The Role of Self-Regulatory Approach in Iranian Learners' Lexical Segmentation: The case of authentic materials
Publish Year: 1396
نوع سند: مقاله ژورنالی
زبان: English
View: 123
This Paper With 16 Page And PDF Format Ready To Download
- Certificate
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
JR_JFL-5-18_004
تاریخ نمایه سازی: 7 شهریور 1400
Abstract:
The present research investigated the effect of self-regulatory approach (with two components of self-checking and self-efficacy) on pre-intermediate Iranian learners' lexical segmentation in listening comprehension via authentic listening comprehension texts. To achieve this purpose, the investigators administered an Oxford Placement Test (۲۰۰۷) to ninety-eight students of two girls’ private junior high schools in Abadan. The participants were in grade seven at pre-intermediate level. Ninety-two students were selected out of ninety-eight and after homogenizing the participants linguistically, they were divided into four groups. Twenty-three students of every ۴ classes whose scores were nearly the same were considered as one group. There were one control group and three experimental groups. A teacher-made pretest which was piloted by the researchers was administered to all groups. Then, the experimental groups were instructed under an eight-sessions treatment which was self-regulated teaching via authentic and non-authentic texts. Finally, the participants took a posttest similar to the pretest on lexical segmentation in listening comprehension. Both pretest and posttest reliability were calculated with Cronbach Alpha. Statistical analyses were done through one-way ANOVA. the result of the study indicated that self-regulated approach teaching through authentic materials can improve learners’ lexical segmentation of listening comprehension.
Keywords:
Authors
Azam Roostaie Zanyani
Abadan Branch, Islamic Azad University, Abadan, Iran
Farzaneh Mir
Department of Language Teaching, Abadan Branch, Islamic Azad University, Abadan, Iran