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All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture
Zarfsaz, Elham
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Education Languange, Linguistic, Communication & Media

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The Effect of Using De-contextualization and Semi-Contextualization Teaching Techniques on Turkish EFL Learners’ Vocabulary Learning Yeganehpour, Parisa; Zarfsaz, Elham
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 7 No. 2 (2022): Acuity: Journal of English Language Pedagogy, Literature & Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v7i2.2781

Abstract

We are now surrounded by information from television, the internet, and digital media. Multimedia connects us to diverse languages and civilizations. The usage of a variety of forms of multimedia has a number of advantages for foreign language acquisition. The purpose of this study was to determine the extent to which using television programs and subtitled television shows as semi-contextualized strategies aids vocabulary retention during language acquisition. This research was performed at a Turkish government university. The teacher divided the classes into two experimental groups ranging in age from 18-20. The research began with the administration of a pretest. Then, the newly concentrated terms were taught using two distinct teaching techniques: decontextualized and semi-contextualized instruction. The study was conducted during a semester in 14 sessions. After teaching the new terms using the two strategies, an instant post-test was conducted at the end of sessions. A delayed post-test was conducted three sessions later. Following that, the participants' scores were statistically examined. The study's findings indicated that there were no significant differences in vocabulary teaching strategies between semi-contextualized (TV program) and decontextualized (board monitoring). It should be emphasized that the researchers, as English teacher, anticipated differences between two strategies (preference for semi-contextualized technique) based on their own teaching experience.
The Relationship between Teachers’ Self-Disclosure and EFL Students’ Motivation for Class Participation KUHZAD, Sara; ZARFSAZ, Elham
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 8 No. 2 (2023): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v8i2.3016

Abstract

A communication technique specifically used to improve relationships between teachers and students is teacher self-disclosure. More often than not, a healthy learning environment is created by the relationship between the teacher and students (Frymier & Houser, 2000). The purpose of this study was to determine whether there are any variations between male and female students' motivation regarding the teachers' self-disclosure and to investigate the relationship between teachers' self-disclosure and EFL students' motivation for class participation. In order to accomplish these goals, 28 teachers and 108 intermediate English learners from three institutions—Andishe Sabz Ehsan institution, Arad institution, and Maqreb Zamin institution—who were both male and female students were chosen to take part in the study. Data was then gathered using the teachers' self-disclosure questionnaire and the students' motivation questionnaire. The study's findings suggested a strong correlation between teachers' self-disclosure and EFL students' motivation to participate in class, however, there was no difference in motivation between male and female students with regard to teachers' self-disclosure. The findings of this study suggest that TSD can be used as a teaching and career development tool by EFL instructors at schools, universities, and other English language institutions to enhance learning and motivate students to learn English in the most effective manner.
Co-Authors KUHZAD, Sara Yeganehpour, Parisa