to eight groups. Four groups received interlingual glosses and four groups were given intralingual glosses. Receptive and productive post-tests were administered to measure vocabulary recognition and recall. The collected data were analyzed using two one-way ANOVA procedures. The results showed that there were no significant differences among the effects of different types of intralingual glosses on vocabulary recognition and recall. As to the affect of the interlingual glosses on vocabulary recognition, the posttext group performed significantly worse than both the pretext and the marginal groups. Moreover, the interlinear gloss was shown to be more effec...
In this study, the sociolinguistic status of Karingani has been investigated from the perspective... more In this study, the sociolinguistic status of Karingani has been investigated from the perspective of the domains of use as well as the attitudes of speakers towards this language. Azerbaijani Turkish is the language of the majority. The language of the immigrant minority, Karingani, has created special sociological linguistic conditions in contact with the Turkish language. A sample of 49 people was selected through a stepwise sampling to answer the questionnaire questions as a tool for collecting information. Descriptive information such as frequency, percentage and distribution of respondents and responses were extracted using SPSS 21 to investigate the domains of language use and also the participants' attitudes towards this language. The findings indicate that although some people in some private spheres, for example, in connection with some members of the family, use Karingani more or less, in other areas, even unnecessary areas, such as in relation to the sisters and broth...
The present study investigated the predictive power of critical thinking skills on critical liste... more The present study investigated the predictive power of critical thinking skills on critical listening and foreign language listening anxiety of Iranian intermediate EFL. To this end, 200 intermediate adult male and female Iranian EFL learners from a private language institute took part in the study by completing Michigan test of English language proficiency, the California critical thinking skills test, Critical listening scale and foreign language listening anxiety scale. Using KR-21 and Chronbach’s Alpha, the reliability of questionnaires was re-estimated. The results of multiple regression indicated there was a statistically significant predictive of critical thinking skills. Furthermore, the findings of this study show a negative relationship between critical thinking skills and foreign language listening anxiety as measured by FLLAS; this seems logical. The quantitative findings gathered through CTS and FLLA scales suggest that when there is an increase in CTS of the students, ...
Scaffolding and shadowing techniques have been shown to improve language learners’ reading compre... more Scaffolding and shadowing techniques have been shown to improve language learners’ reading comprehension. However, little attention has been paid to the comparative effectiveness of these techniques. This study investigated the effect of three selected scaffolding techniques (peer scaffolding, distributed scaffolding, and reciprocal scaffolding) versus three types of shadowing (complete shadowing, partial shadowing, and interactive shadowing) on L2 reading comprehension. To this end, 120 intermediate level EFL learners (in 6 groups of 20 members each) were selected through convenience sampling from three language institutes in Qazvin. Each group was randomly assigned to one of the shadowing and scaffolding techniques. One way ANOVA and independent samples t-tests were used to analyze the data. The results indicated that among the three scaffolding techniques, distributed scaffolding was the most effective technique on reading comprehension. The most effective technique among shadowi...
This study was conducted to compare the possible effect of four ways of teaching on EFL learners&... more This study was conducted to compare the possible effect of four ways of teaching on EFL learners' comprehension and production of English idioms. A sample of 80 female Iranian EFL learners (in four groups) at Guya institute in Qazvin were selected. Each group of participants received instruction through one of the four techniques of visualization, storytelling, game and lexical awareness techniques. The participants were given a 60-item Oxford Placement Test to make sure that their general proficiency level was approximately the same. They were also given an idioms pretest. After the treatment period, posttests of idiom comprehension and production were given to all the four groups. One-way ANOVA was run to analyze the collected data. The results suggested that the differences among the four techniques in terms of their effectiveness on L2 idiom comprehension were not statistically significant. However, the four techniques were differentially effective on idiom production. To se...
To investigate the effect of massed and distributed collaborative and non-collaborative presentat... more To investigate the effect of massed and distributed collaborative and non-collaborative presentation on L2 learners’ comprehension and production of lexical collocations, 105 participants at Takestan Islamic Azad University in 4 groups were assigned to four different treatment conditions (collaborative-massed; collaborative-distributed; noncollaborative-massed; and noncollaborative-distributed presentation of collocations). Participants were given recognition and production posttests. To compare the participants' comprehension of collocations, a two-way ANOVA was used. Results indicated that the differences among the types of presentation and method were not statistically significant. Another two-way ANOVA was used to compare the learners' production of collocations, which showed that there was no significant difference between types of presentation- massed and distributed. The differences between methods of teaching- collaborative and non-collaborative- were not statistical...
