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| Autor/inn/en | Al-Shammari, Abbas H.; Sahiouni, Ahmad Ali |
|---|---|
| Titel | Impact of Textual Enhancement and Input Processing on Syntactic Development of EFL University Students in Kuwait |
| Quelle | In: Education and Information Technologies, 28 (2023) 11, S.15205-15221 (17 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-2357 |
| DOI | 10.1007/s10639-023-11799-1 |
| Schlagwörter | Linguistic Input; Comparative Analysis; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; College Students; Language Processing; Scores; Pretests Posttests; Grammar; Syntax; Instructional Effectiveness; Kuwait |
| Abstract | This research investigated the consequence of textual enhancement and input processing on developing EFL university learners' linguistic development. It aimed to examine the extent to which these two techniques are useful for learning and teaching the passive voice. A total of 60 in the non-credit remedial foundation course (090) students were selected from the English department at Kuwait University as the study sample. The current research used an apparent experimental flow with a pre-test, post-test, and treatment, and the students were split up into three categories: they are the first, second, and third empirical groups. (N = 20), was trained using textual enhancement, the second empirical group (N = 20) was trained t using input processing and the third group (N = 20) was trained using the traditional method, Letter 'N' represents the number of students. The three groups were taught the passive voice for six weeks (around 90 h of teaching period). The individual post and pre-test scores were analyzed and the variation between the student's scores in the post, as well as a pre-test for the three groups, were identified. However, the qualitative information collected via interviews was qualitatively analyzed through content analysis. In this study, textual improvement and input were investigated. According to the findings, the post-test dramatically improved the pre-test in terms of participant scores. However, the first and second empirical groups got maximum scores than the traditional model, indicating that the two treatments are effective for teaching grammar. Moreover, the interviewees argued that textual enhancement and input processing are useful for learning and teaching grammar. Related to the obtained results, the present study recommends that EFL faculty should employ these techniques in teaching grammar and that curriculum designer should also incorporate these techniques in their curriculum. The study provides implications that could be useful for EFL learners, teachers, curriculum designers, and interested researchers. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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