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حرية الوصول المقاله
1 - Effects of Input Enhancement Cues on EFL Learners' Intake of English Grammar: The Case of Connectors
Samira Kian Bahman GorjianThe present study investigated the effect of two types of attention drawing techniques (i.e., choice and underlining) on the learners' intake of English connectors. The design of the study was a quasi-experimental research. Participants took a homogeneity test and wer أکثرThe present study investigated the effect of two types of attention drawing techniques (i.e., choice and underlining) on the learners' intake of English connectors. The design of the study was a quasi-experimental research. Participants took a homogeneity test and were assigned to two experimental and a control group in Kalam Language Institute of Shoush. Then, sixtynine learners were divided into three groups. The two experimental groups used attention drawing techniques to choose or underline the correct connectors in the texts. The control group, however, was simply exposed to read the text and exercise the drills of grammar in their text. Results indicated that both attention drawing techniques had a significant effect on the intake of the targeted forms of connectors. Implications of the study for practical teaching suggest that the attention drawing techniques can enhance learning connectors and they may be effective in teaching grammar to the pre- intermediate learners. تفاصيل المقالة -
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2 - The Contributions of Input Enhancement of Collocations to the Reading Comprehension Performance of Iranian Field-Dependent and Field-Independent Learners
Tahere Mohammadi Alireza AmjadiparvarThe present study aimed at examining the possible impact of input enhancement of collocations on the reading comprehension among Iranian Field-Dependent (FD) and Field-Independent (FI) students. Firstly, 120 intermediate female EFL learners took a Nelson proficiency tes أکثرThe present study aimed at examining the possible impact of input enhancement of collocations on the reading comprehension among Iranian Field-Dependent (FD) and Field-Independent (FI) students. Firstly, 120 intermediate female EFL learners took a Nelson proficiency test and the results were used to select 90 students who were given Group Embedded Figures Test (GEFT) to distinguish the FD learners from the FI ones. Ultimately, 28 FD and 28 FI learners were left. These learners were classified into four groups, two of which consisted of 14 FD, and the other two comprised 14 FI learners. One FD and one FI group served as the experimental groups while the other two were control groups. A reading pretest was given to all groups and the researchers incorporated techniques of input enhancement of collocations in the texts covered in the experimental groups. In control groups, the same materials with no enhancement were administered. Having finished the eight treatment sessions, the researchers gave all four groups the reading comprehension posttest whose results were used to examine the research questions. Since the two independent variables of the current study were categorical, and the dependent variable and covariate were continuous, ANCOVA was employed to do the data analysis. Based on the statistical analysis outcome, input enhancement of collocations had a significant impact on the reading comprehension performance of Iranian field-dependent learners. Yet, it had no significant effect on the Iranian FI learners’ reading comprehension performance. Finally, the findings showed that input enhancement of collocations had a significant effect on the reading comprehension performance of Iranian FD and FI EFL learners differently; that is, FD learners outperformed the FI ones. The findings of the study imply that teacher training courses should include some training on input enhancement techniques and cognitive styles so that teachers’ awareness regarding input enhancement andtheir cognitive styles were raised. تفاصيل المقالة -
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3 - A Study of Comparative Effects of Textual Enhancement Techniques on Iranian EFL Learners’ Vocabulary Noticing
Reza Rezvani Mohsen KhanzadeResearch on second language acquisition generally suggests that input needs to be noticed before turning into the intake. Therefore, the current paper explored the comparative effects of textual enhancement on Iranian EFL learners’ vocabulary noticing. Thirty stud أکثرResearch on second language acquisition generally suggests that input needs to be noticed before turning into the intake. Therefore, the current paper explored the comparative effects of textual enhancement on Iranian EFL learners’ vocabulary noticing. Thirty students from an intact class of general English course participated in this study. During the semester, an extended paragraph from which 18 target words were perceptually enhanced using boldfacing and Emoji stickers or were left untouched was distributed to the participants using the smartphone Telegram application. After 45 minutes, they received a set of post-reading vocabulary questions through Telegram and were asked to type the answers and send them back to the examiner. The results of Repeated Measures ANOVA indicated that both textual enhancement techniques had a significantly positive effect on their vocabulary noticing. The paper discusses the findings and implications for both EFL teachers and language learning materials developers. تفاصيل المقالة -
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4 - The Effect of Using Input Enhancement on Iranian Intermediate EFL Learners of L2 Adjective Knowledge
