Developing the speaking ability of Iranian EFL learners via auditory input-enhancement
محورهای موضوعی : Curriculum Design and Development
1 - Department of English, College of Foreign Languages, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
کلید واژه: EFL Learners, Auditory Input Enhancement, Speaking Ability,
چکیده مقاله :
This study examined the impact of auditory input enhancement on the speaking abilities of Iranian EFL learners. Given the importance of speaking in language acquisition and the challenge of limited exposure to spoken English, the study focused on auditory input enhancement—altering intonation and pitch—to improve speaking proficiency. Fifty intermediate-level female learners, aged 18-28, from an English Language institute were selected based on their Oxford Placement Test (OPT) scores. Participants were divided into an experimental group, which received auditory input enhancement, and a control group, which followed traditional methods. Speaking abilities were evaluated with pretests and posttests using the Preliminary English Test (PET). An independent samples t-test analyzed the scores to test the hypothesis. Results indicated a statistically significant improvement in the experimental group's speaking performance compared to the control group, with Cohen's d showing a large effect size. These findings support previous research on input enhancement, underscoring the role of auditory input in focusing learners' attention on linguistic features and enhancing speaking performance. The study suggests that auditory input enhancement could be a valuable tool for EFL teachers and curriculum designers to improve learners' speaking skills.
This study examined the impact of auditory input enhancement on the speaking abilities of Iranian EFL learners. Given the importance of speaking in language acquisition and the challenge of limited exposure to spoken English, the study focused on auditory input enhancement—altering intonation and pitch—to improve speaking proficiency. Fifty intermediate-level female learners, aged 18-28, from an English Language institute were selected based on their Oxford Placement Test (OPT) scores. Participants were divided into an experimental group, which received auditory input enhancement, and a control group, which followed traditional methods. Speaking abilities were evaluated with pretests and posttests using the Preliminary English Test (PET). An independent samples t-test analyzed the scores to test the hypothesis. Results indicated a statistically significant improvement in the experimental group's speaking performance compared to the control group, with Cohen's d showing a large effect size. These findings support previous research on input enhancement, underscoring the role of auditory input in focusing learners' attention on linguistic features and enhancing speaking performance. The study suggests that auditory input enhancement could be a valuable tool for EFL teachers and curriculum designers to improve learners' speaking skills.
Ahmadi, M. R. (2018). The use of technology in English language learning: A literature review. International Journal of Research in English Education, 3(2), 115-125.
Alizadeh, M., & Shahbaz, M. (2019). The role of input enhancement in L2 vocabulary learning. Journal of Language and Education, 5(1), 32-40.
Allan, D. (2004). Oxford placement test 2: Test pack. Oxford: Oxford University Press.
Bashir, M., Azeem, M., & Doger, A.H. (2011). Factor effecting students, English speaking skill. British Journal of Arts and Social Sciences, 2(1), 34-50.
Brown, J. D. (2005). Testing in language programs. New York: McGraw-Hill.
Bygate, M. (2018). Learning language through speaking: Processes and challenges. Studies in Second Language Learning and Teaching, 8(3), 293-309.
Cook, V. (2016). Second language learning and language teaching. Routledge.
Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors. Council of Europe Publishing.
Dahmardeh, M. (2009). English language teaching in Iran and communicative language teaching. A thesis for the degree of Doctor of Philosophy in education. The university of Warwick
Deardorff, D. K. (2018). Intercultural competence: A definition, model, and implications for education abroad. In V. Savicki & E. Brewer (Eds.), Assessing study abroad: Theory, tools, and practice (pp. 32-52). Stylus Publishing.
De Jong, N. H., & Perfetti, C. A. (2011). Fluency training in the ESL classroom: An experimental study of fluency development and proceduralization. Language Learning, 61(2), 533-568.
Doughty, C., & Williams, J. (1998). Pedagogical choices in focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 197-261). Cambridge: Cambridge University Press.
Ellis, R. (2019). Second language acquisition. Oxford University Press.
Ellis, R. (2021). Understanding second language acquisition. Oxford University Press.
Jindathai, S. (2015). Factors affecting English speaking problems among engineering students at Thai-Nichi Institute of Technology. In Selected Proceedings of the 3rd National Interdiciplinary Academic Conference, Thai-Nichi Institute of Technology (pp. 344-8). Thailand: (TNIAC).
Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second language. The Internet TESL Journal, 11. Retrieved from: http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html.
Krashen, S. (1985). The input hypothesis. Beverly Hills: Laredo.
Lee, J., & Benati, A. (2007). Second language processing: An analysis of theory, problems and possible solutions. UK: Athenaeum Press.
Liu, M., & Jackson, J. (2009). Reticence in Chinese EFL students at varied proficiency levels. TESL Canada Journal, 26(2), 65-81.
Mackey, A., & Gass, S. (2016). Second language research: Methodology and design (2nd edition). New York: Routledge.
Mazouzi, S. (2013). Analysis of some factors affecting learners’ oral performance a case Study: 3rd year pupils of Menaa’s middle schools. A dissertation in partial fulfillment of the requirements for the degree of Master in Sciences du Language.
Mehrpour, S., & Sadeghi, K. (2020). The impact of multimedia input enhancement on EFL learners’ writing skills. Journal of Language and Translation, 10(2), 45-60.
Rahimy, R., & Sasapr, M. (2012). An investigation of the effectiveness of different techniques of teaching English speaking skills to Iranian EFL learners. Journal of Language Teaching and Research, 3(2), 435-445.
Rassaei, E. (2018). Effects of visual input enhancement on the acquisition of English lexical collocations. Language Teaching Research, 22(1), 120-140.
Rezaei, S., & Bahrami, M. (2019). The role of output tasks and input enhancement in acquiring grammatical collocations. System, 82, 60-73.
Richards, J. C. (1997). A comprehensive course in listening skills. Basic tactics for listening. Oxford: Oxford University Press.
Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2020). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Sadeghi, B., & Rahmani, R. (2020). The effect of input enhancement on L2 vocabulary acquisition: Evidence from Iranian EFL learners. Journal of Language and Translation Studies, 53(3), 111-125.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge: Cambridge University Press.
Shabani, K., & Ghonsooly, B. (2018). The impact of audio input enhancement on EFL learners' grammar learning: The role of proficiency level. Journal of Teaching Language Skills, 37(2), 75-94.
Tsui, A. B. M. (1996). Reticence and anxiety in second language learning. In K. M. Bailey & D. Nunan (Eds.), Voices from the language classroom: Qualitative Research in Second Language Education (pp. 145-167). Cambridge University Press.
Van Patten, B. (2003). From input to output: A teacher’s guide to second language acquisition. New York: McGraw-Hill.
Van Patten, B. (2004). Input processing in second language acquisition. In B, pattern Processing instruction: Theory, research, and commentary (pp. 5-31). Mah, NJ: Erlbaum.
Van Patten, B. (2017). While we're on the topic: BVP on language, acquisition, and classroom practice. ACTFL.
Wong, W. (2005). Input enhancement: From theory and research to the classroom. New York: McGraw-Hill.
Wong, W., & VanPatten, B. (2003). The evidence is IN: Drills are OUT. Foreign Language Annals, 36(3), 403-423.
