Applications of Language Studies

Abstract The present study investigated and compared the effectiveness of uni-thematic and multi-thematic classroom discussions on Iranian EFL learners’ vocabulary achievement. Through a quasi-experimental design, 60 intermediate EFL learners were selected based on a convenience sampling procedure and the Oxford Placement Test (OPT) results from intact groups in a private language institute in Tehran. They were divided into two experimental groups: the uni-thematic discussion group (UTDG, N=30) and the multi-thematic discussion group (MTDG, N=30). Then, pre and post teacher-made vocabulary tests were administered. The data were analyzed using descriptive statistics, paired sample t-tests, and independent-sample t-test analyses. The findings showed that both uni-thematic and multi-thematic classroom discussions can significantly develop vocabulary knowledge. The theoretical implications of the findings lay in the fact that the effectiveness of classroom discussions in enhancing vocabulary knowledge is not dependent on the specific approach, whether it is multi-thematic or uni-thematic discussion. Curriculum designers, decision makers, and teachers are hoped to benefit from the results to update the curricula and integrate more oral activities into the curricula to enhance the students’ word knowledge.

Abstract This study investigates the impact of listening to English songs on the acquisition of phrasal verbs among Iranian intermediate EFL learners. A sample of 100 learners initially took the Oxford Placement Test to assess language proficiency. Based on the homogeneity test results, 80 learners, whose scores were within one standard deviation of the mean, were selected for the study. These participants were divided randomly and equally into an experimental group and a control group, each consisting of 40 female learners. The experimental group was taught phrasal verbs using English songs as examples in eight instructional sessions, which incorporated interactive speaking activities and feedback. Conversely, the control group received the same instruction and activities without the use of songs; instead, written examples and teacher narration were provided. All sessions were conducted via Telegram, with identical content for both groups, except for the presence of songs in the experimental group. An independent samples t-test was performed to analyze the differences between the two groups in pretest and posttest performance. Results showed that listening to songs significantly enhanced the learning of phrasal verbs in the experimental group. The study concludes with theoretical and pedagogical implications for EFL teaching.

Abstract A crucial part of building vocabulary in a foreign language is to understand lexical errors. Among these mistakes, non-transfer errors are commonly found at all levels of language proficiency, while the incidence of transfer-related errors generally diminishes as proficiency improves. Besides their vital role in the comprehension of language acquisition (especially in the context of second or foreign language learning) errors have significant implications for the various communicative tasks that learners engage in and the effects their errors can have when conversing with native speakers of the target language. To grasp the characteristics of lexical errors, it is essential to utilize a thorough and structured classification system that recognizes the intricacies involved in ESL/EFL students’ word choice processes. The author of this study sought to examine the frequent lexical errors encountered by EFL learners and to offer solutions for mitigating this challenge. From the author’s viewpoint, the lexical errors made by students in EFL courses prompted an inquiry into the root causes of these errors. The outcomes of this research can guide the creation of corrective classroom activities that assist EFL learners and enable students to use vocabulary correctly in their English lessons.

Abstract The present study aimed to examine the intersection of perceived Teacher Enthusiasm (TE) and Learner Engagement (LE) in the context of second-language classrooms. To this goal, 92 Iranian advanced English as a Foreign Language (EFL) learners completed a self-report questionnaire on the effectiveness of teaching and learners’ engagement. Two focus-group interviews were conducted, and a correlational analysis was performed. The results indicated a significant correlation between the two variables. Additionally, the analysis revealed three main themes testifying that perceived TE led to higher excitement and enjoyment for L2 learners, feelings of security and confidence, and a positive appraisal of teacher quality. It was also found that self-set goals and personal vision are significant antecedents of engagement, which may even outdo perceived TE. Emotional consequences were identified as the dominant links between the two variables. The results also revealed that perceived TE influences LE through stimulation and emotional arousal. The findings of this study recommend that ELT teachers’ performance, enthusiasm, and behavior have a significant impact on EFL learners’ evaluation of the quality of instruction.