The Effect of Post-Teaching Activity Type on Vocabulary Learning of Elementary EFL Learners

Autor/inn/en	Sadeghi, Karim; Sharifi, Faranak
Titel	The Effect of Post-Teaching Activity Type on Vocabulary Learning of Elementary EFL Learners
Quelle	In: English Language Teaching, 6 (2013) 11, S.65-76 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Vocabulary Development; Adult Students; Control Groups; Experimental Groups; Comparative Analysis; Statistical Analysis; Statistical Significance; Role Playing; Educational Games; Writing Instruction; Personal Narratives; Oral Language; Measures (Individuals); Statistical Distributions; Gender Differences; Pretests Posttests; Iran + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Wortschatzarbeit; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Statistische Analyse; Rollenspiel; Educational game; Lernspiel; Schreibunterricht; Erlebniserzählung; Oral interpretation; Mündlicher Sprachgebrauch; Messdaten; Wahrscheinlichkeitsverteilung; Geschlechterkonflikt
Abstract	Considering the significant role of vocabulary in learning a language, and teachers' great responsibility in providing opportunities to facilitate this learning, many studies have focused on the best means of achieving a good knowledge of vocabulary. This study set out to investigate the effect of four post-teaching activities, namely game, narrative writing, role-play, and speaking tasks on vocabulary gain of elementary Iranian EFL learners across gender. The sample in the study was composed of 111 elementary adult EFL learners assigned into four experimental groups for females and four experimental groups for males as well as two control groups one for each gender, at AVA Talk Institute, Urmia, Iran. Successive to the pre-test, which was meant to measure the learners' prior knowledge of the target words, learners were asked to carry out the required tasks using the words they were provided with. The results of two-way ANOVA analysis indicate statistically significant main effects for vocabulary learning across different activity types with role-play leading to the highest vocabulary gain (M = 19.27, SD = 3.70). Moreover, the gender of participants has a significant [F (1, 168) = 28.40, p = 0.000] impact upon the vocabulary learning of the participants, with female learners outperforming their male peers. The results of the study have implications for EFL teachers and provide them with new insights into implementing task-oriented activities for better retention of vocabulary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01