The Role of Participatory Structure and Output Modality in Enhancing Iranian EFL Learners’ Speaking and their Perceptions: A Mixed-Method Study
Mahdieh Pourhadi
1
(
PhD Student, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
)
نسرین حدیدی
2
(
دانشگاه آزاد اسلامی تبریز
)
Saeideh Ahanghari
3
(
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
)
کلید واژه: participatory structure, output modality, speaking, perceptions,
چکیده مقاله :
The current study was an effort to investigate the role of participatory structure and output modality in enhancing Iranian EFL learners’ speaking, and examine their perceptions toward participating in speaking activities. The population of this study included all female EFL learners (90 language learners of English) at intermediate level studying at Avayeh Daneshvaran Language Institute in Tabriz and the sampling procedure was convenience sampling. From among these language learners, 63 learners, in four intact classes, were selected as the sample group after conducting a sample of the PET. The instruments that were used in this study included two samples of the English language proficiency test of PET, the speaking section of which was conducted as the pre-test and posttest of the study, and an open-ended questionnaire. The data which were collected were analyzed through one-way ANOVA and two-way ANCOVA. The researchers analyzed the responses of the intended participants to the open-ended questionnaire qualitatively. The findings revealed that output modality was effective in improving speaking skill and that participatory structure and the interaction of these two had no significant effect on this skill. Regarding the qualitative section, the findings presented that the participants had optimistic attitude toward the use of podcasts and summary telling and writing in improving their speaking. The findings of the present study are valuable for teachers, English language learners, teacher educators, curriculum designers and researchers.
چکیده انگلیسی :
The current study was an effort to investigate the role of participatory structure and output modality in enhancing Iranian EFL learners’ speaking, and examine their perceptions toward participating in speaking activities. The population of this study included all female EFL learners (90 language learners of English) at intermediate level studying at Avayeh Daneshvaran Language Institute in Tabriz and the sampling procedure was convenience sampling. From among these language learners, 63 learners, in four intact classes, were selected as the sample group after conducting a sample of the PET. The instruments that were used in this study included two samples of the English language proficiency test of PET, the speaking section of which was conducted as the pre-test and posttest of the study, and an open-ended questionnaire. The data which were collected were analyzed through one-way ANOVA and two-way ANCOVA. The researchers analyzed the responses of the intended participants to the open-ended questionnaire qualitatively. The findings revealed that output modality was effective in improving speaking skill and that participatory structure and the interaction of these two had no significant effect on this skill. Regarding the qualitative section, the findings presented that the participants had optimistic attitude toward the use of podcasts and summary telling and writing in improving their speaking. The findings of the present study are valuable for teachers, English language learners, teacher educators, curriculum designers and researchers.
Abvali, P., & Mohammadi, M. (2016). The affordances of collaborative dialogues: The case of EFL learners’ speaking performance. Modern Journal of Language Teaching Methods, 6(2), 124-133.
Aghazadeh, Z., Mohammadi, M., & Sarkhosh, M. (2019). Journal of Teaching Language Skills (JTLS), 37(4), 47-70.
Cole, D., Ellis, C., Mason, B., Meed, J., Record, D., Rossetti, A., & Willcocks, G. (2007). Teaching speaking and listening: a toolkit for practitioners. Bristol: Portishead press.
Ducate, L., & Lomicka, L. (2009). Podcasting: An effective tool for honing language students’ pronunciation? Language Learning & Technology, 13(3), 66-86.
Ellis, R. (2004). Task-based language learning and teaching. Oxford: Oxford University Press.
Ellis, R., & Shintani, N. N. (2014). Exploring language pedagogy through second language acquisition research. New York, NY: Routledge.
Facer, B., Abdous, M., & Camarena, M. (2009). The Impact of Academic Podcasting on Students: Learning Outcomes and Study Habits. In R. de Cassia Veiga Marriott & P. Lupion Torres (Eds.) Handbook of Research on e-learning Methodologies for Language Acquisition (pp.539-553). Hershey, PA: Information Science Reference.
Field, A. (2018). Discovering Statistics Using IBM SPSS, Statistics for Statistics. (5th ed.). London: SAGE Publications.
Ganjouee, A.A., Ghonsooly, B., & Fatemi, A. H. (2018). The impact of task-based instruction on the enhancement of Iranian intermediate EFL learners’ speaking skill and emotional intelligence. Applied Research on English Language, 7(2), 195-214.
Ivanova, O. F. (2014). Idea sharing: Using peer assessment to teach how to make oral summaries in English language classes. PASAA, 48, 145-158.
Khabiri, M., & Firooz, M. (2012). The comparative effect of practicing cooperative learning and critical thinking on EFL learners’ writing. Issues in Language Teaching (ILT), 1(2), 371-394.
Lu, Z., & Wang, Y. (2014). Effects of summary writing on oral proficiency performance within a computer-based test for integrated listening-speaking tasks. In S. Jager, L. Bradley, E. J. Meima, & S. Thouësny (Eds), CALL Design: Principles and Practice; Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands (pp. 214-219). Dublin: Research-publishing.net.
Prabhu, N. S. (1987). Second language pedagogy. Oxford: Oxford University Press.
Rosell-Aguilar, F. (2013). Podcasting for language learning through iTunes U: The learner’s view. Language Learning & Technology, 17(3), 74-93.
Setiyadi, B. (2020). Teaching English as a foreign language. Yogyakarta: Graha Ilmu.
Shirbagi, N. (2010). An exploration of undergraduate students’ motivation and attitudes towards English language acquisition. Journal of Behavioral Sciences, 20(2), 1-14 .
Skehan, P. (2003). Task-based instruction. Language Teaching, 36, 1-14.
Spade, N. (1997). Form-focused instruction and second language acquisition: A review of classroom and laboratory research. Language Teaching, 30, 73-87.
Stiffler, D., Stoten, S., & Cullen, D. (2011). Podcasting as an instructional supplement to Online learning. Computers, Informatics, Nursing, 29(3), 144-148. http://dx.doi.org/ 10.1097/NCN.0b013e3181fc3fdf.
Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14, 153-173.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 165–179). Rowley, MA: Newbury House.
Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16, 371-391.
Taylor, B. P. (1983). Teaching ESL: Incorporating a communicative, student-centered component. TESOL Quarterly, 17, 70-71. Retrieved from http://doi.org/10.2307/3586425.
