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Showing 4 results for Roohani
Ali Roohani, Zeinab Saba,
Volume 13, Issue 2 (9-2010)
Abstract
Vocabulary learning is one of main components of L2 teaching. However, there is no consensus on the best method of teaching/learning vocabulary. Recently, some researchers (e.g. Kim, 2008 Keating, 2008) have emphasized the task-based instruction in contrast with the traditional method of Presentation, Practice and Production (PPP). This study investigates the comparative effect of pedagogical tasks (PTs) and PPP instruction on L2 vocabulary learning among Iranian EFL learners. To this end, 72 intermediate EFL learners in the Jahad-e-Daneshgahi Language Centre in Shahrekord participated in the study. They were randomly divided into 2 groups: one group received PPP instruction and the other group received task-based instruction. The participants in the task group were further assigned into 2 PT groups: one of them received “listen-and-do” and the other one received “complete-the-chart” task instructions. To collect data, an L2 vocabulary test consisting of 30 multiple-choice items was used as pre-tests and post-tests. The results of covariate analyses on the vocabulary test scores in a pre-test post-test design showed that the two types of PTs had a significant positive effect on the vocabulary mean scores, suggesting that such tasks were more effective than PPP instruction in vocabulary learning/teaching. However, the treatment effect between the two types of PTs was not significantly different. Finally, pedagogical implications are presented.
Ali Roohani, Hajar Khalilian,
Volume 15, Issue 1 (3-2012)
Abstract
This study explores the relationship between metacognitive awareness and 2 aspects of vocabulary knowledge (i.e., declarative versus skill) in “more explicit” and “less explicit” language learning groups. Also, it investigates whether declarative aspect, operationalized in vocabulary size, and skill aspect, operationalized in the productive use of vocabulary, differ in the more explicit and less explicit language learning groups. To these ends, 80 Iranian EFL learners, majoring in English Translation at Shahrekord and Esfahan Payam-e-Noor Universities were selected through Oxford Placement Test. Schraw’s (1994) Metacognitive Awareness Test was used to measure the participants’ degree of the explicit knowledge Nation’s (1990) Vocabulary Levels Test and Laufer and Nation’s (1999) Productive Vocabulary Levels Test were also used to measure their skill and declarative knowledge, respectively. Correlational statistics indicated a significant and positive correlation between metacognitive awareness and declarative knowledge, but a significant and negative correlation between metacognitive awareness and skill aspect of vocabulary. Moreover, t tests indicated that the more explicit group was better in the declarative aspect whereas the less explicit one was better in the skill aspect of vocabulary knowledge. The findings shed light on the cognitive dimension of vocabulary learning.
Ali Roohani, Elham Amini Baghbadorani,
Volume 15, Issue 2 (9-2012)
Abstract
This study explored the effect of using Self-Regulated Strategy Development (SRSD) instruction on the persuasive writing and self-efficacy of Iranian EFL learners and compared the effectiveness of such instruction with nonstrategy-based (i.e., traditional) instruction. In so doing, this study followed the SRSD model, using a mnemonic and transition word chart, essay examples, and a graphic organizer. To achieve the objectives, 60 Iranian EFL undergraduate students at two universities participated in this study, which used a pretest-posttest control group quasi-experimental design. The analyses of covariance on the persuasive essays and self-efficacy tests in the control and experimental groups revealed that both SRSD and non-SRSD instructions had a positive impact on the participants' persuasive writing ability. But the effect of SRSD instruction was significantly greater on the participants' writing (i.e., format and content, organization and coherence, sentence construction and vocabulary in writing). In addition, the self-efficacy of the SRSD group improved, but the difference in posttest self-efficacy scores between the SRSD and non-SRSD groups was not statistically significant. The findings draw language instructors' attention to the metacognitive dimension of writing and importance of teaching self-regulatory strategies as a way for achieving autonomy and self-efficacy in writing.
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Volume 18, Issue 1 (4-2015)
Abstract
Reading comprehension (RC) and critical thinking (CT) are the two basic cognitive skills that should be developed through involving language learners in a carefully planned instruction. Multiple intelligences (MI) instruction may assist learners in developing RC and CT in L2 education. This study probed the effect of MI-based reading instruction on the Iranian EFL learners’ RC and CT skills. In so doing, it compared the effectiveness of an MI-based reading instruction with a traditional one. To this end, 4 intact classes from several English language institutes, comprising 56 Iranian intermediate-level EFL learners, were selected and randomly assigned to MI-based (experimental) and traditional (control) groups. A multiple- choice RC test, a reading summary test, and the Watson-Glaser Critical Thinking Appraisal test were used as the instrumentations to collect data on the participants’ RC and CT. Analysis of covariance revealed a significant effect for the MI-based reading instruction. Furthermore, the RC scores increased more significantly in the MI-based group in comparison to the traditional one. However, the CT scores did not significantly improve in both groups. There was also no statistically significant difference in the CT scores between the two groups after the treatments. Iranian EFL educators are, then, encouraged to develop MI-based lessons and activities for diverse students and take explicit instruction for the enhancement of CT skills in EFL reading courses.
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