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Comparing the Effectiveness of Input-Based and Output-Based Activities on Productive Knowledge of Vocabulary among Pre-Intermediate EFL Learners
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Namaziandost, Ehsan; Dehkordi, Elham Saberi; Shafiee, Sajad – Asian-Pacific Journal of Second and Foreign Language Education, 2019
The present study aimed to investigate the comparative impacts of input-based and output-based activities on vocabulary knowledge of Iranian EFL learners. To fulfil this objective, 54 intermediate EFL students out of 70 from a private language institute were chosen through administering the Oxford Quick Placement Test (OQPT). The selected…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Tests
The Impacts of Visual Input Enhancement, Semantic Input Enhancement, and Inputflooding on L2 Vocabulary among Iranian Intermediate EFL Learners
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Namaziandost, Ehsan; Rezvani, Ehsan; Polemikou, Anna – Cogent Education, 2020
In this study, 92 Iranian intermediate EFL learners (17 to 22 years) took part in 14 sessions in which they were taught L2 vocabulary through three input enhancements, i.e., visual input enhancement, semantic input enhancement, and input flooding. In fact, the selected participants were divided into three experimental groups and one control group.…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Pretests Posttests
Comparing the Impacts of Various Inputs (I + 1 & I-1) on Pre-Intermediate EFL Learners' Reading Comprehension and Reading Motivation: the Case of Ahvazi Learners
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Namaziandost, Ehsan; Nasri, Mehdi; Ziafar, Meisam – Asian-Pacific Journal of Second and Foreign Language Education, 2019
Considering the vital role of comprehensible input, this study attempted to compare the effects of input with various difficulty levels on Iranian EFL learners' reading comprehension and reading motivation. To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected from two intact classes (n = 27 each). The selected…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Linguistic Input