International Journal of Applied Linguistics & English Literature, 2016
This study investigated the effects of three types of feedback on Iranian EFL learners' recogniti... more This study investigated the effects of three types of feedback on Iranian EFL learners' recognition of lexical collocations. 78 pre-intermediate students from among 90 were selected to participate in this study. A KET (Key English Test) was used in order to homogenize them. A teacher-made pre-test including all 150 target lexical collocations was used to make sure that the students did not know the target lexical collocations beforehand. Then the participants were divided into three experimental groups. All groups received the same instruction during 10 sessions of treatment. However, they received different types of feedback. Each session, the teacher gave a handout including 15 English sentences to each student. There was one lexical collocation in each sentence which was written in parentheses. Students were asked to write 15 collocations within twenty minutes and then submit the paper to the teacher. Then the teacher underlined the errors and gave them back to the students. Students in group A received direct feedback from the teacher. Students in group B received indirect feedback and the last group received peer feedback on their collocational errors. At the end of the treatment, 30 multiple-choice items were used to test students' recognition of lexical collocations. The result of One-Way ANOVA procedure revealed that the group that received indirect feedback had the best performance, followed closely by the group that received peer feedback. Students in direct feedback group had the lowest performance. The findings suggest that different types of feedback have different effects on EFL learners' recognition of lexical collocations.
This study investigated the effects of form-focused and meaning-focused tasks with different invo... more This study investigated the effects of form-focused and meaning-focused tasks with different involvement load indices on EFL learners' recognition of L2 idioms. To this end, a sample of 180 EFL learners (both male and female) in two language institutes was selected and randomly assigned into six groups. Form-focused tasks with involvement load 2 (Multiple-choice), 3 (Sentence-completion), 4 (Sentence-making) were used for three experimental groups, while meaning-focused tasks with involvement load 2 (Summary-writing), 3 (Writing with glossary), and 4 (Writing without glossary) were utilized for the other three groups. After the treatment, a 30-item test in multiple-choice format was administered to assess the participants' recognition of idioms. One two-way ANOVA and a series of independent-samples t-tests were run to process the collected data. The results indicated that the tasks with higher levels of involvement load were more effective on recognition of idioms. The resul...
Finding effective ways to improve L2 idioms recall has been a long-standing concern of many pract... more Finding effective ways to improve L2 idioms recall has been a long-standing concern of many practitioners. This study compared the effects of meaning-focused and form-focused tasks with varying involvement load indices on EFL learners' recall of L2 idioms. One-hundred eighty intermediate level EFL learners participated in this study and were randomly assigned to one of the six experimental groups. In three form-focused groups, the participants received multiple-choice, sentence-completion and sentence-making tasks with involvement indices of 2, 3, and 4, respectively. In three meaning-focused groups, they were asked to perform summary writing, writing with glossary, and writing without glossary with involvement degrees of 2, 3, and 4, respectively. A 30-item test in fill-in-the-blank format was administered to all groups to assess their recall of idioms after the treatment. To analyze the data, a two-way ANOVA and a series of independent-samples t-tests were used. The results sh...
Iranian Journal of English for Academic Purposes , 2021
Finding effective ways to improve L2 idioms recall has been a long-standing concern of many pract... more Finding effective ways to improve L2 idioms recall has been a long-standing concern of many practitioners. This study compared the effects of meaning-focused and form-focused tasks with varying involvement load indices on EFL learners' recall of L2 idioms. One-hundred eighty intermediate level EFL learners participated in this study and were randomly assigned to one of the six experimental groups. In three form-focused groups, the participants received multiple-choice, sentence-completion and sentence-making tasks with involvement indices of 2, 3, and 4, respectively. In three meaning-focused groups, they were asked to perform summary writing, writing with glossary, and writing without glossary with involvement degrees of 2, 3, and 4, respectively. A 30-item test in fill-in-the-blank format was administered to all groups to assess their recall of idioms after the treatment. To analyze the data, a two-way ANOVA and a series of independent-samples t-tests were used. The results showed that the tasks with higher degrees of involvement were more efficient on the recall of idioms. The results also revealed that although form-focused tasks were significantly more effective than meaning-focused tasks at lower loads of involvement, at higher involvement load, the difference between form-focused and meaning-focused tasks was not significant. The findings of the present study can have theoretical as well as pedagogical implications for learners, teachers, textbook designers, and curriculum developers.