Mahboobeh Joze Tajareh Mohammadreza KhodarezaThe role of input is vital in the process of foreign language learning. This article intended toinvestigate the effect of using input enhancement on Iranian intermediate EFL learners’knowledge of L2 adjectives. The question of this study lied in the fact that whet أکثرThe role of input is vital in the process of foreign language learning. This article intended toinvestigate the effect of using input enhancement on Iranian intermediate EFL learners’knowledge of L2 adjectives. The question of this study lied in the fact that whether using inputenhancement in classroom has any effects on intermediate EFL learners’ knowledge of L2adjectives. This article considered some issues underlying input enhancement between twolanguages and their effect on L2 adjective knowledge. The participants were 60 intermediateEFL learners were homogenized by Oxford Placement Test and were divided in two groups, oneof them was control group and the other was the experimental group. The next step, the pretest ofadjectives knowledge was administered for both groups. Then treatment was administered in theway that input enhancement was used in one group and there wasn’t any input enhancement incontrol group. After that the posttest was administered in both groups and at the end the data wasanalyzed by two way independent sample t-test and one-way ANCOVA. The result of studyshowed that the null hypothesis of the study was rejected. تفاصيل المقالة -
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5 - Investigating the Effect of Inductive and Deductive Grammar Instruction and Input Enhancement on Iranian EFL Learners’ Grammar Achievement
Mohammad Taghi Hasani Fariba Tahmaseb pourThe present study was conducted to investigate the effectiveness of deductive instruction of grammar with input enhancement and without using input enhancement. It also explored the effectiveness of inductive instruction of grammar with input enhancement and without inp أکثرThe present study was conducted to investigate the effectiveness of deductive instruction of grammar with input enhancement and without using input enhancement. It also explored the effectiveness of inductive instruction of grammar with input enhancement and without input enhancement among Iranian EFL learners. The participants were female intermediate-level students who were studying English at Language Institutes. They were selected on the basis of administration of a pretest. Eighty intermediate students out of one-hundred and twenty were selected. They were divided into four groups of learners. Then five English tenses including simple present tense, present continuous tense, simple past tense, past continuous tense, present perfect tense were instructed to them during five sessions. The first group members were exposed to deductive teaching of grammatical structures and input enhancement techniques, such as color coding. The second group members were instructed the same materials without input enhancement techniques. The third group members were taught grammatical structures inductively using input enhancement techniques such as color coding during teaching. The participants of the fourth group were taught in the same way but without input enhancement techniques. To fulfill the purpose of the study, a grammar posttest was administrated to the participants to determine their performance on the use of five English Tenses. For analyzing the results, two independent Sample T-tests were used. Based on the mean differences, the results indicated that there was a significant difference between participants who were taught deductively with input enhancement and those who were instructed deductively without input enhancement. In addition, it was found that there is a significant difference between the student who were exposed to inductive teaching through input enhancement and those who were taught inductively without input enhancement. With respect to these findings, it can be concluded that the enhanced groups outperformed the other groups. Moreover, the results showed that input enhancement helped the participants to learn the structures better. Furthermore, inductive teaching of grammar proved to be more beneficial than deductive instruction. تفاصيل المقالة -
حرية الوصول المقاله
6 - Differential Impact of Sequential and Simultaneous Input Enhancement on Iranian EFL Learners’ Intake
مهری جلالی منوچهر جعفری گهرThis study set out to explore whether different input enhancement tasks as implicit instruction techniques had any significant impact on the intake of causative verbs in English as a foreign language among Iranian EFL learners. For this purpose, three intact classes con أکثرThis study set out to explore whether different input enhancement tasks as implicit instruction techniques had any significant impact on the intake of causative verbs in English as a foreign language among Iranian EFL learners. For this purpose, three intact classes consisting of 75 male and female intermediate L2 learners were randomly divided into three conditions: simultaneous grammar consciousness-raising tasks (GCR, n= 22), sequential textual enhancement (TE, n= 28), and control group (CON, n= 25) that received reading comprehension passages totally free from the target structure. A grammaticality judgment test was used as the pre and posttest in order to measure the participants’ intake. Results revealed that the learners in GCR group had significantly better intake of the target structure than those in the TE group, while control group made no gain. The findings cast doubt on the usefulness of focusing on form before focusing on meaning. تفاصيل المقالة -
