Investigating the Effectiveness of Input Enhancement in Relation to L2 Vocabulary Learning
Farzan Homayounmehr,
Seyyed Fariborz Pishdadi Motlagh
Issue:
Volume 4, Issue 2-1, March 2016
Pages:
1-8
Received:
30 March 2015
Accepted:
31 March 2015
Published:
30 June 2015
Abstract: The purpose of this study was to investigate how differently input enhancement devices of bolding, underlining, and capitalizing affect L2 learners’ vocabulary learning. For this purpose, the study adopted a quasi-experimental design with a proficiency test to find the homogeneity of groups. Three classes were selected as the experimental groups (n =60), and each class was conducted by one of the input enhancement main categories. Subjects attended in six sessions to make them familiar with advantages of input enhancement in relation to vocabulary learning. Each group received different strategies and then, the researcher taught and employed those inputs in texts along with target words. Learners’ progress was measured during the six sessions of employing those inputs in responding to vocabulary questions. One-way ANOVAs series with LSD or post hoc comparisons showed that all three inputs were effective in responding to target vocabulary words but the bolding group did better than the other groups and, finally bolding target words were more effective in fostering L2 learners’ vocabulary learning. These outcomes propose that using input enhancement to answer target words are the most useful factors but bolding in this study outperformed the other ones in developing learners’ awareness to answer vocabulary tests. It can also be concluded that capitalizing is the least effective input compared to underlining and bolding input in terms of their efficacy.
Abstract: The purpose of this study was to investigate how differently input enhancement devices of bolding, underlining, and capitalizing affect L2 learners’ vocabulary learning. For this purpose, the study adopted a quasi-experimental design with a proficiency test to find the homogeneity of groups. Three classes were selected as the experimental groups (n...
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The Effects of Socio-Affective Strategy in the Enhancement of Reading Comprehension among Iranian EFL Learners
Siamak Zeynali,
Simin Zeynali,
Seyyed Fariborz Pishdadi Motlagh
Issue:
Volume 4, Issue 2-1, March 2016
Pages:
9-22
Received:
10 June 2015
Accepted:
10 June 2015
Published:
30 June 2015
Abstract: This study aimed to investigate the effects of socio-affective strategies in the enhancement of reading comprehension in Iranian EFL learners. For this purpose, the study adopted a quasi-experimental design with a proficiency test to find the homogeneity of groups. Furthermore, two classes were selected as the experimental and control groups (n =60), and the experimental group was conducted by social-affective strategies items. Participants attended in six sessions of the making learners familiar with advantages of social-affective strategies and their effects on improvement of learners’ reading comprehension. Experimental group received different strategies and its sub categories. Then, the researcher taught and employed those strategies by applying them in reading comprehension texts. Learners’ activities and their strong interest showed that they like teaching by employing socio/affective strategies and the progress was measured during the six sessions of employing those strategies in responding to reading questions. An independent t-test, paired sample, and ANCOVA, procedures were applied to find the results in statistics and showed that socio/affective strategies were effective and as a fostering issue in enhancing the learners’ awareness to respond the questions compared to control group that was without any treatment. These outcomes show that using socio/affective strategies were more helpful factor for learners to answer the reading comprehension questions.
Abstract: This study aimed to investigate the effects of socio-affective strategies in the enhancement of reading comprehension in Iranian EFL learners. For this purpose, the study adopted a quasi-experimental design with a proficiency test to find the homogeneity of groups. Furthermore, two classes were selected as the experimental and control groups (n =60...
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