Results 61 to 70 of about 1,888 (239)

The Impact of Artificial Intelligence (chat GPT) on Writing Accuracy of Iranian Intermediate EFL Learners and Their Level of Motivation [PDF]

Technology Assisted Language Education
This study investigated the impact of ChatGPT on writing accuracy and motivation of Iranian intermediate EFL learners. Initially, the Oxford Placement Test (OPT) was administered to 113 intermediate EFL learners; who were selected from two language ...
Shaghayegh Jafari, Laleh Fakhraee, Morteza Teimourtash   +2 more
doaj   +1 more source

Optimizing the Effectiveness of Captioned Viewing for Incidental Second Language Vocabulary Learning: The Effects of Repeated Viewing and Reading Fluency

TESOL Quarterly, EarlyView.
Abstract This study examined the effects of repeated viewing and reading fluency on incidental second language vocabulary acquisition through captioned video exposure. A total of 149 Japanese EFL learners watched a short animation with or without captions, varying in the number of repetitions (once, twice, or three times).
Satsuki Kurokawa, Takumi Uchihara
wiley   +1 more source

Investigating the impact of explicit and implicit instruction on the use of interactional metadiscourse markers

Asian-Pacific Journal of Second and Foreign Language Education, 2022
The current study aimed to compare the influence of explicit versus implicit instruction on EFL learners’ use of interactional metadiscourse markers in their writing.
Dina Abdel Salam El-Dakhs, Noorchaya Yahya, Miroslaw Pawlak   +2 more
doaj   +1 more source

Explicit Interactive Writing Instruction: Scaffolding for EFL Students

The International Journal of Humanities & Social Studies, 2023
The purpose of this case study was to examine the effect of explicit, interactive writing instruction on the writing development of four college students, two novice writers and two intermediate writers. The results showed that this holistic, not reduced, controlled writing instruction, had positive potential in providing these student writers with ...
openaire   +1 more source

The effects of L1 use and dialogic instruction on EFL writing

Eurasian Journal of Applied Linguistics, 2020
This paper investigates the effects of three different types of prewriting instruction on Turkish students’L2 writing production capabilities. This mixed method study was carried out with 45 Turkish EFLstudents enrolled at a state university. Students were allocated into three groups randomly.
TANIŞ, Ayfer, HARMAN ŞENSOY, Feyza, ATAY, Derin   +2 more
openaire   +4 more sources

Cumulative Testing for Learning Spoken Vocabulary

TESOL Quarterly, EarlyView.
Abstract Cumulative testing is known to improve vocabulary learning by integrating both new and previously introduced words in weekly quizzes. While evidence for its benefits is promising, prior research has primarily focused on the written mode of vocabulary, with target words studied, practiced, and tested in the visual mode only.
Ryo Maie, Takumi Uchihara
wiley   +1 more source

The Effect of Self-regulated Strategy Instruction on Iranian EFL Learners' Writing Ability [PDF]

Journal of Applied Linguistics, 2016
This study explored the effect of teaching Self-Regulated Strategy on the writing accuracy and cohesion of Iranian EFL learners. In so doing, this study followed the SRS instruction model, using a transition word chart, examples, and a graphic organizer.
Tayyebeh Eivazi, Iraj Khoshnevis
doaj  

Integrating ChatGPT into EFL writing instruction: Benefits and challenges

International Journal of Education and Learning, 2023
Teaching English as a Foreign Language (EFL) writing skills presents a unique set of challenges, from developing students' language proficiency to providing personalized feedback and support. In recent years, there has been growing interest in the potential of AI and NLP, such as ChatGPT, to support language education. This paper explores the potential
openaire   +1 more source

Teaching Enjoyment and Vitality as Mediators of Cognitive Flexibility and Reflective Teaching in EFL Teachers: A Mixed‐Methods Serial Mediation Analysis

TESOL Quarterly, EarlyView.
Abstract Reflective teaching (RT) is influenced by a range of cognitive, pedagogical, and psycho‐affective factors in second/foreign language (L2) education. However, empirical evidence on the influence of psycho‐affective variables on teachers' reflectivity remains limited.
Lili Qin, Hossein Nassaji, Ali Derakhshan   +2 more
wiley   +1 more source

Modeling the Paths from L2 Use and Socio‐Affective Variables to Communication Skills: A Mixed‐Methods Approach

TESOL Quarterly, EarlyView.
Abstract Previous research demonstrated that communication anxiety reduces L2 learners' willingness to communicate and communication frequency, but left unexplored its impact on performance. The current mixed‐methods study investigated factors impacting L2 communication skills.
Debra M. Hardison
wiley   +1 more source