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All Journal ELT Forum: Journal of English Language Teaching LLT Journal: A Journal on Language and Language Teaching
Nasri, Mehdi
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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THE IMPACT OF USING AUDIO-VISUAL AIDS ON TEACHING LISTENING AMONG IRANIAN PRE-INTERMEDIATE EFL LEARNERS Namaziandost, Ehsan; Nasri, Mehdi
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (254.79 KB)

Abstract

The present study aimed to investigate the effects of audio-visual aids on teaching listening among Iranian pre-intermediate EFL learners. In order to fulfill the objectives of the study, the researcher selected 40 homogeneous pre-intermediate students and divided them into two equal groups. The two groups were the experimental groups (n=20) and a control groups (n=20). Then a listening comprehension pre-test was administered to assess the participants' listening comprehension at the beginning of the course. After the pre-test, the researcher practiced the treatment on the experimental groups. During the treatment sessions, The EG was taught by using authentic video, while the CG used audio Compact Disc (CD) as the teaching aid most often used by ESL teachers in teaching listening. After the treatment which took 15 sessions, the researcher administered a post-test to find out the effect of audio-visual aids on teaching listening. When the data were collected, Independent and Paired Samples T-tests were run to analyze them. The results showed that the EG students taught by using authentic video achieved higher results in listening than the CG ones taught by audio compact disc (CD). The implications of the study suggest that using audio-visual aids can help EFL learners to develop their listening comprehension.DOI: 10.24071/llt.2019.220209
Texts with Various Levels of Hardness, Reading Comprehension and Reading Motivation: I+1 Versus I-1 Namaziandost, Ehsan; Rahimi Esfahani, Fariba; Nasri, Mehdi
ELT Forum: Journal of English Language Teaching Vol 8 No 1 (2019): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v8i1.30992

Abstract

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
Co-Authors Namaziandost, Ehsan Rahimi Esfahani, Fariba Zariholhosseini, Elnaz