International Journal of Language and Linguistics

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Pre-emptive and Reactive FF on Intermediate Iranian EFL Learners’ Vocabulary Learning

Received: 04 February 2014    Accepted:     Published: 20 March 2014
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Abstract

This quasi-experimental study investigated the effect of pre-emptive focus on form (PFF) and reactive focus on form (RFF) on vocabulary learning of Iranian English language learners. Ninety female language learners in three intact classes participated in the study at Iran Language Institute (ILI) in Qazvin, Iran. The groups were randomly assigned as two experimental groups and one control group. For eight weeks, the experimental group 1 was taught using the pre-emptive technique while the experimental group 2 received reactive FF instruction while doing their reading comprehension and vocabulary tasks. The control group did not receive any forms of focus on form techniques on their tasks. The research data obtained from the Preliminary English Test (PET) as a pre-test and post-test were analyzed via a One- Way ANOVA test and T-test. The results from paired samples t-test analysis of the pre-test and post-test data revealed that both PFF and RFF techniques improved vocabulary learning of Iranian learners at intermediate level. However, the results of a One-Way ANOVA test indicated that the differences between the two experimental groups were not statistically significant. Based upon the conclusion drawn from the study, FF techniques are recommended to be integrated into English instruction.

DOI 10.11648/j.ijll.20140202.12
Published in International Journal of Language and Linguistics (Volume 2, Issue 2, March 2014)
Page(s) 56-61
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This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Preemptive FF- Reactive FF-Vocabulary Learning

References
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Author Information
  • Department of English Language, Islamic Azad University-Tabriz Branch, Tabriz, Iran

  • Department of English Language, Islamic Azad University-Tabriz Branch, Tabriz, Iran

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    Zohreh Seifoori, Jafar Zamanian. (2014). Pre-emptive and Reactive FF on Intermediate Iranian EFL Learners’ Vocabulary Learning. International Journal of Language and Linguistics, 2(2), 56-61. https://doi.org/10.11648/j.ijll.20140202.12

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    Zohreh Seifoori; Jafar Zamanian. Pre-emptive and Reactive FF on Intermediate Iranian EFL Learners’ Vocabulary Learning. Int. J. Lang. Linguist. 2014, 2(2), 56-61. doi: 10.11648/j.ijll.20140202.12

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    Zohreh Seifoori, Jafar Zamanian. Pre-emptive and Reactive FF on Intermediate Iranian EFL Learners’ Vocabulary Learning. Int J Lang Linguist. 2014;2(2):56-61. doi: 10.11648/j.ijll.20140202.12

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  • @article{10.11648/j.ijll.20140202.12,
      author = {Zohreh Seifoori and Jafar Zamanian},
      title = {Pre-emptive and Reactive FF on Intermediate Iranian EFL Learners’ Vocabulary Learning},
      journal = {International Journal of Language and Linguistics},
      volume = {2},
      number = {2},
      pages = {56-61},
      doi = {10.11648/j.ijll.20140202.12},
      url = {https://doi.org/10.11648/j.ijll.20140202.12},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ijll.20140202.12},
      abstract = {This quasi-experimental study investigated the effect of pre-emptive focus on form (PFF) and reactive focus on form (RFF) on vocabulary learning of Iranian English language learners. Ninety female language learners in three intact classes participated in the study at Iran Language Institute (ILI) in Qazvin, Iran. The groups were randomly assigned as two experimental groups and one control group. For eight weeks, the experimental group 1 was taught using the pre-emptive technique while the experimental group 2 received reactive FF instruction while doing their reading comprehension and vocabulary tasks. The control group did not receive any forms of focus on form techniques on their tasks. The research data obtained from the Preliminary English Test (PET) as a pre-test and post-test were analyzed via a One- Way ANOVA test and T-test. The results from paired samples t-test analysis of the pre-test and post-test data revealed that both PFF and RFF techniques improved vocabulary learning of Iranian learners at intermediate level. However, the results of a One-Way ANOVA test indicated that the differences between the two experimental groups were not statistically significant. Based upon the conclusion drawn from the study, FF techniques are recommended to be integrated into English instruction.},
     year = {2014}
    }
    

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  • TY  - JOUR
    T1  - Pre-emptive and Reactive FF on Intermediate Iranian EFL Learners’ Vocabulary Learning
    AU  - Zohreh Seifoori
    AU  - Jafar Zamanian
    Y1  - 2014/03/20
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    N1  - https://doi.org/10.11648/j.ijll.20140202.12
    DO  - 10.11648/j.ijll.20140202.12
    T2  - International Journal of Language and Linguistics
    JF  - International Journal of Language and Linguistics
    JO  - International Journal of Language and Linguistics
    SP  - 56
    EP  - 61
    PB  - Science Publishing Group
    SN  - 2330-0221
    UR  - https://doi.org/10.11648/j.ijll.20140202.12
    AB  - This quasi-experimental study investigated the effect of pre-emptive focus on form (PFF) and reactive focus on form (RFF) on vocabulary learning of Iranian English language learners. Ninety female language learners in three intact classes participated in the study at Iran Language Institute (ILI) in Qazvin, Iran. The groups were randomly assigned as two experimental groups and one control group. For eight weeks, the experimental group 1 was taught using the pre-emptive technique while the experimental group 2 received reactive FF instruction while doing their reading comprehension and vocabulary tasks. The control group did not receive any forms of focus on form techniques on their tasks. The research data obtained from the Preliminary English Test (PET) as a pre-test and post-test were analyzed via a One- Way ANOVA test and T-test. The results from paired samples t-test analysis of the pre-test and post-test data revealed that both PFF and RFF techniques improved vocabulary learning of Iranian learners at intermediate level. However, the results of a One-Way ANOVA test indicated that the differences between the two experimental groups were not statistically significant. Based upon the conclusion drawn from the study, FF techniques are recommended to be integrated into English instruction.
    VL  - 2
    IS  - 2
    ER  - 

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