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All Journal English Review: Journal of English Education Journal of English Language Teaching and Linguistics J-REaLL Studies in English Language and Education
Ehsan Namaziandost
Islamic Azad University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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THE IMPLEMENTATION OF TEACHING GENRE IN L2 LISTENING CLASSROOM: IRANIAN PRE-INTERMEDIATE EFL LEARNERS IN FOCUS Ehsan Namaziandost; Sajad Shafiee; Behrouz Ahmadi
English Review: Journal of English Education Vol 7, No 2 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v7i2.2618

Abstract

This study tries to implement genre-based instruction in Iranian pre-intermediate EFL learners’ L2 listening skill. Moreover, it aims to investigate if genre-based instruction impacts the listening skills of EFL learners at different skill levels equally. To achieve this goal, 60 EFL learners have been selected. These were split into groups A and B. Groups A and B, respectively, consisted of 30 and 30 members. Group A was split into experimental and control groups and administered the pre and posttest of listening skills. Findings from one-way ANCOVA showed that because of using genre-based instruction, the experimental group outperformed the control group. Group B was also classified into proficient and less-proficient classes as demonstrated by the proficiency test; each administered two pre-and posttest of listening. Nonetheless, the findings of one-way ANCOVA revealed that both classes were improved from pretest to posttest; the professional group performed remarkably better than the less skilled group. Generally speaking, the results of this study showed that GBT is a key and crucial factor in developing listening comprehension.
The capacity of human memory: Is there any limit to human memory? Ehsan Namaziandost; Meisam Ziafar
Journal of Research on English and Language Learning (J-REaLL) Vol. 1 No. 2 (2020): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v1i2.6432

Abstract

There exist some estimates of the capacity of human memory. Recent studies have proven the fact that Long Term Memory is subject to constant reconfigurations mostly at lower levels of neural clusters. There is no consensus on one definition for the capacity of memory. As far as retrieval of items present in memory is not the concern, it is reasonable to refrain from putting limits on capacity of human memory; otherwise, one must accept a number game which renders no fixed definite final estimation. Recently such capacity is defined as the amount of interference created by the item which must remain active in the memory.
The Effect of Teaching Picture-books on Iranian Elementary EFL Learners’ Vocabulary Learning Arash Hashemifardnia; Ehsan Namaziandost; Fariba Rahimi Esfahani
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(3), December 2018
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (395.088 KB) | DOI: 10.21462/jeltl.v3i3.151

Abstract

Regarding the attractiveness of picture books, this study examined the impacts of teaching picture books on vocabulary learning of 40 Iranian elementary students. The participants were randomly assigned to two groups of 20; one experimental and one control. Then, their knowledge of vocabulary was assessed through administering a researcher-made vocabulary pre-test.  After that, the researchers started to teach the experimental group through teaching picture-book of Starters Word List Picture Book. The words were taught to the students and they were required to match each word with its picture. The control group was instructed through their school textbook (Prospect One). The words were taught without their pictures; the words were read and simultaneously the students were wanted to repeat them and write their Persian equivalents. After the instruction ended, a vocabulary post-test was given to determine the effects of the treatment on the students’ vocabulary learning. The results of paired and independent samples t-tests indicated that the experimental group outperformed the control group on the post-test.  It was also revealed that teaching through picture books resulted in better vocabulary learning.
Investigating EFL learners’ knowledge of vocabulary and idiomatic expressions in a culture-based instructional environment Ehsan Namaziandost; Mona Tavakoli; Siros Izadpanah
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (460.936 KB) | DOI: 10.24815/siele.v8i3.22543

Abstract

This study attempted to investigate the influences of cultural background knowledge on improving Iranian pre-intermediate EFL students’ vocabulary and idiomatic expressions. To reach this purpose, the Oxford Quick Placement Test (OQPT) was performed on 100 English as a foreign language (EFL) learners and 60 of them were selected. The selected respondents were then randomly divided into three groups: group A (Target Culture=TC), group B (Iranian Culture = IC), and group C (Culture-Free=CF). Afterwards, a vocabulary- idiomatic expressions pre-test was given to all groups. Then, the respondents of the three groups received three different treatments. Regarding the treatment, 10 texts pertinent to the customs and the culture of Iran were taught to the IC group, meanwhile, 10 texts with the new vocabulary and idiomatic expressions relevant to the target culture were taught to the TC group, and 10 culture-free texts including some new words and idiomatic expressions were trained to the CF group. After the instruction which took 10 sessions of 60 minutes each, the data were analyzed by using one-way ANOVA and paired sample t-test. The results depicted that the TC and the IC groups outflanked the CF group. This study has numerous implications for learners, teachers, and curriculum designers.
Investigating EFL learners’ knowledge of vocabulary and idiomatic expressions in a culture-based instructional environment Ehsan Namaziandost; Mona Tavakoli; Siros Izadpanah
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i3.22543

Abstract

This study attempted to investigate the influences of cultural background knowledge on improving Iranian pre-intermediate EFL students’ vocabulary and idiomatic expressions. To reach this purpose, the Oxford Quick Placement Test (OQPT) was performed on 100 English as a foreign language (EFL) learners and 60 of them were selected. The selected respondents were then randomly divided into three groups: group A (Target Culture=TC), group B (Iranian Culture = IC), and group C (Culture-Free=CF). Afterwards, a vocabulary- idiomatic expressions pre-test was given to all groups. Then, the respondents of the three groups received three different treatments. Regarding the treatment, 10 texts pertinent to the customs and the culture of Iran were taught to the IC group, meanwhile, 10 texts with the new vocabulary and idiomatic expressions relevant to the target culture were taught to the TC group, and 10 culture-free texts including some new words and idiomatic expressions were trained to the CF group. After the instruction which took 10 sessions of 60 minutes each, the data were analyzed by using one-way ANOVA and paired sample t-test. The results depicted that the TC and the IC groups outflanked the CF group. This study has numerous implications for learners, teachers, and curriculum designers.
The possibilities of implementing pragmatic instruction with Mental Grounding Techniques in EFL college students’ context Liqaa Habeb Al-Obaydi; Marcel Pikhart; Ehsan Namaziandost
Studies in English Language and Education Vol 10, No 3 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i3.28517

Abstract

The use of psychological techniques to deal with language problems is a well-known strategy in the process of teaching foreign languages as learners can sometimes suffer from anxiety and stress, so it is essential to help students overcome the psychological barriers they face to cope with the process of learning. This study attempts to deal with pragmatic problems by using a mix of mental grounding techniques and pragmatic activities (awareness-raising activities). The sample of the study comprised participants from Iraq and the Czech Republic. They were first-year college students. The researchers depended on learning zones to determine the suitable time for the experiment (fear zone). The researchers applied self-report surveys in addition to interviews to determine the students with pragmatic problems. Then, at the end of the experiment, the participants were interviewed again to evaluate the experiment in addition to the same self-report survey. Results showed that the two samples responded positively to the mix of techniques used. Moreover, the division of learning zones seems ideal to be dependent in the present study as it specifies the time of challenge the students experienced. The results also clarified that the mix of the two types of activities (pragmatic and grounding activities) demonstrates a kind of remedy that could enhance students’ level of pragmatics. In the end, no sharp differences were mentioned in the two contexts of the study (Iraq and the Czech Republic); both gained approximate positive results.
Co-Authors Arash Hashemifardnia Behrouz Ahmadi Fariba Rahimi Esfahani Liqaa Habeb Al-Obaydi Marcel Pikhart Meisam Ziafar Mona Tavakoli Sajad Shafiee Siros Izadpanah