1. Applied Linguistics (Language Teaching and Learning)
Masoumeh Azma
Abstract
This study aimed to investigate the effect of visual aids on elementary Iranian EFL learners’ vocabulary learning. To achieve the aim of the study, 60 elementary EFL learners were selected based on their performance on proficiency test. After administering the pretest, the participants of the experimental ...
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This study aimed to investigate the effect of visual aids on elementary Iranian EFL learners’ vocabulary learning. To achieve the aim of the study, 60 elementary EFL learners were selected based on their performance on proficiency test. After administering the pretest, the participants of the experimental group received vocabulary visually. The teacher used different kinds of strategies such as: physical demonstration, creating a visual memory for the word, etc. Control group received vocabulary instruction through the conventional method, which was popular in similar courses by means of using dictionaries, definitions, synonyms, translation, etc. Finally, both groups took posttest. The results of independent sample t-test showed that visual aids were more effective to help elementary EFL learners to learn vocabulary. Accordingly, it was recommended that all the EFL teachers should feel responsible and use various types of visual aids as much as possible effectively.Key words: Teaching aids; visual Aids; educational technology; teaching; learning; English language learners (ELLs)
Davud Kuhi
Abstract
Writing has an overarching significance in our lives. We experience this significance in our personal, professional and social activities. Much of who we are and who we wish to become in our social life, in the professional community we belong to and even in the privacy of our individual life is the ...
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Writing has an overarching significance in our lives. We experience this significance in our personal, professional and social activities. Much of who we are and who we wish to become in our social life, in the professional community we belong to and even in the privacy of our individual life is the outcome of what we write and how we write. We are often judged and evaluated by our control of it. The fact that we write for many reasons and purposes, that there are diverse contexts in which written texts are produced and consumed, and that those who wish to learn writing have diverse backgrounds and needs, all push the study of writing into wider frameworks of investigation. Teaching and Researching Writing should be seen as a response to the necessity of understanding these wider frameworks and meeting the needs of teachers and learners who belong to totally diverse contexts. As a brilliant reflection of many years of scholarly work of its writer, Ken Hyland, combined with insights from other prominent figures, the book primarily helps us gain glimpses of different social, cultural and institutional dimensions in which written communication operates.