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7 - The Effect of Textual Enhancement Techniques on the Acquisition of Passive Form
ایرج خوشنویس Zohreh MikaeliThis experimental study evaluated the possible effects of textual input- based enhancement on the acquisition of passive form on Iranian pre-intermediate EFL learners. Sixty Iranian EFL learners at the pre-intermediate level of proficiency were randomly assigned into th أکثرThis experimental study evaluated the possible effects of textual input- based enhancement on the acquisition of passive form on Iranian pre-intermediate EFL learners. Sixty Iranian EFL learners at the pre-intermediate level of proficiency were randomly assigned into three groups; two experimental group and one comparison group. The first experimental group received passages in which the passive forms were repetitive, the second experimental group received passages in which the passive forms were underlined in different colors. The third group (comparison group) received explicit instruction of passive form with no passage. Repetition group received two texts in each session. The study followed a pre-test /treatment/ post-test design. The result indicated that both textually enhanced input, repetitive and underlined in different colors, have a statistically significant effect on the acquisition of target items than explicit instruction group. Moreover, it can be concluded that repetition can be more beneficial than underlined method of enhancement. تفاصيل المقالة -
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8 - The Comparative Effect of Visual vs. Auditory Input Enhancement on Learning Non-Congruent Phrasal Verbs by Iranian EFL Learners
بهدخت مال امیری پرستو علی زاده اقیانوس عاطفه زهره وندVocabulary is one of the essential components of language and learning phrasal verbs as part of vocabulary is quite challenging for foreign language learners. The present study aimed at investigating the effects of visual and auditory input enhancement on learning non-c أکثرVocabulary is one of the essential components of language and learning phrasal verbs as part of vocabulary is quite challenging for foreign language learners. The present study aimed at investigating the effects of visual and auditory input enhancement on learning non-congruent phrasal verbs. The participants of the study were 90 intermediate English language learners who were divided into two experimental and one control groups. The first experimental group received visual input enhancement and the second experimental group auditory input enhancement, and the control group no enhanced material. All three groups were tested on their knowledge of non-congruent phrasal verbs before and after the treatment, using a non-congruent phrasal verb test developed by the researcher. The results of the data analyses indicated that both visual and auditory input enhancement were effective in learning non-congruent phrasal verbs by Iranian EFL learners, and that both groups outperformed the control group in their achievement. تفاصيل المقالة -
حرية الوصول المقاله
9 - Using Input Enhancement and Output-Based Production in Writing Classes
Hamid Marashi Alireza RezaeiThe current study adopted a qualitative-quantitative design to compare the effects of output-based production (OBP) and input enhancement (IE) as two teaching techniques on a group of EFL learners’ writing and also to seek those learners’ perceptions on the أکثرThe current study adopted a qualitative-quantitative design to compare the effects of output-based production (OBP) and input enhancement (IE) as two teaching techniques on a group of EFL learners’ writing and also to seek those learners’ perceptions on the two instruction procedures. Accordingly, 65 intermediate learners were selected through convenience nonrandom sampling from among 94 students in intact classes based on their performance on a sample proficiency test (the test had already been piloted among 30 learners). These 65 learners were subsequently divided into two groups consisting of 33 learners in the OBP group and 32 in the IE group. The researchers also made sure that the learners in both groups were homogeneous in terms of their writing prior to the treatment. Next, the treatment in both groups commenced. Once the treatment was over, the researchers gave both groups the same writing posttest. The results of the statistical analysis indicated that the IE group outperformed the OBP group significantly in their writing. The participants further sat for a semi-structured interview comprising five questions about their perception regarding both instructions which demonstrated that the IE group was generally more satisfied with the course than the OBP group. The findings of this study suggest more attention to the incorporation of IE in both English language schools and pre- and in-service teacher training programs. تفاصيل المقالة -
حرية الوصول المقاله
10 - Effects of Textually-Enhanced Reading Tasks and Strategic Pre-Task Planning on Learning English Passive Voice
