Effects of Using Narrative Sequential Images on Iranian High School EFL Learners’ Monologue Skill
Publish Year: 1399
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_IJREE-6-1_003
تاریخ نمایه سازی: 23 خرداد 1400
Abstract:
A narrative monologue skill is required in learning English. Delivering a monologue is a challenging skill for most of the EFL students since it is difficult for them to utilize their lexical and grammatical knowledge. This study investigates the effects of narrative sequential images on the Iranian intermediate EFL students’ monologue skill. To this end, the study was conducted in two intact classes (one as the experimental group and the other as the control group) of ۳۲ students within ۲ months in a high school in Isfahan. To select homogenous participants, Oxford Placement Test and Oral Proficiency Interview were administered. A monologue pre-test was used at the beginning of the study. And the specific treatment was administered to the experimental group. Then, a parallel post-test was conducted. Based on the results, there was a significant difference in the scores of the experimental group in all aspects of fluency, coherence, lexical resources, grammar and accuracy, and pronunciation in using narrative sequential images before and after treatment. In other words, experimental group performed better on the four subscales of monologue skill than did the control group. Results, also, suggested that teachers use sequential images as a part of their instruction to help students develop their monologue skill.
Keywords:
Images , Monologue , Narration , Picture Stories , Speaking Skill , images , monologue , narration , picture stories , speaking skill
Authors
Sara Karimzade
Department of Literature and Foreign Languages, Faculty of English Language, Payam Noor University
Razieh Rabbani Yekta
Department of Literature and Foreign Languages, Faculty of English Language, Payam Noor University
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