Pedagogical Efficacy of Experience-Based Learning (EBL) Strategies for Improving the Speaking Fluency of Upper-intermediate Male and Female Iranian EFL Students

Namaziandost, Ehsan; Nasri, Mehdi; Esfahani, Fariba Rahimi

doi:10.29252/ijree.4.2.29

Cited by 13 publications

(15 citation statements)

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“…As noted, the impacts of cooperative learning on learners' speaking skills and frames of mind have been frequently shown and affirmed by studies led in L1 and L2 learning situations (e.g. Namaziandost, Nasri, & Rahimi Esfahani, 2019;Ning, 2011;Talebi & Sobhani, 2012;Pattanpichet, 2011;Sühendan & Bengü, 2014). However, studies in this area with EFL students in Iran are rare.…”

Section: The Impact Of Cooperative Learning On Developing Speaking Abmentioning

confidence: 80%

“…A huge number of studies indicated that the utilization of cooperative learning techniques can result in positive attitudes towards cooperative learning and increased speaking skills (Alharby, 2015;Nasri & Biria, 2017;Suhendan & Bengu, 2014). Cooperative learning methods, which vary from traditional learning methods, have a few advantages resulting from social cooperation between students (Leong & Ahmadi, 2017;Namaziandost, Nasri, & Rahimi Esfahani, 2019). Classroom social interactions, according to Mackey (2007), are effective for overall language progress.…”

Section: The Impact Of Cooperative Learning On Developing Speaking Abmentioning

confidence: 99%

“…Cooperative learning is defined as a set of instructional methods through which students are encouraged to work on academic tasks (Namaziandost, Nasri, & Rahimi Esfahani, 2019). It also refers to a teaching technique where students work in groups on a certain activity in order to maximize one another's learning and to achieve certain goals (Nasri & Biria, 2017).…”

Section: Cooperative Learningmentioning

confidence: 99%

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The Impact of Cooperative Learning on Developing Speaking Ability and Motivation Toward Learning English

Namaziandost

Shatalebi

Nasri

2019

JLE

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This study aimed to investigate the effectiveness of cooperative learning in English language classrooms to enhance Iranian students’ speaking skills and motivations. A pre-test–post-test control group design was employed to compare the impact of the cooperative learning approach with that of traditional whole-class instruction on speaking skills and six aspects of learning motivation: intrinsic motivation, integrated regulation, identified regulation, introjected regulation, external regulation, and amotivation. The data of the current study were gathered at multiple points of time before and after the end of the experiment to determine the effectiveness of cooperative learning on the sample’s speaking skills and motivations. In practical terms, the sample’s speaking skills were first examined through an English oral test prior to and after some cooperative learning instructional activities were provided. Next, a seven-point Likert scale-questionnaire was administered to the sample before and at the end of the course to check students’ motivation towards the use of cooperative learning in English classes. The data were analyzed using basic and inferential statistical methods including mean scores, standard deviations, independent and paired sample t-tests, one-way ANCOVA, and effect size. The findings showed remarkable development in the students’ speaking skills after the introduction of cooperative learning techniques. Moreover, the findings suggested significant differences in favor of cooperative learning for improving intrinsic motivation, but no differences were found on other aspects of motivation. In light of the findings, the researchers recommend that teachers could benefit from applying CL in English classes, which may in turn develop students’ speaking skills and motivation.

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Section: The Impact Of Cooperative Learning On Developing Speaking Abmentioning

confidence: 80%

Section: The Impact Of Cooperative Learning On Developing Speaking Abmentioning

confidence: 99%

Section: Cooperative Learningmentioning

confidence: 99%

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The Impact of Cooperative Learning on Developing Speaking Ability and Motivation Toward Learning English

