TEFL Journal (TJ)

The Effect Using Flipped Learning on the Vocaulary Yield and the Motivation Among Students in the Preliminary School

Ahmed Najm Abed, Taif Abdulhussein Dakhil — 2024-03-01

The purpose of this study is to determine whether implementing the flipped classroom approach may enhance vocabulary learning and boost young students' enthusiasm to learn English. The purpose of the study is to highlight the advantages and disadvantages of the flipped learning paradigm. The fourth-grade kids at this school, who had never before been taught using flipped methods, served as the sample for the study, which was carried out by selecting a preparatory school in Al-Diwaniyah, Iraq. The forty students were split into two groups of twenty, each, and were taught using flipped teaching methods in one group and the traditional approach in the other. In order to compare the results against the conventional lecture format based methods, the research used the flipped learning method, which involves asking students to acquire and learn vocabulary through technological means, such as online videos, computer based teaching materials (interactive learning), and leaving the time in the classroom for interaction.

On the Effect of Content-Based Instruction over Iraqi Intermediate EFL High School Learners’ Reading Comprehension and Vocabulary Learning

Ahmed Razaq, Karrar Ahmed — 2024-04-09

Learning vocabulary is crucial to acquiring a second language. This study examined the effects of implicit and explicit vocabulary instruction on immediate and delayed memory of content words among Iraqi learners of English. The participants were 40 high school students, divided into experimental group (implicit guidance) and control group (explicit guidance). These treatments were conducted over 20 sessions in science classes. A pretest, immediate posttest, delayed posttest, and reading comprehension test were administered. Results showed that both implicit and explicit instruction resulted in significant vocabulary increases from pretest to posttest. However, the explicit group made larger immediate gains but also larger losses on the delayed test, whereas the implicit group retained more words in the long run. The experimental group also performed significantly better on a reading comprehension test. This study proposes a combination of implicit and explicit techniques, with implicit methods being more suitable for long-term storage.

Analysis of Muqtada Al Sadr's and Biden's Speeches on Terrorism: A Discursive Comparative Study

Taif Abdulhussein Dakhil — 2024-04-29

This study intends to investigate how people talk about ISIS and how their beliefs affect what they say. It wants to show how language can change the way people think about what's happening, depending on their own ideas. After looking at many speeches and videos of President Muqtada Al Sadr and Joe Biden, we found that they talk about the same things but in different ways because of their beliefs. They use strategies to show themselves in a positive way and to make others look bad when they talk. These strategies are comprised of lexicalization, presupposition, consensus, hyperbole, illegality and disclaimer. Some implications of the findings are also suggested that Van Dijkian strategies such as such as dramatization, empathy, categorization, comparison, consensus, illegality, vagueness and hyperbole and mingling it with power of language by using the rhetorical devices and aforementioned strategies to depict his hatred and anonymity of himself and his nation from the terrorist and ISIS which has committed unrests at Iraq nation favored by Ayatollah Al Sadr.

Proficiency and the Success of English Language Learners in Reading comprehensionYou

2024-04-09

The reality of today’s classrooms is that students have varied abilities and needs. The diverse population of learners includes students who are high performing in reading as well as those who struggle with reading. This research concerns struggling readers. The goal of teachers is to identify struggling readers and discover ways to address the reading needs of those students. Pinnell (2006) stated that teachers have a common goal: to make literacy a true part of the lives of all students.There are many interventions to help struggling readers. Reading Recovery (RR) is a short-term reading intervention program designed to help the children develop effective strategies for reading and reach average levels for their particular peer group (Fountas & Pinnell, 1996). Research has confirmed the positive impact of RR on readers who struggle (Allington, 2005; Clay, 1993; McKee, 2006; Schwartz, 2005). In particular, Allington (2005) outlined five principles of scientific reading instruction: (a) classroom organization; (b) matching pupils to texts; (c) access to interesting texts, choice, and collaboration; (d) writing and reading; and (e) expert tutoring. Research has shown that RR addresses four of these five principles.