• فهرس المقالات Oral accuracy

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        1 - The Role of Brainstorming and Strategic Planning as Pre-tasks on EFL Learners' Speaking Accuracy and Fluency
        Sanaz Khademi Hossseini Bahman Gorjian
        This study investigated the effects of pre-speaking tasks on Iranian intermediate EFL learners’ oral production including accuracy and fluency. To do the current study, the Oxford Quick Placement Test (OQPT) was given to 75 students and 50 participants whose score أکثر
        This study investigated the effects of pre-speaking tasks on Iranian intermediate EFL learners’ oral production including accuracy and fluency. To do the current study, the Oxford Quick Placement Test (OQPT) was given to 75 students and 50 participants whose scores were between 40 and 47 were selected. The participants were at the intermediate level. Then, the participants were divided into two groups: one experimental group and one control group through non-random convenience sampling method. Then they were given three topics to talk about in two minutes as a pre-test. Afterwards, the experimental group received the treatment through pre-speaking tasks including question and answer tasks, brainstorming and peer discussion and the control group received traditional activities like talk on the topics and giving the word definitions. During nine sessions, the pre-speaking tasks were taught and in the last session, the two groups took the speaking post-test. Data were analyzed through independent and paired samples t-tests and the results indicated that the experimental group outperformed the control group on the post-test. In other words, there was a significant difference between the post-test of the two groups. The implications of the study suggest that the English teachers should prepare speaking tasks before dealing with the topics for discussion to provide the learners with enough input for participating in the speaking tasks. تفاصيل المقالة
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        2 - Effects of Immersive Learning and Communicative Language Teaching on the Oral Complexity, Accuracy, and Fluency of Iranian EFL Learners with Expressive Language Disorder
        Mojgan Khaki Hossein Heidari Tabrizi Sajad Shafiee
        The CTML served as the primary source of motivation for this investigation, which explored the effects of Immersive Learning (IL) and Communicative Language Teaching on the Oral Complexity, Accuracy, and Fluency (CAF) of Iranian EFL learners with Expressive Language Dis أکثر
        The CTML served as the primary source of motivation for this investigation, which explored the effects of Immersive Learning (IL) and Communicative Language Teaching on the Oral Complexity, Accuracy, and Fluency (CAF) of Iranian EFL learners with Expressive Language Disorder (ELD). Using a quasi-Solomon four-group design, the participants, who were all Iranian pre-intermediate EFL learners with mild to moderate levels of ELD, were separated into experimental and control groups. There were a total of 36 participants in this study. The intervention consisted of virtual reality (VR) authoring eighty speech exercises in the form of learning chunks for twenty sessions lasting seventy minutes each. In the groups that served as controls, the content was presented using a method known as Communicative Language Teaching (CLT). Both the pre-test and the post-test were conducted orally using the CAF test. In terms of oral complexity (syntactic complexity and diversity), oral accuracy (error-free sentences and accurate verb forms), and oral fluency (number of vocally generated syllables), the findings revealed that individuals who received IL fared better than their counterparts in the CLT group. The findings may have important implications for teaching English as a foreign language and for rehabilitative education. تفاصيل المقالة