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All Journal English Review: Journal of English Education Indonesian EFL Journal
Hamid Marashi
Islamic Azad University at Central Tehran
Arts Humanities Education Languange, Linguistic, Communication & Media

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CREATIVITY VIS-À-VIS SPEAKING AMONG EXTROVERT AND INTROVERT EFL LEARNERS Hamid Marashi; Asal Amin Ranjbar
Indonesian EFL Journal Vol 4, No 1 (2018)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v4i1.794

Abstract

The study attempts to investigate the relationship between extrovert and introvert EFL learners’ speaking skill and their creativity. For this purpose, 40 male introverts, 40 male extroverts, 40 female introverts, and 40 female extroverts were selected among a total number of 180 through their performance on the Eysenck’s Personality Inventory. Subsequently, the Abedi-Schumaker Creativity Test and a sample PET speaking test were administered to all 160 participants of the study. The Pearson correlation coefficient was subsequently used to check the correlation between speaking and creativity of each group of extrovert and introvert EFL learners. The results indicated that there was a significant correlation between each group’s speaking and creativity. Furthermore, a linear regression was also run to check any predictability pattern. The findings demonstrated that each group’s speaking predicted significantly their creativity. Keywords: creativity, extrovert, introvert, speaking skill
THE EFFECT OF USING SHORT SILENT ANIMATIONS ON EFL LEARNERS’ WRITING Hamid Marashi; Hedieh Adiban
English Review: Journal of English Education Vol 5, No 2 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v5i2.536

Abstract

This study investigated the effect of short silent animations on pre-intermediate EFL learners’ writing. A homogenized group of 60 participants was non-randomly chosen and assigned as the control and experimental groups. Those in the control group watched five short animations with dialogue, while those in the experimental group had five short animations which were silent. The procedure lasted 10 sessions. In both groups, the participants were asked to write five writings regarding the subjects of the animations during the term and each of the writings should have contained a minimum of 90 and maximum of 140 words. The participants were provided both oral and written feedback. At the end of the instruction, a sample PET writing posttest was administered to both groups, an independent samples t-test was run on the mean scores of the two groups, and the results (t = -2.02, p = 0.0370.05) revealed that the experimental group outperformed the control group. Keywords: ELT, silent animations, writing
Co-Authors Asal Amin Ranjbar Hedieh Adiban