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All Journal Cakrawala Pendidikan LLT Journal: A Journal on Language and Language Teaching IJoLE: International Journal of Language Education REGISTER JOURNAL
Pourhosein Gilakjani, Abbas
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : LLT Journal: A Journal on Language and Language Teaching

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INVESTIGATING THE IMPACT OF ONLINE VS. BLENDED LEARNING ON VOCABULARY LEARNING: EVIDENCE FROM IRANIAN INTERMEDIATE EFL LEARNERS Ramezani Sarajari, Maryam; Pourhosein Gilakjani, Abbas
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i1.7207

Abstract

This study aimed to examine the effect of online vs. blended learning on improving vocabulary learning among Iranian intermediate EFL learners. The current study followed a quasi-experimental, pretest-posttest control group research design. The researchers selected a sample of 120 EFL intermediate learners from a private English Language Institute in Lahijan, Iran for this purpose. The researchers divided the participants into three groups of 40 students each. The researchers used three instruments: 1) a Solution Placement Test (SPT), 2) a Vocabulary pre-test 3), and Vocabulary post-test. The control group only learned vocabulary through traditional lecture methods and face-to-face teaching. The LMS instructional model and the blended learning instructional model were used to teach vocabulary to the online learning group and the blended learning group, respectively. After 10 weeks, students were tested again using a before and after design. In the L2 vocabulary test, both the online and blended learning groups performed better than the control group, in addition, no significant difference was observed between the online and blended learning groups. That is, both online and blended learning instructions have been effective in the development of EFL learners’ vocabulary learning and have had a statistically significant effect on the vocabulary learning of Iranian intermediate EFL learners. The researchers suggest that EFL students can benefit from learning L2 vocabulary through online and blended learning. The findings have practical implications for teacher education programs to promote prospective teachers’ interest and willingness to implement web-based systems. The findings also have important implications for web-based application developers. They should consider a clear model for blended learning and teachers should have the right to choose a blended learning model that suits their teaching contexts to manage the classroom and provide a more effective learning environment.
THE EFFECT OF AUDIOLINGUAL-BASED VERSUS COMMUNICATIVE LANGUAGE TEACHING-ORIENTED TECHNIQUES ON INTERMEDIATE EFL LEARNERS’ LISTENING COMPREHENSION Polrodi, Sepideh; Pourhosein Gilakjani, Abbas
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v24i2.3492

Abstract

This study was an investigation to find out the effect of audiolingual (ALM)-based versus communicative language teaching (CLT)-oriented techniques on Iranian intermediate EFL learners’ listening comprehension ability. To do this, sixty EFL learners in intermediate level from Shokouh Institute in Lahijan, Iran were selected randomly and assigned to two groups; namely the experimental group and control group; 30 participants in each group were selected based on their performance using the oxford placement test (OPT). A quasi-experimental design was used for this study. A listening audio text extracted from the book “Four Corners” was administered as pre-test and post-test. The researchers taught the students of both groups for 10 sessions. The CLT techniques were used as treatment in the experimental group while the control group received no treatment and just used ALM techniques. After 10 sessions, the listening passages extracted from the book “Four Corners” were administered as post-test in order to compare the results of the scores of two groups and decide about the effectiveness of the treatment. Finally, the data were analyzed via running an Independent Samples T-test and a series of Paired Samples T-tests. The results showed that Iranian EFL learners’ listening comprehension skill has been significantly improved as a result of using CLT techniques at the significance level of .05. It was concluded that the use of CLT techniques was highly effective in Iranian learners’ listening comprehension improvement.
Co-Authors Alizadeh, Mitra Enayati, Fatemeh Khazaee, Hossein Polrodi, Sepideh Ramezani Sarajari, Maryam Sheikhy Behdani, Reihaneh