فهرس المقالات Oral fluency

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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
  10.30495/jfl.2023.706326
  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
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  3 - Impact of Fully-Immersive Teaching vs. Conventional Communicative Language Teaching on the Articulation Skills of EFL Learners With Expressive Language Disorder
  Mojgan Khaki Hossein Heidari Tabrizi Sajad Shafiee
  10.30495/ttlt.2023.1992982.2372
  Based on the tenets of the cognitive theory of multimedia learning, the purpose of this research was to investigate the impact of Fully-Immersive Teaching (FIT) vs. conventional communicative language teaching on the articulation abilities of Iranian EFL learners diagno أکثر

  Based on the tenets of the cognitive theory of multimedia learning, the purpose of this research was to investigate the impact of Fully-Immersive Teaching (FIT) vs. conventional communicative language teaching on the articulation abilities of Iranian EFL learners diagnosed with Expressive Language Disorder (ELD). Purposively choosing 36 Iranian pre-intermediate EFL learners who had mild to moderate levels of ELD, we used a quasi-Solomon four-group design and separated them into two experimental and two control groups. The intervention included twenty sessions of seventy minutes each and comprised of eighty microlearning speech exercises that were developed in VR by FIT. The participants in the control group were given instruction based on Communicative Language Teaching (CLT), which is an approach to language education. Both the OQPT and the Wechsler Individual Achievement Test (WIAT-III) were used in this study's pre-testing and post-testing procedures. The results showed that individuals who were instructed in accordance with FIT performed better than their colleagues who had been subjected to CLT in terms of articulation abilities. These skills included expressive vocabulary, oral word fluency, and sentence repeats. TEFL, therapeutic education, cognitive speech therapy, and instructional technology might all stand to gain from the outcomes. تفاصيل المقالة
• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  4 - Impact of Fully-Immersive Teaching (FIT) Vs. Conventional Communicative Language Teaching on the Articulation Skills of EFL Learners With Expressive Language Disorder (ELD)
  Mojgan Khaki Hossein Heidari Tabrizi Sajad Shafiee
  10.30495/ttlt.2024.709394
  Based on the tenets of the cognitive theory of multimedia learning, the purpose of this research was to investigate the impact of Fully-Immersive Teaching (FIT) vs. conventional communicative language teaching on the articulation abilities of Iranian EFL learners diagno أکثر

  Based on the tenets of the cognitive theory of multimedia learning, the purpose of this research was to investigate the impact of Fully-Immersive Teaching (FIT) vs. conventional communicative language teaching on the articulation abilities of Iranian EFL learners diagnosed with Expressive Language Disorder (ELD). Purposively choosing 36 Iranian pre-intermediate EFL learners who had mild to moderate levels of ELD, we used a quasi-Solomon four-group design and separated them into two experimental and two control groups. The intervention included twenty sessions of seventy minutes each and comprised of eighty microlearning speech exercises that were developed in VR by FIT. The participants in the control group were given instruction based on Communicative Language Teaching (CLT), which is an approach to language education. Both the OQPT and the Wechsler Individual Achievement Test (WIAT-III) were used in this study's pre-testing and post-testing procedures. The results showed that individuals who were instructed in accordance with FIT performed better than their colleagues who had been subjected to CLT in terms of articulation abilities. These skills included expressive vocabulary, oral word fluency, and sentence repeats. TEFL, therapeutic education, cognitive speech therapy, and instructional technology might all stand to gain from the outcomes. تفاصيل المقالة