自主学习与教师指导:对中高级英语学习者口语水平和口语结构准确性的影响

Q2 Arts and Humanities

Electronic Journal of Foreign Language Teaching Pub Date : 2022-12-01 DOI:10.56040/sdje1922

Masoomeh Estaji, Ladan Jonaidi-Jafari

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引用次数: 0

摘要

本研究探讨了自主学习(SDL)与教师主导教学(TLI)对英语学习者口语水平和口语结构准确性的影响和效果。为此，选出了52名参加者，并将其分配到中级和高级水平。随后，将两组患者随机分为SDL和TLI两组。所有的参与者都接受了8个疗程的英语治疗，通过实践SDL和TLI的原则。在治疗前后分别进行雅思口语测试。结果表明，两种水平的学习者从SDL中获得的收益相同。为了探索这两种方法的有用性，五名中级和五名高级参与者被要求写叙述。结果显示，参与者主要将SDL作为一个因素，使他们能够独立地发现自己的语言问题。此外，英语教学中的教师在引导和管理口语过程中起着关键作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Self-Directed Learning Versus Teacher-Led Instruction: Their Effects on Oral Proficiency and Speaking Structural Accuracy of Intermediate and Advanced EFL Learners

This study investigated the effects and effectiveness of Self-Directed Learning (SDL) vs. Teacher-Led Instruction (TLI) on EFL learners’ oral proficiency and speaking structural accuracy. To this end, 52 participants were selected and assigned to intermediate and advanced levels. Afterward, both levels were divided into two groups of SDL and TLI randomly. All participants received eight sessions of treatment on their English-speaking by practicing the principles of SDL and TLI. IELTS speaking test was administered before and after treatment. The results revealed that learners of both levels benefited equally from SDL more than TLI. To explore the usefulness of these two approaches, five intermediate and five advanced participants were asked to write narratives. The results revealed that the participants mainly referred to SDL as a factor that could make them independent in detecting their speaking problems. Moreover, teachers in TLI had pivotal roles in guiding and managing the speaking process.

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来源期刊

Electronic Journal of Foreign Language Teaching Arts and Humanities-Language and Linguistics

CiteScore

0.80

自引率

0.00%

发文量

审稿时长

40 weeks

期刊介绍： e-FLT is a peer-reviewed academic journal published by the Centre for Language Studies of the National University of Singapore. Its primary objective is to disseminate scholarly information on research and development in the field of Second and Foreign Language Teaching and Learning in Asia and beyond. It publishes articles and book reviews in English as well as in any of the following twelve languages taught at the Centre for Language Studies: Arabic, Chinese, French, German, Hindi, Indonesian, Japanese, Korean, Malay, Tamil, Thai and Vietnamese. It will also welcome any information on upcoming academic conferences, seminars or symposiums as a service to its readers. It is unique in that it is multilingual and practises the policy of accepting and publishing articles in twelve different languages. There will be two issues of e-FLT a year, appearing in the months of June and December. e-FLT is published electronically in the Internet to allow it to reach a wider audience in Asia and the rest of the world, while keeping production costs to a minimum, making it possible to grant free access to the journal. e-FLT focuses primarily on – but is not restricted to – the following areas of inquiry and development in Second and Foreign Language Teaching and Learning: Teaching Methodologies Curriculum Development and Syllabus Design Materials Design Teacher Education and Professional Development Theories of Second Language Acquisition Theories of Second and Foreign Language Teaching Innovations/New Technologies in Language Teaching Linguistics Theories and Language Teaching.