Effectiveness of Web-based Tools in Learning Idiomatic Expressions: A CALL Study

الموضوعات : نشریه زبان و ترجمه

Saeed Kheiri ¹ , Hassan Solaimani ² , Ali Asghar Rostami Abu Saeedi ³ , Mehdi Karami ⁴

1 - Ministry of Education, Alborz, Iran
2 - Department of TEFL and English Literature, Payame Noor University, Tehran, Iran
3 - Department of English Language and Literature, Shahid Bahonar University, Kerman, Iran
4 - Payame Noor University (PNU), Tehran, Iran

تاريخ الإرسال : 29 الجمعة , جمادى الأولى, 1444 تاريخ التأكيد : 14 الأربعاء , رمضان, 1444 تاريخ الإصدار : 16 الخميس , شوال, 1445

الکلمات المفتاحية: Concept Mapping, Definition, Etymological Elaboration, Idiom Learning, Story-Telling, Web-based tools,

ملخص المقالة :

With the development of technology and due to the COVID-19 Pandemic, most of the ELT courses in Iran have shifted to online learning since March 2020. Therefore, this study aimed at determining the effectiveness of four online technological tools of teaching idioms. To this aim, 106 pre-intermediate learners of English took part in the study. A language proficiency test was administered to ensure the homogeneity of the sample. A total number of 80 students were selected as the final participants who were randomly assigned to four experimental groups: In group A, concept maps of the same idioms were drawn with the help of an online mind-map maker. Group B were presented with online flashcards which included definitions and examples of idioms. Group C received etymological elaboration from an online dictionary of the origins of idioms, and group D listened to online audio stories of all the idioms. Each group of the participants received the treatment for 12 sessions and took part in the pretest, posttest, and delayed posttest. The results of a one-way ANOVA indicated that the most gains were achieved by story-telling. The findings imply implications for teachers, syllabus designers, and materials developers in using appropriate instructional methods for teaching idioms.

المصادر:

