1. Applied Linguistics (Language Teaching and Learning)
Ensiye Niknahad; Zohre Mohamadi
Abstract
This study used a pretest-posttest quasi-experimental designto find out the effect of teacher-directed and collaborative reading on Iranian EFL learners' receptive skills.To start, 40 EFL intermediate female students within the age range of 15-17 were selected out of an initial 53 students, based on ...
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This study used a pretest-posttest quasi-experimental designto find out the effect of teacher-directed and collaborative reading on Iranian EFL learners' receptive skills.To start, 40 EFL intermediate female students within the age range of 15-17 were selected out of an initial 53 students, based on their performance in an OPT. Then, they were assigned into two groups of teacher-directed and collaborative reading.Both groups took a pretest at the beginning of the studyto measure their receptive skills' ability and a post-testin the endto check the amount of the effectiveness of the treatments applied.Collaborative group benefitted fromCollaborative Strategy Reading (CSR) consisting of preview, click and clunk,get the gist,and wrap up was introduced.In teacher-directed, on the other hand, direct explanation, modeling, and guided practice were used to teach the students how to use the strategies independently.Analysis of the data and the findings revealed that both teacher-directed and collaborative reading affected the learners' performance significantly. Moreover, collaborative reading was proved to be asignificantly better technique. Teachers, EFL learners, materials developers, and syllabus designers can be the beneficiaries of this inquiry's outcomes.
Davoud Amini; Mahya Shamlou
Abstract
The present study aimed to examine any possible relevance of perfectionism as a personal trait variable, in moderating the effectiveness of meta-cognitive instruction on bottom-up and top-down sub-processes of listening comprehension with a sample of EFL learners in Iranian context. To this end, 94 female ...
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The present study aimed to examine any possible relevance of perfectionism as a personal trait variable, in moderating the effectiveness of meta-cognitive instruction on bottom-up and top-down sub-processes of listening comprehension with a sample of EFL learners in Iranian context. To this end, 94 female EFL learners were selected from among 136 EFL learners at Andisheh Language Institute in Malayer, Iran based on the results of a homogenizing test (PET). The selected participants in 4 intact classes were randomly assigned to an experimental and a control group. Learners’ perfectionist tendency was measured by Ahvaz Perfectionism Scale and all participants were labeled as perfectionist or non-perfectionist by considering the median score as the cut-point. Two sessions of treatment were dedicated to explicit instruction of 5 metacognitive strategies for the experimental group, which was spared for the participants in the control group who received regular listening practice based on comprehension checking. Two sets of listening comprehension questions measuring top-down and bottom-up sub-processes adopted from TOEFL archives were administered as the post-test. The results indicated that both bottom-up and top-down listening comprehension were fostered by metacognitive instruction. Perfectionists and non-perfectionist EFL learners did not differ with regard to the effect of metacognitive instruction on their top-down listening comprehension though a significant moderating effect was observed for the bottom-up listening comprehension. The patterns of interaction between perfectionism and the two sub-processes of listening leave us in a better position to understand L2 listening process.
