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All Journal Indonesian Journal of Applied Linguistics (IJAL) Dinamika Ilmu DINAMIKA ILMU: Jurnal Pendidikan
Mohammad Afsharrad, Mohammad
Teacher of TEFL, MA in TEFL from Semnan University, Iran. Office of Education, Joghatay and TICE English School, Sabzevar, Khorasan Razavi, Iran.
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Effect of Transcribing on Elementary Iranian EFL Learners’ Listening Comprehension Afsharrad, Mohammad; Nafchi, Asghar Moulavi
Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 15 No 2, December 2015
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (288.352 KB) | DOI: 10.21093/di.v15i2.215

Abstract

This study is motivated by the gap existing between theory and practice in teaching listening. Most of the techniques used to teach listening put more emphasis on top-down processing while listeners’ problems are more of perceptive ones (bottom-up). In order to address the pervasive decoding problem in listening, this study suggests using transcribing exercise as an input enhancement device and investigates its effect on beginning learners’ listening ability. To this end, 31 learners participated in the study. The control group did not have any transcribing practice while the experimental group received transcribing exercise. In the data analysis step, an independent samples t test was employed to compare the two groups. The results show that transcribing has a significant positive effect on beginning learners’ listening comprehension. The findings of the study as well as advantages of transcribing exercise are discussed. Implications of the study and scope for future research are also addressed.
Bilingualism, monoliteracy, and third language writing: A case from Turkish-Persian context in Iran Poorebrahim, Fatemeh; Afsharrad, Mohammad; Ghonsooly, Behzad
Indonesian Journal of Applied Linguistics Vol 10, No 2 (2020): Vol. 10, No. 2, September 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i2.28608

Abstract

Studies on third language (L3) acquisition have shown that biliteracy has a facilitative effect on L3 writing. By comparing performances of bilinguals and monolinguals in subsequent language (English) writing, this study attempts to find whether being bilingual but not biliterate is of help to L3 writing. To this end, 52 Turk-Fars bilingual and 57 Fars monolingual females participated in the study. Data were collected through the participants’ compositions and think-aloud protocols. A series of Mann Whitney U tests were employed to compare the groups’ total writing scores and scores in different components of writing. The results of the study revealed that bilinguals performed better than monolinguals in total writing, organization, and mechanics. However, there was no significant difference between the two groups in content, discourse, syntax, and vocabulary of their compositions. This indicates that being bilingual without necessarily being biliterate is of help to L3 writing. Moreover, it was found that English language was the most frequently used medium of thought while writing in English. The findings of this study indicate the need for developing localized bilingual education systems so that bilinguals can take maximum advantage of their background languages in the process of L3 learning.
The Effect of Transcribing on Elementary Iranian EFL Learners’ Listening Comprehension Afsharrad, Mohammad; Nafchi, Asghar Moulavi
Dinamika Ilmu Vol 15 No 2 (2015): Dinamika Ilmu, 15(2), December 2015
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (288.352 KB) | DOI: 10.21093/di.v15i2.215

Abstract

This study is motivated by the gap existing between theory and practice in teaching listening. Most of the techniques used to teach listening put more emphasis on top-down processing while listeners’ problems are more of perceptive ones (bottom-up). In order to address the pervasive decoding problem in listening, this study suggests using transcribing exercise as an input enhancement device and investigates its effect on beginning learners’ listening ability. To this end, 31 learners participated in the study. The control group did not have any transcribing practice while the experimental group received transcribing exercise. In the data analysis step, an independent samples t test was employed to compare the two groups. The results show that transcribing has a significant positive effect on beginning learners’ listening comprehension. The findings of the study as well as advantages of transcribing exercise are discussed. Implications of the study and scope for future research are also addressed.
Co-Authors Asghar Moulavi Nafchi, Asghar Moulavi Ghonsooly, Behzad Poorebrahim, Fatemeh