To investigate the relationship between language learning strategies types and cognitive self-reg... more To investigate the relationship between language learning strategies types and cognitive self-regulated learning components (rehearsal, elaboration, organization self-regulated learning, and critical thinking), 148 B.A level students majoring in English translation and English language teaching were selected. Data were gathered through the Strategy Inventory for Language Learning (SILL) and Motivated Strategies for Learning Questionnaire-MSLQ, and were analyzed using stepwise multiple regression analysis procedures. The findings revealed that memory strategies were the best predictor of rehearsal self-regulated learning. Moreover, meta-cognitive, affective, and memory strategies had predictive power on elaboration self-regulated learning. There were also significant relationships between meta-cognitive and cognitive strategies and organization self-regulated learning. Likewise, the results indicated that the combinations of cognitive, affective, compensation, and social strategies a...
The purpose of the present study was to compare the effect of reading and listening task-induced ... more The purpose of the present study was to compare the effect of reading and listening task-induced involvement load on L2 vocabulary comprehension and production. To this end, initially a sample of 180 Iranian B.A. level students majoring in TEFL and translation studies at Imam Khomeini International University (IKIU) and Islamic Azad University of Garmsar were selected. After the administration of a subset of the Michigan Test of English Language Proficiency (MTELP), and the exclusion of the students who were not present in all treatment sessions, a sample of 120 participants remained. The researchers asked the participants of this study to perform three different tasks each involving a different involvement load index for six consecutive sessions. After the treatment period, the participants were immediately exposed to vocabulary comprehension and production tests. The data were analyzed using six separate independent samples T-test procedures. The results suggested the superiority ...
o investigate the effect of attitude on L2 learners' choice of memory and cognitive strategie... more o investigate the effect of attitude on L2 learners' choice of memory and cognitive strategies, a sample of 103 intermediate level Iranian EFL students were asked to respond to a memory and cognitive questionnaire and an attitude questionnaire. The participants were divided into three groups of high, mid, and low attitude levels based on their performance on the attitude questionnaire. Two separate one-way ANOVA procedures were used to compare memory and cognitive strategy use of the three groups. Results indicated that the level of attitude significantly influenced students' choice of memory strategies, but had no significant effect on the choice of cognitive strategies. The findings of this study can have implications for teachers as well as learners.
The aim of this study was to investigate the effects of various online techniques (word reference... more The aim of this study was to investigate the effects of various online techniques (word reference, media, and vocabulary games) on reading comprehension as well as vocabulary comprehension and production. For this purpose, 60 language learners were selected and divided into three groups, and each group was randomly assigned to one of the treatment conditions. In the first session of treatment, a vocabulary test was administered as the pretest of the study. During treatment, the language learners in those three groups were instructed through online vocabulary games, online media along with transcript and online word reference. At the end of the treatment, a reading comprehension test, a vocabulary comprehension, and a vocabulary production test were given as the posttests. The collected data were analyzed using three one-way ANOVA procedures. The results showed that the online media group outperformed the other groups. Based on the findings of this study, it can be concluded that dif...
Despite their substantial role in natural discourse, idioms often intimidate EFL students. Theref... more Despite their substantial role in natural discourse, idioms often intimidate EFL students. Therefore, finding effective ways of mitigating students’ frustration has been a fundamental consideration in language teaching. Mnemonics, as associative memory tools, are largely acknowledged to be instrumental in reducing the cognitive load involved in language learning, particularly in learning lexical items. This study was conducted to explore the effects of linguistic, verbal, and visual mnemonics on empowering language learners in the recall and recognition of English idioms. Two-hundred seventy intermediate-level EFL learners preparing themselves for IELTS took part in this study. The participants were in nine groups of members each. They were divided into three main groups, each of which was taught idioms using one of the above-mentioned mnemonics. The MANOVA procedure was used to analyze the collected data. The results revealed statistically significant differences among these instru...
