The present study investigated the effect of practicing domestic vs. foreign newspaper on Iranian Intermediate EFL Learners’ reading comprehension ability. The main question this study tried to answer was whether or not practicing domestic vs. foreign newspaper has any effect on Iranian Intermediate EFL Learners’ reading comprehension ability. To answer this question, 45 Iranian learners were selected via administering an OPT test with the criteria of at least 1 standard deviation below and above the mean of the Oral Proficiency Test (OPT). Reading section of Reading Practice Test was used as the OPT. It consists of 19 items. It takes approximately 25 minutes to complete the reading test. Learners were studying in three intermediate classes in Simin Institute of Ramsar, Iran. The participants were all female and ranged in age from 17 to 19. They were divided into three groups of 15 (N=15)ː two experimental groups and a control group. A pretest of reading comprehension was administered to the three groups. The first experimental group was treated by teaching reading comprehension plus domestic newspaper; the second experimental group was treated by teaching reading comprehension plus foreign newspaper and the control group was treated by a placebo. Finally; after 10 sessions, a posttest of reading comprehension was administered to three groups. One-Way ANOVA and Paired Sample were used to analyze the obtained data. The results of One-Way ANOVA and Paired Sample indicated that the participants’ practicing domestic vs. foreign newspaper had effect on Iranian Intermediate EFL Learners’ reading comprehension ability.
The aim of this study is to identify the influence of morphological analysis strategy employed by Palestinian 10th grade-female students in guessing and manipulating complex words in addition to using these words in meaningful sentences. This study involved 75 female students from Idna Secondary School for Girls at Hebron governorate. The sample of the study was assigned to control group (37 students) and experimental group (38 students) from two different sections. To achieve the aims of the study, morphological structure test based on students’ textbook has been given to both groups in form of pretest/posttest. Meanwhile, the experimental group has received treatments on morphological analysis strategy prior to the post-test, whereas the control group hasn’t received any treatment except for the traditional way of teaching for the same two units. Results showed that the experimental group has outperformed the control group as they scored higher grades. They also scored better results in identifying the syntactic category of English words depending used in context.
The aim of the current study was to investigate whether L2 dialogue shadowing practice would have an effect on Iranian intermediate EFL learners’ conversation ability. For this purpose, 30 Iranian intermediate EFL learners at Padideh language center participated in the experiment of the study. The participants were divided into two groups of 15 who were assigned to the experimental and control group of the study randomly. A pretest of conversation ability was administered to both groups, the experimental group received 10 sessions of teaching L2 conversation as well as dialogue shadowing technique (DST) while the control group received a placebo, in other words, teaching L2 conversation via existing method. After the treatment, the same test was administered as posttest to both groups of study. The data obtained from the tests in this study were analyzed via independent sample T-test between performance of the groups, and the paired-sample T-test was used between the pretest and posttest of each group to show the progress. The results revealed that Iranian EFL learners in the experimental group performed better and received higher score in conversation test after 10 sessions of treatment.
This quantitative, qualitative study investigates the usage of mobile phone applications in teaching and learning processes. The study aims to identify the benefits, difficulties, and resolutions of using mobile phone applications. The study was conducted in the English Department at Hebron University at the second semester of the academic years 2015/2016. The study focuses on the Business English course. A questionnaire was used to show the general attitudes of the students towards the effects of using mobile phone applications in the classroom. Interviews were administered to reveal the general attitudes of the students and instructors towards the difficulties and the solutions. The results showed that most students responded positively to using mobile applications in teaching and learning processes. In addition, all students had smart phones, and they used varied brands applications in the learning process. Moreover, the results indicated that students understand and learn better through using the applications.
This paper introduces a set of English grammar symbols that the author has developed to enhance students’ understanding and consequently, application of the English grammar rules. A pretest-posttest control-group design was carried out in which the samples were students in two girls’ senior high schools (N=135, P ≤ 0.05) divided into two groups: the Treatment which received grammar lessons with grammar symbols; and the Control which received grammar lessons without the symbols. The experiment lasted for 30 hours spanned in three months. The statistical test revealed a significant higher gain scores for the Treatment group. Thus, the author strongly recommends using these symbols (or similar ones with the same characteristics) at least for two reasons. Firstly, students do not have to memorize all of them (72 tense symbols and 50 other symbols). That is, with just a few rules to learn, and then applying the existing algorithm, other symbols are easily shaped. Secondly, using these symbols enables teachers and students to have a general idea as to what to expect next because several grammatical rules and formulae can be predicted in advance.
This study investigated teachers’ views toward computer technology in teaching English pronunciation. In order to select teachers for the semi-structured interview, the researcher used a questionnaire and distributed it to 25 teachers from two Islamic Azad Universities of Guilan, Iran. The researcher chose 15 of them based on their answers to the questionnaire. Then a qualitative method design was used. It consisted of semi-structured interview questions with a sample of 15 teachers chosen from two Azad Universities. Data were collected and analyzed. Qualitative data were analyzed according to the process of reducing data, constructing theme, and drawing conclusions from the data. The findings showed teachers’ interest in using computer technology because it provided them with enjoyable and interactive environment, helped them obtain accurate pronunciation, and improved the quality of their pronunciation instruction. The findings also revealed that using computer technology raised teachers’ confidence and motivation toward it because it had a high potential that changed their instruction. Moreover, the findings indicated that teachers had enough knowledge of computer technology that helped them teach pronunciation effectively. In addition, the findings represented that using computer technology was not a threat to the traditional methods but it brought about better results than these methods.
The use of technology has become an important part of the learning process in and out of the class. Every language class usually uses some form of technology. Technology has been used to both help and improve language learning. Technology enables teachers to adapt classroom activities, thus enhancing the language learning process. Technology continues to grow in importance as a tool to help teachers facilitate language learning for their learners. This study focuses on the role of using new technologies in learning English as a second/foreign language. It discussed different attitudes which support English language learners to increase their learning skills through using technologies. In this paper, the researcher defined the term technology and technology integration, explained the use of technology in language classroom, reviewed previous studies on using technologies in improving language learning skills, and stated certain recommendations for the better use of these technologies, which assist learners in improving their learning skills. The literature review indicated that the effective use of new technologies improves learners’ language learning skills.