Dialogue Localization in Conversation Design and EFL Learners’ L2 Classroom Conversation Fluency Achievement

Fathi, Parvaneh

Volume 9, Issue 1 (3-2024) IJREE 2024, 9(1): 1-9 | Back to browse issues page

Mendeley

Zotero

RefWorks

Fathi P. Dialogue Localization in Conversation Design and EFL Learners’ L2 Classroom Conversation Fluency Achievement. IJREE 2024; 9 (1)
URL: http://ijreeonline.com/article-1-839-en.html

Dialogue Localization in Conversation Design and EFL Learners’ L2 Classroom Conversation Fluency Achievement

Parvaneh Fathi ^*

Department of English Language, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

Abstract: (1577 Views)

The present study investigated the effect of dialogue localization as a classroom activity on intermediate EFL learners’ classroom conversation. To achieve this, 60 intermediate language learners were selected as convenient sample. The participants’ proficiency levels were determined through the administration of the OPT test. The OPT test utilized in this study comprises a total of 30 questions, distributed evenly across three categories: listening, vocabulary, and grammar, with 10 questions allocated to each category. The proficiency level of the students was determined based on their scores, with a range of 0-10 indicating a pre-intermediate level, 10-20 indicating an intermediate level, and 20-30 indicating an advanced level. Then, they were divided into experimental and control groups. According to Farhady, Jafarpur, and Birjandi (1994), a pre-test of speaking consisting of 7 questions was administered to both groups, and the participants were required to respond orally. The scoring system used for evaluating the participants’ speaking skills was based on the guidelines outlined in the book “Testing Language Skills from Theory to Practice.” The experimental group was then taught localized conversation while the control group was taught non-localized conversation. After ten sessions of the treatments, a post-test of speaking was administered in which the participants in both groups were involved in the same activity as the pretest. The data were analyzed through calculating independent sample t-test. The results indicated that the means of the two groups were significantly different, i.e., the experimental group outperformed the control group in the speaking achievement. This means that localization in dialogue has the potential to enhance students’ speaking abilities during classroom conversations.

Keywords: Non-localized dialogue, classroom conversation, speaking achievement, localized dialogue

Full-Text [PDF 447 kb] (645 Downloads)

Type of Study: Research | Subject: Special

References

1. Abedini, F., & Chalak, A. (2017). Investigating the inhibitive factors in the speaking of Iranian EFL learners. Journal of Applied Linguistics and Language Research, 4(6), 82-97. file:///C:/Users/SMA/Downloads/636-2005-1-PB.pdf

2. Asaei, S. M., & Rahimy, R. (2012). Audio texts and English speaking ability: Evidence from Iranian EFL learners. Academic Research International, 3(2), 607-616.

3. Bygate, M. (1987). Speaking. Oxford: Oxford University Press.

4. Chastain, K. (1988). Developing second language skills: Theory and Practice. USA: Harcourt Brace Jovanovich, Inc.

5. Derakhshan, A., & Shirmohammadi, M. (2015). The difficulties of teaching English language: The relationship between research and teaching. International Journal of Linguistics, 7(1), 102-110. doi: [DOI:10.5296/ijl.v7i1.6648]

6. Ellis, R. (2004). Tasked-based language learning and teaching. Oxford: Oxford University Press.

7. Farhady, H., Jafarpur, A., & Birjandi, P. (1994). Testing oral production. In H. Farhady, A. Jafarpur, & P. Birjandi, Testing language skills from theory to practice (pp. 209-222). Tehran: SAMT.

8. Fouladi-Nashta, J., & Rahimy, R. (2018). An investigation of the effectiveness of dialogue shadowing technique (DST) on Iranian intermediate EFL learners' conversation ability. International Journal of Research in English Education (IJREE), 3(2), 34-47. http://ijreeonline.com/article-1-98-en [DOI:10.29252/ijree.3.2.34]

9. Fulcher, G. (2003). Testing second language speaking. London: Longman/Pearson Education

10. Gills, G. (2013). The importance of speaking skills.

11. Gower, R., Phillips, D., & Walters, S. (1995). Teaching practice handbook. Oxford: MacMillan Education.

12. Harmer, J. (2007). How to teach English: An introduction to the practice of English language teaching. Harlow: Longman.

13. Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.

14. Jamshidnejad, A. (2010). The construction of oral problems in an EFL context: An innovative approach. Studies in Literature and Language, 1(6), 8-22. http://www.cscanada.net/index.php/sll/article/viewFile/1436/1455

15. Lennon, P. (2000). The lexical element in spoken second language fluency. In H. Riggenbach (Ed.), Perspectives on fluency (pp. 25-42). Ann Arbor, MI: University of Michigan Press.

16. Mizera, G. J. (2008). Working memory and L2 oral fluency. PhD Dissertation. University of Pittsburgh.

17. Mohammadi, M., & Enayati, B. (2018). The effects of lexical chunks teaching on EFL intermediate learners' speaking fluency. International Journal of Instruction, 11(3), 179-192. https://www.e-iji.net/dosyalar/iji_2018_3_13.pdf [DOI:10.12973/iji.2018.11313a]

18. Moslehi, M., & Rahimi, D. R. (2018). The effect of role-play through dialogues vs. written practice on Iranian intermediate EFL learners' knowledge of English idioms. IJREE, 3(1), 59-67. http://ijreeonline.com/article-1-89-en.html [DOI:10.29252/ijree.3.1.59]

19. Muhammad-Ishtiaq-Khan, R., Mohd-Radzuan, R. N., & Shahbaz, M., Haryati-Ibrahim, A., & Mustafa, G. (2018). The role of vocabulary knowledge in speaking development of Saudi EFL Learners. Arab World English Journal (AWEJ), 9(1), 406-418. doi: https://dx.doi.org/10.24093/awej/vol9no1.28 [DOI:10.24093/awej/vol9no1.28]

20. Namaziandost, E., Rahimi Esfahani, F., Nasri, M., & Mirshekaran, R. (2018). The effect of gallery walk technique on pre-intermediate EFL learners' speaking skill. Language Teaching Research Quarterly, 8, 1-15. https://ssrn.com/abstract=3469849 [DOI:10.32038/ltrq.2018.08.01]

21. Pourhosein Gilakjani, A. (2012). A study of factors affecting EFL learners' English pronunciation learning and the strategies for instruction. International Journal of Humanities and Social Science, 2(3), 119 -128. http://ijhssnet.com/journals/Vol_2_No_3_February_2012/17.pdf

22. Richard, J. C. (2008). Teaching listening and speaking (1st ed.). New York.

23. Segalowitz, N. (2010). Cognitive bases of second language fluency. New York, NY. Routledge Publishers. [DOI:10.4324/9780203851357]