Abolfazli Khonbi, Z., & Sadeghi, K. (2017). Improving English language learners’ idiomatic competence: Does mode of teaching play a role? Iranian Journal of Language Teaching Research, 5(3), 61-79. https://doi.org/10.30466/ijltr.2017.20305
Ahmadi, M., Zarei, A. A., & Esfandiari, R. (2020). Linguistic mnemonics affecting learning L2 idioms. The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 8(2), 219-239.
Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131-142.
Al-Jarf, R. (2009, April). Enhancing freshman students’ writing skills with a mind mapping software [Paper presentation]. The 5th International Scientific Conference, eLearning and Software for Education, Bucharest. https://ssrn.com/abstract=3901075
Alwattar, N. Y., & Al-Balhan, E. M. (2018). The effectiveness of the e-mind mapping strategy for sixth-grade students’ achievement level in learning Arabic vocabulary in Kuwait. The New Educational Review, 53, 115-125.
Amin Afshar, M., & Mojavezi, A. (2017). The effect of aural and visual storytelling on vocabulary retention of Iranian EFL learners. English Language Teaching, 10(4), 92-99.
Bagheri, M. S., & Fazel, I. (2010). Effects of etymological elaboration on the EFL Learners' comprehension and retention of idioms. Journal of Pan-Pacific Association of Applied Linguistics, 14(1), 45-55.
Baleghizadeh, S., & Mohammad Bagheri, M. (2012). The effect of etymology elaboration on EFL learners’ comprehension and retention of idioms. The Southeast Asian Journal of English Language Studies, 18(1), 23-32.
Boers, F. (2001). Remembering figurative idioms by hypothesizing about their origin. Prospect, 16(3), 34-43.
Boers, F., Demecheleer, M., & Eyckmans, J. (2004). Etymological elaboration as a stategy for learning idioms. In P. Bogaards & B. Laufer (Eds.), Vocabulary in a second language: Selection, acquisition and testing (pp. 53-78). John Benjamins.
Boers, F., Eyckmans, J., & Stengers, H. (2007). Presenting figurative idioms with a touch of etymology: More than mere mnemonics? Language teaching research, 11(1), 43-62.
Cakir, I. (2011). How do learners perceive idioms in EFL classes? Ekev Akademi DergisiYıl, 15(47), 371-381.
Chen, Y.-c., & Lai, H.-l. (2013). Teaching English idioms as metaphors through cognitive-oriented methods: A case in an EFL writing class. English Language Teaching, 6(6), 13-20.
Chularut, P., & DeBacker, T. K. (2004). The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language. Contemporary Educational Psychology, 29(3), 248-263.
Conklin, K., & Schmitt, N. (2008). Formulaic sequences: Are they processed more quickly than nonformulaic language by native and nonnative speakers? Applied linguistics, 29(1), 72-89.
Erman, B., & Warren, B. (2000). The idiom principle and the open choice principle. Text & Talk, 20(1), 29-62.
Fowler, W. S., & Coe, N. (1976). Nelson proficiency tests. Butler & Tanner Ltd.
Haghshenas, M. S. M., & Hashemian, M. (2016). A comparative study of the effectiveness of two strategies of etymological elaboration and pictorial elucidation on idiom learning: A case of young EFL Iranian learners. English Language Teaching, 9(8), 140-151.
Hamid Zade, F., & Mohamadi Zanozaq, Z. (2018). The comparative effect of storytelling and text reconstruction on Iranian learners' comprehension of Idiomatic expressions. Journal of Foreign Language Research, 8(1), 301-318.
Huizenga, J. (2000). Can you believe it? Stories and idioms from real life. Oxford University Press.
Hung, P.-F. (2010). Mental imagery and idiom understanding in adults: Examining dual coding theory. University of Oregon.
Kim, S.-y., & Kim, M.-r. (2012). Kolb's learning styles and educational outcome: Using digital mind map as a study tool in elementary English class. International Journal for Educational Media and Technology, 6(1), 4-13.
Kirsch, C. (2016). Using storytelling to teach vocabulary in language lessons: does it work? The Language Learning Journal, 44(1), 33-51.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and genesis of second language development. Oxford University Press.
Liu, D. (2008). Idioms: Description, comprehension, acquisition, and pedagogy. Routledge.
Macis, M., & Schmitt, N. (2017). Not just ‘small potatoes’: Knowledge of the idiomatic meanings of collocations. Language teaching research, 21(3), 321-340.
Maisa, S., & Karunakaran, T. (2013). Idioms and importance of teaching idioms to ESL students: A study on teacher beliefs. Asian Journal of Humanities and Social Sciences (AJHSS), 1(1), 110-122.
Martinez, R., & Schmitt, N. (2012). A phrasal expressions list. Applied linguistics, 33(3), 299-320.
Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.
Meri-Yilan, S. (2020). Task-based language learning through digital storytelling in a blended learning environment. Education, 4, 37-43.
Meunier, F., & Granger, S. (2008). Phraseology in language learning and teaching. John Benjamins Publishing Company.
Miller, S., & Pennycuff, L. (2008). The power of story: Using storytelling to improve literacy learning. Journal of Cross-Disciplinary Perspectives in Education, 1(1), 36-43.
Mintzes, J. J., Wandersee, J. H., & Novak, J. D. (2005). Teaching science for understanding: A human constructivist view. Academic Press.
Nation, I. S. (2022). Learning vocabulary in another language. Cambridge University Press.
Nation, I. S., & Meara, P. (2002). Vocabulary. In N. Schmitt (Ed.), An introduction to applied linguistics (pp. 35-54). Edward Arnold.
Nattinger, J. R., & De Carrico, J. S. (1992). Lexical phrases and language teaching. Oxford University Press.
Novak, J. D. (1991). Clarify with concept maps: A tool for students and teachers alike. The Science Teacher, 58(7), 45-49.
Nunan, D. (1999). Second language teaching and learning. Newbery House.
Oakhill, J., Cain, K., & Nesi, B. (2016). Understanding of idiomatic expressions in context in skilled and less skilled comprehenders: Online processing and interpretation. Scientific Studies of Reading, 20(2), 124-139.
Obermeier, A., & Elgort, I. (2021). Deliberate and contextual learning of L2 idioms: The effect of learning conditions on online processing. System, 97, 1-11. https://doi.org/10.1016/j.system.2020.102428
Paivio, A. (1990). Mental representations: A dual coding approach. Oxford University Press.
Razmjoo, S. A., Songhori, M. H., & Bahremand, A. (2016). The effect of two attention-drawing techniques on learning English idioms. Journal of Language Teaching and Research, 7(5), 1043-1050.
Rizq, W. M. (2015). Teaching English idioms to L2 learners: ESL teachers’ perspective [Master's thesis, College of Liberal Arts]. Culminating Projects in English. https://repository.stcloudstate.edu/engl_etds/19/
Rohani, G., Ketabi, S., & Tavakoli, M. (2012). The effect of context on the Iranian EFL learners' idiom retention. International Journal of Linguistics, 4(4), 52-66.
Salehi, M., & Soola, V. A. (2018, October). The effect of mind mapping on learning idioms of Iranian EFL learners [Paper presentation]. The First International Conference on Issues in English Language Teaching and Literature, Mazandaran University, Sari.
Sneddon, R. (2008). Young children learning to read with dual language books. English Teaching: Practice and Critique, 7(2), 71-81.
Soleimani, H. (2021). Computer assisted language learning: Theory and practice. Payame Noor Publication.
Spears, R. A. (2005). McGraw-Hill’s dictionary of American idioms and phrasal verbs. McGraw-Hill Education.
Stoica, I., Moraru, S., & Miron, C. (2011). Concept maps, a must for the modern teaching-learning process. Romanian Reports in Physics, 63(2), 567-576.
Tezci, E., Demirli, C., & Sapar, V. (2007). English language teaching with an electronic concept mapping. International Journal of Emerging Technologies in Learning, 2(2), 1-6.
Tran, H. Q. (2012). An explorative study of idiom teaching for pre-service teachers of English. English Language Teaching, 5(12), 76-86.
Vasiljevic, Z. (2015). Effects of etymology and pictorial support on the retention and recall of L2 idioms. Electronic Journal of Foreign Language Teaching, 12(1), 35-55.
Wang, X.-l., & Plotka, R. (2018). Lending a helping hand for English-Chinese bilingual children’s idiom comprehension and retention: Implications for early childhood educators. Early Years, 38(3), 298-315.
Zarei, A. A. (2020). L2 Idioms: On the effectiveness of teaching techniques. Teaching English Language, 14(2), 217-238.