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Tytuł pozycji:

The Impact of Readers Theatre on the Development of Preintermediate Iranian EFL Learners’ Oral Proficiency

Tytuł:
The Impact of Readers Theatre on the Development of Preintermediate Iranian EFL Learners’ Oral Proficiency
Autorzy:
Mina Boroojerdi Moghadam
Hamid Reza Haghverdi
Temat:
Readers Theater
Oral Proficiency
Complexity
accuracy
fluency
Theory and practice of education
LB5-3640
English language
PE1-3729
Źródło:
Research in English Language Pedagogy, Vol 3, Iss 2, Pp 44-56 (2016)
Wydawca:
Islamic Azad University, Isfahan Branch, 2016.
Rok publikacji:
2016
Kolekcja:
LCC:Theory and practice of education
LCC:English language
Typ dokumentu:
article
Opis pliku:
electronic resource
Język:
English
ISSN:
2588-3259
2538-4244
Relacje:
http://relp.khuisf.ac.ir/article_533630_8e288a1301742bbb69a952b7e8ffb65e.pdf; https://doaj.org/toc/2588-3259; https://doaj.org/toc/2538-4244
Dostęp URL:
https://doaj.org/article/47c7f55b9f4449daa975062cc43a0f80  Link otwiera się w nowym oknie
Numer akcesji:
edsdoj.47c7f55b9f4449daa975062cc43a0f80
Czasopismo naukowe
The significant effect of employing Readers Theater (RT) in reading comprehension, fluency, and motivation of English language students has already been established. However, this study was an attempt to investigate the effect of RT on the oral proficiency of Iranian learners of English as a foreign language. From among the learners studying English at a language school in Isfahan, Iran, a sample of 90 female intermediate EFL learners were asked to participate in this study. Having been taken Quick Placement Test to make sure they were all homogeneous regarding their level of proficiency in English, 75 learners were chosen. Afterwards, an interview served as one of the pretests of the study was run as the homogenizing test of oral ability and 60 homogenous preintermediate learners were ultimately selected as the participants of the study. They were then assigned to the two groups of control and experimental. During the treatment, the learners in the experimental group were exposed to RT, but the control group attended their regular classes. To gauge the oral proficiency development of the subjects, an interview was administered. The results of data analysis indicated improvements of fluency and complexity because of the learners’ exposure to the treatment. The results may provide further impetus for teachers to make attempts at extending the students’ active knowledge for real time communication as well as providing language which is both more complex and fluent.

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