Ali ShafaeiIn the realm of second language acquisition (SLA), task-based language teaching (TBLT) and input enhancement (IE) have been the focus of a great number of studies. However, the idea of investigating the effects of focus on form instruction through input-enhanced tasks a أکثرIn the realm of second language acquisition (SLA), task-based language teaching (TBLT) and input enhancement (IE) have been the focus of a great number of studies. However, the idea of investigating the effects of focus on form instruction through input-enhanced tasks along with pre-task planning time as one of the features of task-based language teaching has been rarely explored in the field of SLA. Therefore, the current research set out to examine the impacts of focus on form instruction via textually-enhanced reading tasks along with strategic pre-task planning on L2 learners’ grammatical development in terms of learning English passive voice. For the purpose of the study, 60 intermediate learners of English were selected and divided into two groups of thirty namely as enhanced and unenhanced. Then, each group was divided into two sub-groups of fifteen as +planning and -planning. The participants were provided with a pretest prior to the treatment, then, they were instructed via the materials chosen for the purpose of the study for ten sessions and at the end they were provided with the posttest of the study. Their performance on the pretest and posttest were analyzed to find out the possible effects of the instruction provided throughout the treatment phase. The results revealed that learners who were exposed to enhanced reading tasks along with strategic pre-task planning time outperformed the other learners. The findings of the present study can be of use for language teachers, syllabus designers, and task designers. تفاصيل المقالة -
حرية الوصول المقاله
11 - The Effects of Explicit vs. Implicit Instruction on Iranian Intermediate EFL Learners’ Acquisition of English Definite and Indefinite Articles
Nasser Khodaeian Ehsan Rezvani Ahmadreza LotfiThe present study aims at investigating the differential effects of two types of instruction (explicit versus implicit) on the learning of English articles by Iranian EFL learners. To achieve this aim, 90 intermediate undergraduate students at Islamic Azad University, S أکثرThe present study aims at investigating the differential effects of two types of instruction (explicit versus implicit) on the learning of English articles by Iranian EFL learners. To achieve this aim, 90 intermediate undergraduate students at Islamic Azad University, Shahreza Branch, whose major was English Translation were selected for the experiment. Then, they were divided into three groups namely, explicit group (EG), implicit group (IG), and control group (CG). The EG received instruction on English articles through two popular grammar books-- namely ‘Essential Grammar in Use’ by Murphy (1998) and ‘Oxford Practice Grammar’ by Eastwood (1999). The second group received instruction on English articles by employing the technique of textual input enhancement. The third group received similar instruction like IG except that English articles were not enhanced for this group. After analyzing the data on pre- and posttests, the results showed that the three groups of EG, IG, and CG improved significantly from pretest to posttests. Moreover, on the posttest, the EG learners significantly outweighed the IG learners, who were in turn found to be significantly better than their counterparts in the CG. The results of this study have several important implications for the classroom practice concerning the controversial issue of teaching English articles. تفاصيل المقالة -
حرية الوصول المقاله
12 - Impact of Consciousness-raising via Input Flooding vs. Vocabulary Input Enhancement on Reading Fluency of Iranian EFL Intermediate Learners
Saeideh Sadat Fatahzadeh Sajad Shafiee Fariba Rahimi EsfahaniThe current study was set to examine whether input flooding and input enhancement of vocabulary affected reading fluency of Iranian EFL learners. It also evaluated whether there was any substantial difference between the impacts of input flooding and input enhancement o أکثرThe current study was set to examine whether input flooding and input enhancement of vocabulary affected reading fluency of Iranian EFL learners. It also evaluated whether there was any substantial difference between the impacts of input flooding and input enhancement of vocabulary on reading of Iranian EFL learners. To this end, 120 out of 150 Iranian EFL intermediate learners at three language schools in Iran were randomly selected and divided into three groups, each consisting of 40 learners. The first experimental group received input flooding as treatment. To this aim, the frequency of the vocabulary items in the reading texts used during the course was increased. In other words, learners were flooded with the vocabulary items via different examples and using the words several times in the reading texts. The participants in the Input Enhancement (IE) group received IE through underlining, boldfacing, italicization, capitalization, and other strategies such as color coding, using different fonts, and diverse forms of vocabulary. To this end, in this experimental group, the vocabulary items appeared in the texts through using underlining, boldfacing, italicization and capitalization. In order to do so, the researcher retyped the selected materials and carried out the required modifications on them. control group received traditional method for teaching reading. The findings revealed that both input flooding and input enhancement of vocabulary had positively significant impacts on Iranian EFL learners’ reading fluency. Input flooding of vocabulary was more effective than input enhancement of vocabulary regarding their impacts on Iranian EFL learners’ reading fluency. تفاصيل المقالة -
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13 - Noticing through Input Enhancement:Does it Affect Learning of the Conditionals?
