Effects of Sentence Making, Composition Writing and Cloze Test Assignments on Vocabulary Learning of Pre-intermediate EFL Students

Talebzadeh, Zeinab; Bagheri, Mohammad Sadegh

doi:10.5539/ijel.v2n1p257

Cited by 7 publications

(7 citation statements)

References 20 publications

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Section: Research Question Onesupporting

confidence: 78%

“…The mentioned finding is in line with Brame and Biel (2015), Chehrazad and Ajideh (2012), Talebzadeh and Bagheri (2012), and Zarei and Neya (2014), but it is a rather sharp contrast with Loch (2010). Talebzadeh and Bagheri (2012) reported a positive washback effect of cloze tests on students' vocabulary learning. Brame and Biel (2015) declared that various testing format can enhance learning and they suggested that feedback on tests would enhance the beneficial positive washback effects of tests.…”

Section: Research Question Onesupporting

confidence: 78%

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The Washback Impacts of Task-based Assessment on Iranian EFL Learners’ Vocabulary Learning and Grammatical Ability

Izadpanh

Abdollahi

2021

IJREE

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This study was an investigation of the washback impacts of task-based assessment on Iranian EFL learners' vocabulary learning and grammatical ability at the intermediate level. For this purpose, 184 male and female students who were in their third year of school were chosen from 12 schools of (X) (X). This election was done via a multistage cluster random sampling technique using the Cambridge Placement Test (2010). All of the sessions were divided into two parts, 20 minutes were considered for teaching grammar and 20 minutes were for teaching vocabulary. The components of this study were Oxford Practice Grammar Intermediate Diagnostic Test and a standard vocabulary test extracted from TOEFL exams between 2017-2020. The researchers prepared a test for every two groups at the end of every three sessions. It was found that by removing the pre-test factor, the covariance, the task-based evaluation's washback impact makes the grammatical and vocabulary learning of students better. Considering the reality that every academic endeavor contains planned testing and evaluation techniques to maximize academic achievement and progress, the findings hint that TBLA as an academic measurement device can nicely replace the traditional evaluation techniques.

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Section: Research Question Onesupporting

confidence: 78%

Section: Research Question Onesupporting

confidence: 78%

The Washback Impacts of Task-based Assessment on Iranian EFL Learners’ Vocabulary Learning and Grammatical Ability

Izadpanh

Abdollahi

2021

IJREE

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show abstract

“…The mentioned finding is in line with Brame and Biel (2015), Chehrazad and Ajideh (2012), Ko, (2010), Kro mann et al (2009), Taleb zadeh and Bagheri (2012), Zarei and Neya, (2014), but it is a rather sharp contrast with Loch (2010). Talebzadeh and Bagheri (2012) reported a positive washback effect of clo ze tests on students' vocabulary learning. Brame and Biel (2015) declared that various testing format can enhance learning and they suggested that feedback on tests would enhance the beneficial positive washback effects of tests.…”

Section: Discussionmentioning

confidence: 98%

Washback effects of multiple-choice, cloze and metalinguistic tests on EFL students writing

Shirzadi¹,

Amerian²

2020

Indonesian J. Appl. Linguist.

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The washback effects of different test formats on the writing performance of students have always been of great importance. However, this area of research has not fully touched upon by researchers of second language testing. Despite the importance of the issue, there is a dearth of empirical studies to unravel the effects of different types of tests on learning. To shed some light on the current issue, the present study intends to look into the washback effects of tests on students who are learning and using some special grammatical points in writing tasks. In order to fulfil this project, we made a set question in three formats of cloze, multiple-choice and metalinguistic on a grammatical form(i.e. present perfect and present perfect continuous)to use after each session of teaching (2 sessions of training) as an activity. The researchers devised and validated three tests on the target form; each test contained 20 questions and was in different formats of cloze, multiple-choice or metalinguistic. At the end of this two-session trainings, two focused writing tasks were implemented. The results indicated that supporting teaching grammatical points with metalinguistic tests yields the highest positive washback on students writing. Finally, some practical implications were suggested.

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“…It was also concluded that the effectiveness of the provision of example sentences to target words and items in learning activity is more prominent when learners make their own example sentences than when the sentences are randomly provided by the teacher in ESL and EFL contexts. Talebzadeh and Bagheri (2012) investigated the effectiveness of three writing assignments, involving sentence making, composition writing, and cloze test, on EFL learners' achievement in L2 lexical items. It was shown that the three modes of target word instruction made significant differences in the learners' knowledge of lexical items, but the sentence-making task was the least effective of the other techniques.…”

Section: Empirical Studies On Test Types Practice With a Focus On Lexical Items And Chunksmentioning

confidence: 99%

A Comparative Study on the Effects of Multiple-choice vs. Sentence-writing Modes of Test Practice Manipulation on Intermediate EFL Learners’ Collocation Learning

Shabani

Dogolsara

2021

IJREE

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Within the realm of lexis, the area of collocation is of prime importance to producing natural-sounding language for anyone learning a foreign language. This study aimed at investigating the effects of two modes of sentence writing versus multiple-choice test practice manipulation on Iranian intermediate EFL learners' lexical collocation learning. For this purpose, to ensure the homogeneity of the participants, Preliminary English Test (PET) was administered to 87 students studying English at two English institutes of Ofoghhaye Nour and Nourmahdi in Roudsar, Guilan, through which 60 students were selected as the target participants. They were intermediate students with the age range between 17 and 23. They were then divided into two equal comparison groups: Sentence-writing Group (SRG) and Multiplechoice Group (MCG). A piloted pretest of lexical collocation was administered to both groups. Then both groups underwent a 7-session treatment. SRG was treated by the virtue of sentence-writing practice for the target collocations, and MCG was instructed through recognition practice, here multiple-choice practice. After the treatment period, the same version of lexical collocation test was administered to both groups as posttest to examine the effectiveness of the treatments. The results of paired-samples and independent samples t-tests indicated that both groups had collocation gains but the effectiveness of multiple-choice test manipulation on learners' lexical collocation outweighed that of the sentence-writing mode of test practice manipulation. The implications and recommendations were also presented.

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Effects of Sentence Making, Composition Writing and Cloze Test Assignments on Vocabulary Learning of Pre-intermediate EFL Students

Cited by 7 publications

References 20 publications

The Washback Impacts of Task-based Assessment on Iranian EFL Learners’ Vocabulary Learning and Grammatical Ability

The Washback Impacts of Task-based Assessment on Iranian EFL Learners’ Vocabulary Learning and Grammatical Ability

Washback effects of multiple-choice, cloze and metalinguistic tests on EFL students writing

A Comparative Study on the Effects of Multiple-choice vs. Sentence-writing Modes of Test Practice Manipulation on Intermediate EFL Learners’ Collocation Learning

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