The Impact of Continuation Task and RCC Task on Iranian Intermediate EFL Learners’ Vocabulary Learning
محورهای موضوعی : 0
farnaz sahebkheir
1
,
mahnaz nouri
2
1 - Islamic Azad University of Tabriz
2 - Department of English language teaching, Ta.C., Islamic Azad University, Tabriz, Iran
کلید واژه: Close test, EFL Learners, Reading Comprehension Task, Continuation Task, Vocabulary Learning,
چکیده مقاله :
This paper tries to investigate the impact of Continuation Tasks and Reading comprehension plus close test (RCC) on vocabulary development among Iranian intermediate EFL learners. A sample of 47 female participants aged 16 to 25, whose native language was Azerbaijani Turkish, was selected via the Oxford Placement Test. The subjects, divided into two intact classes through convenience sampling, were assigned to two experimental groups: one receiving instruction through Continuation Tasks (n = 23) and the other through RCC (n = 24). Vocabulary teaching was based on a teacher-made Vocabulary Knowledge Scale (VKS), which included 120 words, of which 22 unfamiliar words were taught throughout the semester. After 12 sessions of instruction, a post-test was used to evaluate the effectiveness of the treatments. The findings revealed that the group taught using Continuation Tasks significantly outperformed the reading comprehension plus close test group in vocabulary retention and contextual usage. Statistical analysis of ANCOVA indicated that the Continuation Task group demonstrated superior improvements in both recalling and applying vocabulary. The study highlighted the effectiveness of Continuation Tasks in promoting deeper cognitive engagement and active interaction with new vocabulary, indicating a shift away from traditional memorization-focused methods toward task-based approaches that better address learners' practical language needs.
This paper tries to investigate the impact of Continuation Tasks and Reading comprehension plus close test (RCC) on vocabulary development among Iranian intermediate EFL learners. A sample of 47 female participants aged 16 to 25, whose native language was Azerbaijani Turkish, was selected via the Oxford Placement Test. The subjects, divided into two intact classes through convenience sampling, were assigned to two experimental groups: one receiving instruction through Continuation Tasks (n = 23) and the other through RCC (n = 24). Vocabulary teaching was based on a teacher-made Vocabulary Knowledge Scale (VKS), which included 120 words, of which 22 unfamiliar words were taught throughout the semester. After 12 sessions of instruction, a post-test was used to evaluate the effectiveness of the treatments. The findings revealed that the group taught using Continuation Tasks significantly outperformed the reading comprehension plus close test group in vocabulary retention and contextual usage. Statistical analysis of ANCOVA indicated that the Continuation Task group demonstrated superior improvements in both recalling and applying vocabulary. The study highlighted the effectiveness of Continuation Tasks in promoting deeper cognitive engagement and active interaction with new vocabulary, indicating a shift away from traditional memorization-focused methods toward task-based approaches that better address learners' practical language needs.
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