Mojgan RashtchiThe purpose of the present study was to determine whether noticing through input enhancement had any impact on the acquisition of English conditional sentences in Iranian EFL learners. Two intact classes with 26 female students in each were chosen. A proficiency test ad أکثرThe purpose of the present study was to determine whether noticing through input enhancement had any impact on the acquisition of English conditional sentences in Iranian EFL learners. Two intact classes with 26 female students in each were chosen. A proficiency test administered at the commencement of the study showed that the two groups were homogeneous in terms of their language proficiency. The standardized achievement pretest signified that the two groups were unfamiliar with the target structures prior to the treatment. The study employed a pre test post test non-equivalent groups design with two groups. The Enhanced group (Experimental group) received a set of materials in which the If-clauses were enhanced through enlargement and different combinations of bolding, italics, and underlining; whereas, the Unenhanced group (Control group) received the same set of texts with no enhancement on If-clauses. The independent t-test computed between the means of the two groups showed that there was a statistically significant difference between the performances of the two groups on the achievement post test. Besides, a retrospection questionnaire for operationalizing noticing was used after the treatment. The analysis of the students’ answers showed that input enhancement had helped the participants in the experimental group learn the conditional sentences. تفاصيل المقالة -
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14 - On the Impact of Two Input-Oriented Techniques and Perceptual Learning Styles on Causative Construction Development: The Case of Iranian Learners of English
Motahar Tavakoly Gholamreza Kiany Mohammad R. HashemiThis study sought to investigate the effect of the two input types interactionally modified input (IM) and textual input enhancement (TIE), the impact of a commonly used learning styles taxonomy as the Visual, Auditory and Kinesthetic learning styles (VAK) by itself as أکثرThis study sought to investigate the effect of the two input types interactionally modified input (IM) and textual input enhancement (TIE), the impact of a commonly used learning styles taxonomy as the Visual, Auditory and Kinesthetic learning styles (VAK) by itself as well as the interactional effect of perceptual learning styles and input types on the causative construction development of EFL learners. To this end, 120 female Iranian EFL learners from three language schools in Tehran participated in this research and were divided into two experimental groups of 60. The study adopted a pretest-posttest design and learner’s grammar knowledge was measured before and after providing them with instructional treatment through IM input and TIE techniques. The data were analyzed through a two-way ANOVA. The results of the study indicated that IM input was significantly more effective than TIE in promoting the participants' knowledge of the target structure. The comparison of the posttest means scores also revealed that the VAK style was not an influential factor in second language learners’ target form knowledge, while a significant interaction between input type and learning styles turned out to have a beneficial effect if they synchronize in classrooms. تفاصيل المقالة -
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15 - The Effect of Textual Enhancement Types on EFL Learners’ Grammatical Awareness of Simple and Complex Structures
Lida Javadi Bahram BagheriThe purpose of this study was to investigate the effect of textual enhancement types on English as Foreign Language ( EFL ) learn er s ’ grammatical awareness of simple and complex structures. A nu m- ber of 104 learners from Ayandegan Institute, in Tehran, parti أکثرThe purpose of this study was to investigate the effect of textual enhancement types on English as Foreign Language ( EFL ) learn er s ’ grammatical awareness of simple and complex structures. A nu m- ber of 104 learners from Ayandegan Institute, in Tehran, participated in this study. To homogenize the samples, the researchers administered a placement Michigan Test of English language to the pa r- ticipants . The participants were then divided into four groups, two experimental groups and t wo co n- trol groups. The two experimental groups went through enhanced forms of the texts containing si m- ple and complex structures, while the two control groups experienced unenhanced forms of the texts containing simple and complex structures. Before and af ter the treatment, a pretest and a posttest were run and the two reading texts with enhanced and unenhanced versions were used. The f indings showed that the textual enhancement had significant effect on learners’ grammatical awareness of simple and complex structures. There was also a significant difference between male and females’ scores in simple and complex structures. تفاصيل المقالة -
