The Effects of Focused/Unfocused Audio-Appended Reading Tasks on Intermediate Female EFL Learners' Written Accuracy

Autor/inn/en	Alavinia, Parviz; Shafaei, Ali; Salimi, Asghar
Titel	The Effects of Focused/Unfocused Audio-Appended Reading Tasks on Intermediate Female EFL Learners' Written Accuracy
Quelle	In: International Journal of Instruction, 11 (2018) 2, S.203-220 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Females; Accuracy; English (Second Language); Second Language Instruction; Teaching Methods; Audio Equipment; Form Classes (Languages); Experimental Groups; Control Groups; Task Analysis; Reading Processes; Grammar; Comparative Analysis; Instructional Effectiveness; Statistical Analysis; Foreign Countries; Pretests Posttests; Iran + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Audio-CD; Analytischer Sprachbau; Aufgabenanalyse; Leseprozess; Grammatik; Unterrichtserfolg; Statistische Analyse; Ausland
Abstract	The current research study was conducted to examine the impacts of focused and unfocused audio-appended reading tasks on female EFL learners' acquisition of a rule-bound structure (passive voice) and a non-rule-bound structure (prepositions). The participants of this study involved ninety intermediate female English learners. They were assigned into four experimental and two control groups on the basis of the instruction they were exposed to. The learners were instructed for ten sessions via focused and unfocused reading tasks. In the last session, the posttest of the study which included a rendering task was administered among the learners to measure their grammatical development. The results of the current research revealed significant differences between the performances of focused and unfocused groups in terms of the production element of accuracy in both rule-bound and non-rule-bound structures. The results of the current research showed that the learners who were exposed to focused audio-appended reading tasks outperformed the learners who were instructed by means of unfocused audio-appended reading tasks. The results of the current study can be helpful for researchers in the field of second language acquisition (SLA), language teachers, and syllabus and task designers. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01