It is generally believed that self-efficacy as a psychological construct contributes to learning ... more It is generally believed that self-efficacy as a psychological construct contributes to learning process and academic performance. The present study attempted to investigate the possible differences among self-efficacy sources as predictors of EFL learners' academic achievement in educational settings. To this end, a questionnaire of EFL self-efficacy sources together with Nelson English Proficiency Test were administered among 219 senior EFL learners. The collected data were analyzed using multiple regression analysis. The results indicated that of the four sources of self-efficacy, only enactive mastery experience accounted for a statistically significant portion of the variance with course performance and, therefore, was a positive predictor of students' course performance. The results of the present study imply that when learners continue to develop self-efficacy, they will have better English performance scores. It is also concluded that what an educational system needs...
The purpose of the present study was to investigate the effect of persuasion on self-regulation i... more The purpose of the present study was to investigate the effect of persuasion on self-regulation in Iranian EFL context. To this end, 112 male and female intermediate level Iranian EFL learners were selected to participate in this study. In the first session, learners were asked to fill out the Self-Regulation Trait Questionnaire, but they were given no specific explanation about each section of the questionnaire. In other sessions, the researcher exposed the participants to about ten minutes of positive persuasive talk about one of the components of the self-regulated trait questionnaire, and administered the questionnaire again. One-way repeated-measures ANOVA procedures were used to analyze the obtained data. Results indicated that persuasion has a positive effect on learners' planning self-regulation, self-checking, effort self-regulation and self-efficacy self-regulation. These findings can have implication for second language learners, teachers, and materials developers.
To investigate the effect of quiz frequency on the course performance of Iranian university stude... more To investigate the effect of quiz frequency on the course performance of Iranian university students of English, the mean scores of five groups of subjects were compared using a balanced one-way ANOVA procedure. Analyses revealed that quizzes significantly improve course performance. With some exceptions, it was also found that the more frequently the subjects were quizzed, the better their course performance became. To study the relationship between quizzes and class attendance, the absences of the same five groups of subjects were regularly checked and compared using the Chi-square procedure. Results showed that there is an inverse relationship between quiz frequency and the number of absences from class.
The aim of the present study was to investigate the effects of the effect of instructional techni... more The aim of the present study was to investigate the effects of the effect of instructional techniques (blended learning, jigsaw, and scaffolding) on Iranian EFL learners' self-regulation and critical thinking. To this end, 171 male and female intermediate-level Iranian EFL learners were selected based on cluster sampling. Initially, the Michigan Test of English Language Proficiency (MTELP) was administered to the participants to make sure that there were no significant differences among the participants in terms of their language proficiency level. The participants were in five groups; each group was randomly assigned to a different treatment condition. Two questionnaires were used twice in this study, at the beginning of the course as a pretest and at the end of the course as a posttest. The ANCOVA (Analysis of Covariance) procedure was used to analyze the obtained data. The results indicated that these techniques have more or less the same effect on learners' self-regulati...
This study was conducted to investigate the effect of meaning-focused versus form-focused input-o... more This study was conducted to investigate the effect of meaning-focused versus form-focused input-oriented and output-oriented task-based instruction on elementary level Iranian EFL Learners" vocabulary comprehension and recall. For this purpose, a sample of 120 male students from a private school in Tehran was selected through convenience sampling and based on availability. The participants were divided into four groups, and each group was given a different treatment. The first group was taught through meaning-focused input-oriented vocabulary tasks; the second group was instructed through meaning-focused output-oriented tasks; the third group received form-focused input-oriented vocabulary tasks, and the fourth group received form-focused output-oriented vocabulary instruction. At the end of the treatment, the participants in all the four groups were given a vocabulary comprehension and a vocabulary recall posttest. The results indicated that meaning-focused tasks were more eff...
Bulletin de la Société Royale des Sciences de Liège, 2017
This study aimed to investigate the relationship between media literacy and listening comprehensi... more This study aimed to investigate the relationship between media literacy and listening comprehension among Iranian intermediate EFL learners. To this end, after conducting Michigan Test of English Language Proficiency (MTELP), 84 Iranian EFL learners at intermediate levels of English language proficiency were selected. Then, the media literacy questionnaire (Media Literacy Self-assessment Scale (MLSS)), developed by Chang et al. (2011), with 13 items and a listening comprehension test (TOEFL Listening: Lecture (1) (2015)) with ten multiple-choice questions was used to measure the learners’ media literacy and their level of listening comprehension ability. To test the possible correlation between media literacy and the learners’ listening comprehension, the Pearson correlation coefficient was used. The findings revealed that there was a positive relationship between media literacy and listening comprehension.
