Mohammad Oveidi; Mehrdad Sepehri; Sajad Shafiee
Abstract
Learning of English collocations has been found quite demanding for many language learners in general and for the Iranian EFL learners in particular. Recent second language educators have proposed two crucial perspectives for teaching collocations: the corpus-based view and the traditional methods. This ...
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Learning of English collocations has been found quite demanding for many language learners in general and for the Iranian EFL learners in particular. Recent second language educators have proposed two crucial perspectives for teaching collocations: the corpus-based view and the traditional methods. This study examined the mixed effects of explicit instruction, collaborative output, pushed output, corrective feedback, and visual input enhancement through a set of corpus-based instructional materials for the learning of English collocations. Using a quasi-experimental research design, the data were obtained through a pretest, a posttest, and a delayed posttest. Participants included 125 intermediate EFL students, who were assigned to 4 experimental (E1, E2, E3, and E4) groups and 1 control group (n = 25 for each group). Fifty collocations were selected as the teaching materials in both control and experimental groups. Experimental groups were taught the collocations through corpus-based materials, and the control group was taught through a conventional method. One-way ANOVA and a series of post hoc Scheffé tests were performed on the obtained data. Results indicated that all the combined procedures had positive effects on the learning of the English collocations. Also, the results showed that all the experimental groups could retain their collocational knowledge. Final conclusion led us to the idea that the input-output and corpus-based instructions were the learners’ strategies in solving the problem of understanding the collocations. The results may also have some pedagogical implications for ESL/EFL practitioners, too: The input-based and output-based instructions can assist L2 teachers to employ successful techniques to raise their learners’ knowledge of collocations.
Elham shooli; Fariba Rahimi Esfahani; Mehrdad Sepehri
Abstract
As a model for a new pedagogical approach, Flipped Instruction has been recently exploited as a worldwide modern technique where the actual classroom activities following assignments in conventional classroom are reversed in a logical sequence which often seems to integrate or supplement with instructional ...
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As a model for a new pedagogical approach, Flipped Instruction has been recently exploited as a worldwide modern technique where the actual classroom activities following assignments in conventional classroom are reversed in a logical sequence which often seems to integrate or supplement with instructional materials in video or PowerPoint forms. The current research strives to illuminate the effect of flipped classroom (FC) instruction on the achievements in macro/micro EFL writing subskills of Iranian upper intermediate students. For the purpose of this experiment, 78 male and female upper intermediate EFL learners aged 25-38 were selected from three language schools in Ahvaz based on their scores on the Quick Oxford Placement Test, and then equally divided into control and experimental groups. An IELTS argumentative essay was used as the main tool of the study which was considered both as a pretest and a posttest. Used as a pretest, the IETLS argumentative essay was meant to support the fact that both groups were of similar status with regard to the writing proficiency. Besides, the posttest was used to assess any distinguishing features between the two groups due to the treatment. The control group experienced the conventional classroom instruction whilst the experimental group received FC instruction. To address the research questions, a descriptive statistics and two one-way MANOVAs were implemented. The results indicated that the students treated with FC scored statistically higher on the macro-subskills and micro-subskills than the students experienced conventional instruction. The statistical analysis of the quantitative data revealed that FC was an efficient means of developing writing subskills for the Iranian EFL learners. Moreover, results indicated a certain amount of pedagogical implications for teachers, learners, curriculum designers, and administrators.
