The Effect of E-mailing on Vocabulary Retention of Iranian Lower Intermediate EFL Learners

Fahim, Mansoor; Motallebzadeh, Khalil; Sazegar, Zeinab

doi:10.4304/jltr.2.6.1385-1391

Cited by 5 publications

(5 citation statements)

References 19 publications

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“…The results indicated that the experimental group outperformed the control group in connection with their L2 lexical knowledge. The results in line with Fahim, Motallebzadeh, and Sazegar (2011) and Derakhshan and Kaivanpanah (2011) provide further evidence for the efficacy of e-learning for L2 learners' lexical knowledge.…”

Section: Discussionsupporting

confidence: 82%

“…A number of studies (e.g., Alshehab, 2013;Çakmak, & Erçetin, 2008;Fahim, Motallebzadeh, & Sazegar, 2011;Liaw, 2006;Yumuk, 2002) have been conducted to investigate the (probable) effect of e-learning on L2 learning. In their study, Fahim, Motallebzadeh, and Sazegar (2011) investigated the effect of e-mail on vocabulary retention of Iranian lower-intermediate L2 learners. Forty participants were divided into two groups of experimental and control.…”

Section: E-learningmentioning

confidence: 99%

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E-Learning as a Means to Enhance L2 Learners’ Lexical Knowledge and Translation Performance

Hashemian¹

2019

ALR Journal

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As vocabulary learning has a key role in L2, investigating innovative techniques to enhance L2 learners' vocabulary knowledge merits further attention. Thus, this study investigated the effects of e-learning on Iranian intermediate L2 learners' lexical knowledge and translation performance. Fifty-three intermediate L2 learners at Shahrekord University (Iran), selected via convenience sampling, participated in the study. Participants were assigned into 2 experimental (n = 27) and control (n = 26) groups. In the next step, vocabulary and idiom and translation performance tests were given to the participants prior to the treatment as their pretests. One week after the pretests, the experimental group received 12 treatment sessions through Skype. At the end of the study, the posttests (vocabulary and idiom and translation performance tests) were administered to the participants. Then, 2 independent samples t tests were run to see if the participants' lexical knowledge and translation performance had improved as a result of the treatment. Results revealed that e-learning had positive effects on the participants' L2 lexical knowledge and translation performance. In light of the findings of this study, educational policymakers, syllabus designers, and materials developers for lexical knowledge and translation studies are recommended to deem e-learning as an effective element in both academic and upcoming career success..

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Section: Discussionsupporting

confidence: 82%

Section: E-learningmentioning

confidence: 99%

E-Learning as a Means to Enhance L2 Learners’ Lexical Knowledge and Translation Performance

Hashemian¹

2019

ALR Journal

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“…Telegram messenger on enriching learners' vocabulary, grammar, reading, and writing skills (Alkkhezzi & Al-Dousari, 2016;Fahim et al, 2011;Wang & Smith, 2013). But the issues related to privacy, learning materials, teacher monitoring, and safe and secured technical environments are much needed to implement Email-based learning and teaching (Wang & Smith, 2013).…”

Section: Seraj and Rahmatullahmentioning

confidence: 99%

Systematic Literature review on the Use of Applications of Smartphones for Teaching English in EFL Contexts

Seraj

Rahmatullah²

2022

JEET

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This review paper provides an overview of the use of applications of smartphones, target language skills, methodology, and EFL contexts from the studies published between 2010 and January 2020. As per time frame and parameters followed by the PRISMA model, 45 of 2707 studies were retrieved from four reputable online databases, namely Springer link, Web of Science, Scopus, and ScienceDirect, were eligible for this study, All these studies (n=45) scrutinized and analyzed with NVIVO-12 for obtaining the objectives of this study. The findings showed that 25 applications of smartphones were employed, and the most used application was Short Message Service (SMS). Further, the findings reported that vocabulary was the most targeted language skills, the quantitative research methodology was the most popular and highest number of studies held in Iran employing smartphone apps in ELT. Based on the findings, the study would provide some implications and suggestions over the use of the applications of smartphones for facilitating teaching and learning language skills in the EFL contexts for educators and researchers.

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“…The startling fact here is that just a low percentage of learners will ever pay attention to collocations. The results whatsoever, whether young teachers are not aware of collocation important role or the students unconsciously ignore learning them, lead to incomplete English learning, (as cited by Fahim, Motallebzadeh, and Sazegar, 2011).…”

Section: Statement Of the Problemmentioning

confidence: 99%

The Effect of Grammatical Collocation Instruction on Understanding ESP Texts for Undergraduate Computer Engineering Students

Abedi¹,

Mobaraki²

2014

JLTR

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The researcher administered a Comprehensive English Language Test (CELT) to 80 learners and then according to their grades limited them to 60.The subjects were divided into two homogenous groups (30 subjects in control group and 30 subjects in experimental). Then a pretest was administered to both groups. The subjects who played the role of the control group kept pace with the teacher who taught the book named "English for Computer Science". It should be noted that this group were taught the mentioned book without instructing grammatical collocations (just through a curriculum book). The experimental group was taught the same book through instructing grammatical collocations. Both groups had instruction for sixty-minute periods for ten sessions. To be sure of the effect of the treatment, the researcher tested both groups by using a posttest. The scores on the result of pre and posttest showed the efficiency of the two methods. Finally, a T-test was conducted to examine the differences of the mean test scores of the two groups. The results of the pre and posttest showed a t-value greater than the t-critical. Therefore, the null hypothesis was rejected and we came to this conclusion that grammatical collocation instruction had significant effect on understanding ESP texts for undergraduate computer engineering students.

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The Effect of E-mailing on Vocabulary Retention of Iranian Lower Intermediate EFL Learners

Cited by 5 publications

References 19 publications

E-Learning as a Means to Enhance L2 Learners’ Lexical Knowledge and Translation Performance

E-Learning as a Means to Enhance L2 Learners’ Lexical Knowledge and Translation Performance

Systematic Literature review on the Use of Applications of Smartphones for Teaching English in EFL Contexts

The Effect of Grammatical Collocation Instruction on Understanding ESP Texts for Undergraduate Computer Engineering Students

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