Abstract: To investigate the effect of corrective feedback on the grammatical and lexical writing... more Abstract: To investigate the effect of corrective feedback on the grammatical and lexical writing accuracy, 164 participants in four groups participated in the study, and each group received a specified written corrective feedback. The participants were presented with a pretest, a questionnaire, and a post-test. Chi-Square and One-Way ANOVA procedures were used to analyse data. Regarding grammatical accuracy, results showed that the direct corrective feedback group preformed significantly better than the other groups. The uncoded group also performed significantly better than the control group. As to lexical writing accuracy, the three treatment groups performed significantly better than the comparison group.
To investigate the effects of different glossing conventions on vocabulary recognition and recall... more To investigate the effects of different glossing conventions on vocabulary recognition and recall, 158 participants were given a pre-test to make sure that they did not have any prior knowledge of the target words. Reading passages with four different glossing conventions (interlinear, marginal, pre-text, and post-text) were given to eight groups. Four groups received interlingual glosses and four groups were given intralingual glosses. Receptive and productive post-tests were administered to measure vocabulary recognition and recall. The collected data were analyzed using two one-way ANOVA procedures. The results showed that there were no significant differences among the effects of different types of intralingual glosses on vocabulary recognition and recall. As to the affect of the interlingual glosses on vocabulary recognition, the posttext group performed significantly worse than both the pretext and the marginal groups. Moreover, the interlinear gloss was shown to be more effec...
In this study, the sociolinguistic status of Karingani has been investigated from the perspective... more In this study, the sociolinguistic status of Karingani has been investigated from the perspective of the domains of use as well as the attitudes of speakers towards this language. Azerbaijani Turkish is the language of the majority. The language of the immigrant minority, Karingani, has created special sociological linguistic conditions in contact with the Turkish language. A sample of 49 people was selected through a stepwise sampling to answer the questionnaire questions as a tool for collecting information. Descriptive information such as frequency, percentage and distribution of respondents and responses were extracted using SPSS 21 to investigate the domains of language use and also the participants' attitudes towards this language. The findings indicate that although some people in some private spheres, for example, in connection with some members of the family, use Karingani more or less, in other areas, even unnecessary areas, such as in relation to the sisters and broth...
The present study investigated the predictive power of critical thinking skills on critical liste... more The present study investigated the predictive power of critical thinking skills on critical listening and foreign language listening anxiety of Iranian intermediate EFL. To this end, 200 intermediate adult male and female Iranian EFL learners from a private language institute took part in the study by completing Michigan test of English language proficiency, the California critical thinking skills test, Critical listening scale and foreign language listening anxiety scale. Using KR-21 and Chronbach’s Alpha, the reliability of questionnaires was re-estimated. The results of multiple regression indicated there was a statistically significant predictive of critical thinking skills. Furthermore, the findings of this study show a negative relationship between critical thinking skills and foreign language listening anxiety as measured by FLLAS; this seems logical. The quantitative findings gathered through CTS and FLLA scales suggest that when there is an increase in CTS of the students, ...
Scaffolding and shadowing techniques have been shown to improve language learners’ reading compre... more Scaffolding and shadowing techniques have been shown to improve language learners’ reading comprehension. However, little attention has been paid to the comparative effectiveness of these techniques. This study investigated the effect of three selected scaffolding techniques (peer scaffolding, distributed scaffolding, and reciprocal scaffolding) versus three types of shadowing (complete shadowing, partial shadowing, and interactive shadowing) on L2 reading comprehension. To this end, 120 intermediate level EFL learners (in 6 groups of 20 members each) were selected through convenience sampling from three language institutes in Qazvin. Each group was randomly assigned to one of the shadowing and scaffolding techniques. One way ANOVA and independent samples t-tests were used to analyze the data. The results indicated that among the three scaffolding techniques, distributed scaffolding was the most effective technique on reading comprehension. The most effective technique among shadowi...