Namaziandost

Shatalebi

Nasri

2019

JLE

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“…Reading extensively is an individual activity which is based on the learners' interest (Nation, 1997). ER enhances reader's reading skills and it is easy to teach EFL learners to read better through ER which is enjoyable to them (Hosseini, Nasri, & Afghari, 2017;Namaziandost, Nasri, & Rahimi Esfahani, 2019;Nuttal, 2000). The fundamental objective of an ER program is to provide a situation for learners to enjoy reading a foreign language and unfamiliar authentic texts silently at their own pace and with sufficient understanding (Day & Bamford, 1998).…”

Section: Introductionmentioning

confidence: 99%

Texts with Various Levels of Hardness, Reading Comprehension and Reading Motivation: I+1 Versus I-1

Namaziandost

Esfahani

Nasri

2019

ELTF

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Considering the vital role of comprehensible input, this study attempted to compare the effects of input with various difficulty levels on Iranian EFL learners’ reading comprehension and reading motivation. To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected from two intact classes (n = 27 each). The selected participants were randomly assigned to two equal groups, namely “i+1” (n=27) and “i-1” group (n=27). Then, the groups were pretested by a researcher-made reading comprehension test. After carrying out the pre-test, the treatment (i.e., extensive reading at different levels of difficulty) was practiced on the both groups. The participants in “i+1” group received reading passages beyond the current level, on the other hand, the “i-1” group received those reading passages which were below their current level. After the instruction ended, a modified version of pre-test was conducted as posttest to determine the impacts of the treatment on the students’ reading comprehension. The obtained results indicated that there was a significant difference between the post-tests of “i+1” and “i-1” groups. The findings showed that the “i+1” group significantly outperformed the “i-1” group (p < .05) on the post-test. Moreover, the findings indicated that “i+1” group’s motivation increased after the treatment. The implications of the study suggest that interactive type of input is beneficial to develop students’ language skills. Keywords: Comprehensible Input; Extensive reading; Foreign language reading motivation; Input; Reading comprehension; Text difficulty level

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“…The passage which consists of more than one sentence is considered as a text. Therefore, specified linguistic features presented in that passage can be recognized as contributing to its whole unity and giving it texture (Namaziandost, Nasri & Rahimi Esfahani, 2019).…”

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confidence: 99%

Cohesive Conjunctions in Applied Linguistics Research Articles among Iranian and Non-Iranian Researchers: A Comparative Corpus-based Study

Namaziandost¹,

Nasri²,

Keshmirshekan³

2019

jels Untirta

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Cohesion as a major component of language ability plays a significant role in connecting the sentences and paragraphs of texts together. Rare studies, if any, investigated cohesive conjunctions in applied linguistics research articles written by Iranian and non-Iranian researchers. The present study aimed to fill this gap. To this end, one hundred and seventyfive original articles written by Iranian authors, published in the years 2015-2019 in the field of applied linguistics in Scopus-indexed international journals and 174 original articles in the same field written by Iranian and non-Iranian authors with similar indexing features were selected through a purposive sampling method. Then, the frequency of conjunctions and their respective tokens were identified based on the taxonomy provided by Halliday and Hasan (1976). The analysis of the data based on frequency count and chi-square analysis revealed that there was a statistically significant difference between types and their tokens in the two corpora. Moreover, the findings demonstrated that in both corpora additives were most frequently used, while adversative were at the minimum level of application. It may be concluded that non-Iranian applied linguistics research articles enjoy more cohesion than Iranian ones as far as conjunctions are concerned. However, further studies are needed to examine other features of cohesion to substantiate this finding. The present study may have practical implications for both writers as well as EFL/ESL students.

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Pedagogical Efficacy of Experience-Based Learning (EBL) Strategies for Improving the Speaking Fluency of Upper-intermediate Male and Female Iranian EFL Students

Cited by 13 publications

References 15 publications

The Impact of Cooperative Learning on Developing Speaking Ability and Motivation Toward Learning English

The Impact of Cooperative Learning on Developing Speaking Ability and Motivation Toward Learning English

Texts with Various Levels of Hardness, Reading Comprehension and Reading Motivation: I+1 Versus I-1

Cohesive Conjunctions in Applied Linguistics Research Articles among Iranian and Non-Iranian Researchers: A Comparative Corpus-based Study

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