1. Applied Linguistics (Language Teaching and Learning)
Nur Izzati Azman; Mansour Amini; Lin Siew Eng; Masoumeh Alavi
Abstract
Different types of reading strategies pose challenges to instructors and learners in the English as a Foreign Language (EFL) context. This study aimed at identifying and comparing reading strategies used by instructors and students in dealing with literal comprehension, reorganization, and inferential ...
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Different types of reading strategies pose challenges to instructors and learners in the English as a Foreign Language (EFL) context. This study aimed at identifying and comparing reading strategies used by instructors and students in dealing with literal comprehension, reorganization, and inferential comprehension questions. The participants werefive EFL instructors and 27 students from the English Language Proficiency Programme (ELPP) at the University of Malaya, Malaysia selected through purposive sampling. Thisqualitative study involved in-class observations and interviews with instructors, and questionnaires administered to students.The analysis of the data revealed that both instructors and students practice various reading strategies when dealing with comprehension questions, and some strategies used by the instructors are never or seldom used by the students. Strategies such as “reading questions before reading the passage”, “skimming and scanning”, “connecting prior knowledge”, and “finding context clues” were found to be used by both instructors and students. The findings indicated that instructors’ implementation of a variety of reading strategies affects students’ comprehension level over the reading materials. Therefore, the study can provide clear guidelines for the EFL instructors to seek for their students’ advancement of reading proficiency. This could ultimately result in students’ better academic achievement and learning motivation.
1. Applied Linguistics (Language Teaching and Learning)
Atoosa Toosi; Mojtaba Teimourtash
Abstract
Mindful learning seems to be a theory of learning with a number of applications and implications in the realm of methodology and second language acquisition. It stands against the mindless, or rote, learning which makes the students passive, parroting some cliché with no real use in real life. ...
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Mindful learning seems to be a theory of learning with a number of applications and implications in the realm of methodology and second language acquisition. It stands against the mindless, or rote, learning which makes the students passive, parroting some cliché with no real use in real life. In essence, a mindful approach provides students with noble opportunities to overcome the learning obstacles through discovering new perspectives. Mindfulness requires the students rely on their own abilities and experiences, recognize the advantages and disadvantage of their skills, and find out how and what to use in any given situation. To Langer (2016), it is the key role in deciphering the latent talents of students in learning how to learn. In her book, “The Power of Mindful Learning”, Ellen J. Langer. professor of psychology at Harvard University, tackles the approaches taken for granted for years yet, to the great extent, useless in practice. She further scratches new dimensions of learning and delves into their characteristics.
1. Applied Linguistics (Language Teaching and Learning)
Zahra Mohamadian; Shiva Sabbagh Shabestari
Abstract
Collocation is known as one of the most problematic areas in learning a second language and it seems that if one has tendency to improve his or her communication ability in another language, the elaboration of collocation using competence is among the most important issues. This study investigated the ...
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Collocation is known as one of the most problematic areas in learning a second language and it seems that if one has tendency to improve his or her communication ability in another language, the elaboration of collocation using competence is among the most important issues. This study investigated the role of implicit input enhancement in teaching grammatical collocations for Iranian EFL learners. Two groups of Iranian intermediate EFL high school students in a language institute in Ardebil participated in this study. One group was assigned as control group and the other as experimental that received treatment sessions. A Twenty-item multiple choice pre-test was administrated at first for both control and experimental groups. 10 session of treatment through bolding the target grammatical collocations in the reading passages were provided for experimental group. Post-test was administrated for both control and experimental groups after treatment sessions. The scores of post-test were analyzed using t-test. The results of t-test showed that there is no significant difference between two groups. The findings demonstrated that enhancing the collocational input is not significantly beneficial for EFL learners.
1. Applied Linguistics (Language Teaching and Learning)
Amirreza Nemat Tabrizi; Fateme Zununi Vahed
Abstract
Good language learners slot in a repertoire of strategies and when language tests are at stake, test-taking strategies and test-wiseness pave pay to a prolific outcome. Among such tests, TOEFL iBT seems to be a prerequisite to academic success and a nightmare many Iranian students struggle with. Therefore, ...
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Good language learners slot in a repertoire of strategies and when language tests are at stake, test-taking strategies and test-wiseness pave pay to a prolific outcome. Among such tests, TOEFL iBT seems to be a prerequisite to academic success and a nightmare many Iranian students struggle with. Therefore, the aim of the present study was to raise awareness about the type of questions in iBT, brush up the necessary skills integratively and help them employ strategies that can facilitate optimal results during the preparation course and as they were taking the test. Furthermore, we intended to investigate if the level of proficiency alone was sufficient or strategies played a more important role. Therefore, 34 iBT candidates (18 intermediate and 16 advanced) sat an iBT test and later took part in special strategy training courses. They were interviewed on the effectiveness of the strategies during the course and after they sat the second exam. As the results revealed, there was a significant difference between the two sets of exam results and being test-wise and the strategies of goal setting, covering, interleaving and considering the context along with spaced practice and compensation strategies helped the candidates perform better without further language classes.