This study was conducted to compare the possible effect of four ways of teaching on EFL learners&... more This study was conducted to compare the possible effect of four ways of teaching on EFL learners' comprehension and production of English idioms. A sample of 80 female Iranian EFL learners (in four groups) at Guya institute in Qazvin were selected. Each group of participants received instruction through one of the four techniques of visualization, storytelling, game and lexical awareness techniques. The participants were given a 60-item Oxford Placement Test to make sure that their general proficiency level was approximately the same. They were also given an idioms pretest. After the treatment period, posttests of idiom comprehension and production were given to all the four groups. One-way ANOVA was run to analyze the collected data. The results suggested that the differences among the four techniques in terms of their effectiveness on L2 idiom comprehension were not statistically significant. However, the four techniques were differentially effective on idiom production. To se...
To investigate the effect of massed and distributed collaborative and non-collaborative presentat... more To investigate the effect of massed and distributed collaborative and non-collaborative presentation on L2 learners’ comprehension and production of lexical collocations, 105 participants at Takestan Islamic Azad University in 4 groups were assigned to four different treatment conditions (collaborative-massed; collaborative-distributed; noncollaborative-massed; and noncollaborative-distributed presentation of collocations). Participants were given recognition and production posttests. To compare the participants' comprehension of collocations, a two-way ANOVA was used. Results indicated that the differences among the types of presentation and method were not statistically significant. Another two-way ANOVA was used to compare the learners' production of collocations, which showed that there was no significant difference between types of presentation- massed and distributed. The differences between methods of teaching- collaborative and non-collaborative- were not statistical...
To investigate the relationship between language learning strategies types and cognitive self-reg... more To investigate the relationship between language learning strategies types and cognitive self-regulated learning components (rehearsal, elaboration, organization self-regulated learning, and critical thinking), 148 B.A level students majoring in English translation and English language teaching were selected. Data were gathered through the Strategy Inventory for Language Learning (SILL) and Motivated Strategies for Learning Questionnaire-MSLQ, and were analyzed using stepwise multiple regression analysis procedures. The findings revealed that memory strategies were the best predictor of rehearsal self-regulated learning. Moreover, meta-cognitive, affective, and memory strategies had predictive power on elaboration self-regulated learning. There were also significant relationships between meta-cognitive and cognitive strategies and organization self-regulated learning. Likewise, the results indicated that the combinations of cognitive, affective, compensation, and social strategies a...
The purpose of the present study was to compare the effect of reading and listening task-induced ... more The purpose of the present study was to compare the effect of reading and listening task-induced involvement load on L2 vocabulary comprehension and production. To this end, initially a sample of 180 Iranian B.A. level students majoring in TEFL and translation studies at Imam Khomeini International University (IKIU) and Islamic Azad University of Garmsar were selected. After the administration of a subset of the Michigan Test of English Language Proficiency (MTELP), and the exclusion of the students who were not present in all treatment sessions, a sample of 120 participants remained. The researchers asked the participants of this study to perform three different tasks each involving a different involvement load index for six consecutive sessions. After the treatment period, the participants were immediately exposed to vocabulary comprehension and production tests. The data were analyzed using six separate independent samples T-test procedures. The results suggested the superiority ...
o investigate the effect of attitude on L2 learners' choice of memory and cognitive strategie... more o investigate the effect of attitude on L2 learners' choice of memory and cognitive strategies, a sample of 103 intermediate level Iranian EFL students were asked to respond to a memory and cognitive questionnaire and an attitude questionnaire. The participants were divided into three groups of high, mid, and low attitude levels based on their performance on the attitude questionnaire. Two separate one-way ANOVA procedures were used to compare memory and cognitive strategy use of the three groups. Results indicated that the level of attitude significantly influenced students' choice of memory strategies, but had no significant effect on the choice of cognitive strategies. The findings of this study can have implications for teachers as well as learners.
The aim of this study was to investigate the effects of various online techniques (word reference... more The aim of this study was to investigate the effects of various online techniques (word reference, media, and vocabulary games) on reading comprehension as well as vocabulary comprehension and production. For this purpose, 60 language learners were selected and divided into three groups, and each group was randomly assigned to one of the treatment conditions. In the first session of treatment, a vocabulary test was administered as the pretest of the study. During treatment, the language learners in those three groups were instructed through online vocabulary games, online media along with transcript and online word reference. At the end of the treatment, a reading comprehension test, a vocabulary comprehension, and a vocabulary production test were given as the posttests. The collected data were analyzed using three one-way ANOVA procedures. The results showed that the online media group outperformed the other groups. Based on the findings of this study, it can be concluded that dif...
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