International Journal of Applied Linguistics & English Literature, 2016
This study investigated the effects of three types of feedback on Iranian EFL learners' recogniti... more This study investigated the effects of three types of feedback on Iranian EFL learners' recognition of lexical collocations. 78 pre-intermediate students from among 90 were selected to participate in this study. A KET (Key English Test) was used in order to homogenize them. A teacher-made pre-test including all 150 target lexical collocations was used to make sure that the students did not know the target lexical collocations beforehand. Then the participants were divided into three experimental groups. All groups received the same instruction during 10 sessions of treatment. However, they received different types of feedback. Each session, the teacher gave a handout including 15 English sentences to each student. There was one lexical collocation in each sentence which was written in parentheses. Students were asked to write 15 collocations within twenty minutes and then submit the paper to the teacher. Then the teacher underlined the errors and gave them back to the students. Students in group A received direct feedback from the teacher. Students in group B received indirect feedback and the last group received peer feedback on their collocational errors. At the end of the treatment, 30 multiple-choice items were used to test students' recognition of lexical collocations. The result of One-Way ANOVA procedure revealed that the group that received indirect feedback had the best performance, followed closely by the group that received peer feedback. Students in direct feedback group had the lowest performance. The findings suggest that different types of feedback have different effects on EFL learners' recognition of lexical collocations.
This study investigated the effects of form-focused and meaning-focused tasks with different invo... more This study investigated the effects of form-focused and meaning-focused tasks with different involvement load indices on EFL learners' recognition of L2 idioms. To this end, a sample of 180 EFL learners (both male and female) in two language institutes was selected and randomly assigned into six groups. Form-focused tasks with involvement load 2 (Multiple-choice), 3 (Sentence-completion), 4 (Sentence-making) were used for three experimental groups, while meaning-focused tasks with involvement load 2 (Summary-writing), 3 (Writing with glossary), and 4 (Writing without glossary) were utilized for the other three groups. After the treatment, a 30-item test in multiple-choice format was administered to assess the participants' recognition of idioms. One two-way ANOVA and a series of independent-samples t-tests were run to process the collected data. The results indicated that the tasks with higher levels of involvement load were more effective on recognition of idioms. The resul...
Finding effective ways to improve L2 idioms recall has been a long-standing concern of many pract... more Finding effective ways to improve L2 idioms recall has been a long-standing concern of many practitioners. This study compared the effects of meaning-focused and form-focused tasks with varying involvement load indices on EFL learners' recall of L2 idioms. One-hundred eighty intermediate level EFL learners participated in this study and were randomly assigned to one of the six experimental groups. In three form-focused groups, the participants received multiple-choice, sentence-completion and sentence-making tasks with involvement indices of 2, 3, and 4, respectively. In three meaning-focused groups, they were asked to perform summary writing, writing with glossary, and writing without glossary with involvement degrees of 2, 3, and 4, respectively. A 30-item test in fill-in-the-blank format was administered to all groups to assess their recall of idioms after the treatment. To analyze the data, a two-way ANOVA and a series of independent-samples t-tests were used. The results sh...
Iranian Journal of English for Academic Purposes , 2021
Finding effective ways to improve L2 idioms recall has been a long-standing concern of many pract... more Finding effective ways to improve L2 idioms recall has been a long-standing concern of many practitioners. This study compared the effects of meaning-focused and form-focused tasks with varying involvement load indices on EFL learners' recall of L2 idioms. One-hundred eighty intermediate level EFL learners participated in this study and were randomly assigned to one of the six experimental groups. In three form-focused groups, the participants received multiple-choice, sentence-completion and sentence-making tasks with involvement indices of 2, 3, and 4, respectively. In three meaning-focused groups, they were asked to perform summary writing, writing with glossary, and writing without glossary with involvement degrees of 2, 3, and 4, respectively. A 30-item test in fill-in-the-blank format was administered to all groups to assess their recall of idioms after the treatment. To analyze the data, a two-way ANOVA and a series of independent-samples t-tests were used. The results showed that the tasks with higher degrees of involvement were more efficient on the recall of idioms. The results also revealed that although form-focused tasks were significantly more effective than meaning-focused tasks at lower loads of involvement, at higher involvement load, the difference between form-focused and meaning-focused tasks was not significant. The findings of the present study can have theoretical as well as pedagogical implications for learners, teachers, textbook designers, and curriculum developers.
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