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16 - Textual Enhancement across Linguistic Structures: EFL Learners' Acquisition of English Forms
Shadab Jabbarpoor Esmaeel AbdollahzadehThe benefits of textual input enhancement in the acquisition of linguistic forms have produced mixed results in SLA literature. The present study investigates the effects of textual enhancement on adult foreign language intake of two English linguistic forms-subjunctive أکثرThe benefits of textual input enhancement in the acquisition of linguistic forms have produced mixed results in SLA literature. The present study investigates the effects of textual enhancement on adult foreign language intake of two English linguistic forms-subjunctive mood and inversion structures-to explore the role of the type of linguistic items in input enhancement studies. It also investigates learners’ trend of development in the acquisition process of these structures. Thirty first year college-level participants were exposed to twelve enhanced texts for subjunctive mood and twelve other texts for inversion structures. The study employed a pretest-posttest-delayed posttest design to explore the effectiveness of instructional treatment in the short term and long term acquisition of the structures. Alongside a pretest and a posttest, three production tests were administered to assess the trend of development in each structure.The results revealed that textual enhancement aided the learning of the target forms. With regard to type of linguistic items, significant benefits of subjunctive mood over inversion structures were found during both short term and long term. This study revealed that textual input enhancement may have differential effects on the acquisition of linguistic forms. Theoretical, methodological, and pedagogical implications are also discussed. تفاصيل المقالة -
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17 - A Multicultural Study: Input Enhancement and Jigsaw Impacts on Reading Comprehension of Immigrant ESL Learners in Iran
Masuma Alavikhah Seyed Abdolmajid Tabatabaee Lotfi Amir SarkeshikianFocused instructions in language teaching have gained weight during recent decades. As reading is a powerful tool for vocabulary growth, knowing which instructions have more effect on it is necessary. The effectiveness of focused instructions has been examined in empiri أکثرFocused instructions in language teaching have gained weight during recent decades. As reading is a powerful tool for vocabulary growth, knowing which instructions have more effect on it is necessary. The effectiveness of focused instructions has been examined in empirical studies. But few inquiries compared the impacts of form-focused instruction like input enhancement with meaning-focused instruction such as Jigsaw on L2 development. Therefore, this research tried to examine a comparison between the impacts of input enhancement and jigsaw on reading comprehension of non-Iranian ESL learners.50 elementary ESL learners in an international primary school were chosen in three intact classes. In the first experimental group, input enhancement was used for presenting the target words; in the second experimental group, the jigsaw was used. The control group learned the same target words giving the participants a word list (traditional). Before applying the treatment all the subjects were given the teacher-made pretest. After five sessions of treatment, the post-test was administered. One-way ANOVAs were used to analyze the data collected from the learners’ performance on the pretest and post-test. The results announced that there was not any notable distinction between the post-test scores of the three groups. However, the paired samples t-test results revealed that the input enhancement and control group had reading comprehension development after the treatment. This research can inform teachers and syllabus designers about the efficiency of input enhancement and word lists on reading comprehension. تفاصيل المقالة
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