A Comparative Study of the Effects of Meaningful Cognitive Task Types and Form-focused Tasks on Oral Interaction among Iranian EFL Learners
الموضوعات : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)
Shima Ghiabi
1
,
Abbas Bayat
2
,
Hamid reza Khalaji
3
1 - Ph.D. Candidate, Department of English Language, Malayer Branch, Islamic Azad University, Malayer, Iran
2 - Assistant Professor, Department of English Language, Malayer Branch, Islamic Azad University, Malayer, Iran
3 - Assistant Professor, Department of English Language, Malayer Branch, Islamic Azad University, Malayer, Iran
الکلمات المفتاحية: Cognitive task types, EFL learners, Form-focused tasks, Oral interaction ,
ملخص المقالة :
The present study investigated the impact of meaningful cognitive task types—specifically information gap, opinion gap, and reasoning gap tasks—alongside form-focused tasks, such as pre-scripted role-play, on oral interaction among Iranian intermediate EFL learners. Following a rigorous sample selection process and adherence to ethical research standards, the researcher conducted interviews with teacher participants via social media platforms, including WhatsApp and Telegram, to facilitate participation. To enhance the credibility and dependability of the interview data, low inference descriptors and member-checking techniques were utilized. The findings indicated a significant increase in oral interaction among the learners, particularly in terms of the Initiation-Response-Feedback (IRF) pattern, following the implementation of both meaningful cognitive tasks and form-focused tasks. Furthermore, the study demonstrated that these task types not only enhance learners’ enjoyment of EFL oral interaction but also contribute to increased participation rates. The research highlighted some implications for the ELT community.
Abbasian, G., & Chenabi, F. (2016). Language skill-task corollary: The effect of decision-making vs. jigsaw tasks on developing EFL learners’ listening and speaking abilities. The Journal of Applied Linguistics, 9(18), 1-24.
Al Kuwaiti, A., Al Muhanna, F.A., & Al Amri, S. (2018). Implementation of Digital Health Technology at Academic Medical Centers in Saudi Arabia. Oman Medical Journal, 33, 367-373.
Ary, D., Jacobs, L. C., & Razavieh, A. (1972). Introduction to research in education.
Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to Research in Education 8th edition. Canada: Wadsworth Cengage Learning.
Ayad, N.M., Badawi, M.F. and Fatah, A.A. (2008) Effect of reinforcement of high-impact acrylic Resin with Zirconia on some Physical and Mechanical properties. Revista de Clínica e Pesquisa Odontológica, 4, 145-151.
Ayunda, A., Komariah, E., & Achmad, D. (2021). An investigation of EFL classroom interaction by using flanders interaction analysis category system (FIACS). Research in English and Education Journal, 6(2), 89-100.
Bagheri Masoudzade, A., & Fatehi Rad, N. (2022). Identity construction and E-learning: The role of virtual teaching in EFL learners’ identity. Journal of Language, Culture, and Translation, 4(2), 88–106.
Boers, F., Demecheleer, M., Coxhead, A., & Webb, S. (2014). Gauging the effects of exercises on verb-noun collocations. Language Teaching Research, 18, 54-74.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Ellis, A. K. (2014). Exemplars of curriculum theory. Routledge.
Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching Research, 4, 193-220.
Eskandari, Z., Khatin-Zadeh, O., Farsani, D., and Banaruee, H. (2024). The effect of type task on EFL learners' vocabulary learning. Frontiers in Psychology, 1-10. Doi: 10.3389/fpsyg.2024.1306306
Fotovatnia, Z., Khaki, G. (2012). The effect of three techniques for teaching English idioms to Iranian TEFL undergraduates. Theory and Practice in Language Studies 2(2), 33-48. DOI:10.4304/tpls.2.2.272-281
Gardner, D. (1999). Establishing self-access: From theory to practice. Cambridge University Press.
Guangwei, H. U. (2003). Task-based Language Learning and Teaching. Asian Journal of English Language Teaching, 13, 125-129.
Karvandi, F., Soori, A., & Ayatollahi, M. A. (2024). EFL Teachers’ Perceptions of Pluralistic Teacher Effectiveness: Iranian Teachers in Focus. International Journal of Foreign Language Teaching & Research, 2(49), 11.
Kazemi, F., & Ghoraishi, M. (2012). Comparison of problem-based learning approach and traditional teaching on attitude, misconceptions and mathematics performance of university students. Procedia—Social and Behavioral Sciences, 46, 3852-3856.
Keshta, A. S., & Harb, I. I. (2013). The effectiveness of a blended learning program on developing Palestinian tenth graders' English writing skills. Education Journal, 2(6), 208-221.
Lightbown, P. M., & Spada, N. (2001). Factors affecting second language learning. In C. Candlin, & N. Mercer (Eds.), English Language Teaching in its Social Context (pp. 28-43). New York: Routledge.
Lopez, K.A. and Willis, D.G. (2004) Descriptive versus interpretive phenomenology: Their contributions to nursing knowledge. Qualitative Health Research, 14, 726-735.
https://doi.org/10.1177/1049732304263638
Marashi, H., & Amirabadi, S. (2017). The Impact of Information-Gap and Opinion-Gap Tasks on EFL Learners’ Lexical Collocation Achievement. International Journal of Educational Investigations, 4(2), 28-38.
Masoumpanah, Z., & Talebinejad, M.R. (2013). Does communicative language teaching really work? A critical appraisal. Journal of Language, Culture, and Translation, 2(1), 65-82.
Namaziandost, E., Hashemifardnia, A., & Shafiee, S. (2019). The impact of opinion-gap, reasoning-gap, and information-gap tasks on EFL learners’ speaking fluency. Cogent Social Sciences, 5(1)., 1-16. 1630150.https://doi.org/10.1080/23311886.2019.1630150
Omar, Z., Jamaludin, N., & Arshad, M. (2021). The Effects of Task-Based Teaching on Speaking Skills. Journal Pendidikan Malaysia, 46, 49-58.
Rafiei Sakhaei, S., Behnam, B., & Seifoori, Z. (2023). Perceptions of Iranian EFL learners on teaching effectiveness of explicit and implicit instruction methods. Journal of Language, Culture, and Translation, 6(1), 1-32.
Rani, S. and Kumar, P. (2017) A sentiment analysis system to improve teaching and learning. Computer, 50, 36-43.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
Sato, M. (2006). Modified output of Japanese EFL learners: Variable effects of interlocutor vs. feedback types.
Saud, M. S., & Bhandari, B. M. (2020). Examining the Issues of Gender and Indigenous Knowledge in English Education Semester Courses. Online Submission, 5(2), 117-127.
Sholeh, M., Talebinejad, M. R., & Shahrokhi, M. (2022). A TELL-Based TBLT in ESP Courses: Focus on Undergraduates’ Metacognitive Reading Comprehension Strategies. Journal of Language, Culture, and Translation, 4(2), 22-45.
Wang, K., Zhang, L., Wang, M., Wu, Y., & Cooper, M. (2024). The effects of task complexity and collaborative writing on L2 syntactical complexity development: A self-determination theory perspective. Learning and Motivation, 88, 1-11.
Yildiz, G. (2023). Investigating willingness to communicate in English within the Turkish EFL classroom context. International Journal of Curriculum and Instruction15(1), 192–218.
Yu, R. (2008). Interaction in EFL classes. Asian Social Science, 4(4), 48-50.
Zare-ee, A., & Hejazi, Y. (2017). University teachers’ views on English as the medium of instruction in an Iranian higher education institution. Arab World English Journal (AWEJ), 8(4), 88-97.
