چکیده:
This study investigated the effect of story-based technique, L1 translation, and
Whatsapp emoticon puzzle solving on EFL learners’ learning proverbs. From
among 90 female intermediate level learners at two language institutes in Qom,
Iran, 60 homogeneous students were chosen following the administration of a
sample of Nelson proficiency test and a pre-test. The 60 participants were then
assigned to three experimental groups, equal in number. The experimental group
1 was instructed using story-based technique; the experimental group 2 was
taught through L1 translation; and the experimental group 3 was exposed to
Whatsapp emoticon puzzle solving. Subsequently, all three groups took part in a
proverb post-test similar to the pre-test. The data were analyzed by ANOVA.
The results showed that Whatsapp emoticon puzzle solving was significantly the
most effective, and that the students’ level of learning proverbs was influenced
by story-based technique more than L1 translation technique. The findings of this
study can contribute to technology- enhanced language teaching
خلاصه ماشینی:
"The Effect of Story-based, L1 Translation, and Whatsapp Emoticon Puzzle-Solving Techniques on Iranian Intermediate EFL Learners’ Proverb Learning Azam Alisaraee 1, Seyyed Abdolmajid Tabatabaee Lotfi *2, Seyyed Amir Hossein Sarkeshikian 3 1,2,3.
proverb, story-based technique, translation, Whatsapp emoticons Keywords: Introduction Proverbs, as a part of idiomatic expressions, the mastery of which form the most significant part of language learning, have been used as a pedagogical tool in modern societies to teach moral values and social skills (Mieder, 2004).
g. Beekman & Callow, 1974; Can, 2011; Gorjian, 2006; Othman, 2013) studied various strategies and techniques for teaching proverbs, and tried to centralize them in course books, curriculums, and the assessments, there has not been adequate research concerning the use of technology enhanced teaching of proverbs in general and Whatsapp emoticons, storytelling and translation, in particular, to engage learners on learning proverbs.
To achieve the purpose of the study, the following research question and null hypothesis were formulated: (RQ): Are there any statistically significant differences among the effect of story-based technique, L1 translation, and Whatsapp emoticon puzzle solving on Iranian intermediate EFL learners’ proverb learning?
(H0): There are not any statistically significant differences among the effect of story-based technique, L1 translation, and Whatsapp emoticon puzzle solving on Iranian intermediate EFL learners’ proverb learning.
It was based on the effect of story-based technique, L1 translation, and Whatsapp emoticon puzzle solving on proverb learning by Iranian intermediate EFL learners; so, it is possible for other researchers to carry out their studies on learning other formulaic chunks (idioms, collocations, sentence stems, etc."