The Effect of Orthography on Word Recognition of Iranian EFL Elementary Language Learners

Fatemeh Soleimani

doi:doi:10.11648/j.ajeit.20180202.11

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The Effect of Orthography on Word Recognition of Iranian EFL Elementary Language Learners

Fatemeh Soleimani

Published in American Journal of Education and Information Technology (Volume 2, Issue 2)

Received: 29 April 2018 Accepted: 3 July 2018 Published: 21 November 2018

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Abstract

Most languages on earth have at least a sort of orthography, a writing system widely used to represent the language. When a word is presented, the primary step of its identification is the orthographic visualization of that word. The main concern of this study was to investigate the effect of orthography on word recognition of Iranian EFL elementary learners. To carry out this study, fifty male and female subjects learning English in Parseen Academy of Languages in Qom province were randomly selected. The subjects were homogenized based on Cambridge Young Learners Placement Test, divided into control and experimental groups and the Longman Achievement Test was given to them. The subjects in experimental group were taught twelve words using orthography presented flash cards. The Longman Achievement Test was administered again for both groups. Statistical analysis including ANOVA, and T-test revealed that orthography had a significant effect on word recognition, was effective for visual word recognition and had effect on oral word recognition of EFL Iranian young language learners.

Published in	American Journal of Education and Information Technology (Volume 2, Issue 2)
DOI	10.11648/j.ajeit.20180202.11
Page(s)	15-26
Creative Commons	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

Orthography, Word Recognition, Young Language Learners

References

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APA Style

Fatemeh Soleimani. (2018). The Effect of Orthography on Word Recognition of Iranian EFL Elementary Language Learners. American Journal of Education and Information Technology, 2(2), 15-26. https://doi.org/10.11648/j.ajeit.20180202.11

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Fatemeh Soleimani. The Effect of Orthography on Word Recognition of Iranian EFL Elementary Language Learners. Am. J. Educ. Inf. Technol. 2018, 2(2), 15-26. doi: 10.11648/j.ajeit.20180202.11

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AMA Style

Fatemeh Soleimani. The Effect of Orthography on Word Recognition of Iranian EFL Elementary Language Learners. Am J Educ Inf Technol. 2018;2(2):15-26. doi: 10.11648/j.ajeit.20180202.11

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@article{10.11648/j.ajeit.20180202.11,
  author = {Fatemeh Soleimani},
  title = {The Effect of Orthography on Word Recognition of Iranian EFL Elementary Language Learners},
  journal = {American Journal of Education and Information Technology},
  volume = {2},
  number = {2},
  pages = {15-26},
  doi = {10.11648/j.ajeit.20180202.11},
  url = {https://doi.org/10.11648/j.ajeit.20180202.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20180202.11},
  abstract = {Most languages on earth have at least a sort of orthography, a writing system widely used to represent the language. When a word is presented, the primary step of its identification is the orthographic visualization of that word. The main concern of this study was to investigate the effect of orthography on word recognition of Iranian EFL elementary learners. To carry out this study, fifty male and female subjects learning English in Parseen Academy of Languages in Qom province were randomly selected. The subjects were homogenized based on Cambridge Young Learners Placement Test, divided into control and experimental groups and the Longman Achievement Test was given to them. The subjects in experimental group were taught twelve words using orthography presented flash cards. The Longman Achievement Test was administered again for both groups. Statistical analysis including ANOVA, and T-test revealed that orthography had a significant effect on word recognition, was effective for visual word recognition and had effect on oral word recognition of EFL Iranian young language learners.},
 year = {2018}
}

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TY  - JOUR
T1  - The Effect of Orthography on Word Recognition of Iranian EFL Elementary Language Learners
AU  - Fatemeh Soleimani
Y1  - 2018/11/21
PY  - 2018
N1  - https://doi.org/10.11648/j.ajeit.20180202.11
DO  - 10.11648/j.ajeit.20180202.11
T2  - American Journal of Education and Information Technology
JF  - American Journal of Education and Information Technology
JO  - American Journal of Education and Information Technology
SP  - 15
EP  - 26
PB  - Science Publishing Group
SN  - 2994-712X
UR  - https://doi.org/10.11648/j.ajeit.20180202.11
AB  - Most languages on earth have at least a sort of orthography, a writing system widely used to represent the language. When a word is presented, the primary step of its identification is the orthographic visualization of that word. The main concern of this study was to investigate the effect of orthography on word recognition of Iranian EFL elementary learners. To carry out this study, fifty male and female subjects learning English in Parseen Academy of Languages in Qom province were randomly selected. The subjects were homogenized based on Cambridge Young Learners Placement Test, divided into control and experimental groups and the Longman Achievement Test was given to them. The subjects in experimental group were taught twelve words using orthography presented flash cards. The Longman Achievement Test was administered again for both groups. Statistical analysis including ANOVA, and T-test revealed that orthography had a significant effect on word recognition, was effective for visual word recognition and had effect on oral word recognition of EFL Iranian young language learners.
VL  - 2
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Author Information

Fatemeh Soleimani

Department of English Language, Islamic Azad University, Khomein Branch, Khomeyni Shahr, Iran

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Fatemeh Soleimani. (2018). The Effect of Orthography on Word Recognition of Iranian EFL Elementary Language Learners. American Journal of Education and Information Technology, 2(2), 15-26. https://doi.org/10.11648/j.ajeit.20180202.11

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ACS Style

Fatemeh Soleimani. The Effect of Orthography on Word Recognition of Iranian EFL Elementary Language Learners. Am. J. Educ. Inf. Technol. 2018, 2(2), 15-26. doi: 10.11648/j.ajeit.20180202.11

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AMA Style

Fatemeh Soleimani. The Effect of Orthography on Word Recognition of Iranian EFL Elementary Language Learners. Am J Educ Inf Technol. 2018;2(2):15-26. doi: 10.11648/j.ajeit.20180202.11

Copy | Download

@article{10.11648/j.ajeit.20180202.11,
  author = {Fatemeh Soleimani},
  title = {The Effect of Orthography on Word Recognition of Iranian EFL Elementary Language Learners},
  journal = {American Journal of Education and Information Technology},
  volume = {2},
  number = {2},
  pages = {15-26},
  doi = {10.11648/j.ajeit.20180202.11},
  url = {https://doi.org/10.11648/j.ajeit.20180202.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20180202.11},
  abstract = {Most languages on earth have at least a sort of orthography, a writing system widely used to represent the language. When a word is presented, the primary step of its identification is the orthographic visualization of that word. The main concern of this study was to investigate the effect of orthography on word recognition of Iranian EFL elementary learners. To carry out this study, fifty male and female subjects learning English in Parseen Academy of Languages in Qom province were randomly selected. The subjects were homogenized based on Cambridge Young Learners Placement Test, divided into control and experimental groups and the Longman Achievement Test was given to them. The subjects in experimental group were taught twelve words using orthography presented flash cards. The Longman Achievement Test was administered again for both groups. Statistical analysis including ANOVA, and T-test revealed that orthography had a significant effect on word recognition, was effective for visual word recognition and had effect on oral word recognition of EFL Iranian young language learners.},
 year = {2018}
}

Copy | Download

TY  - JOUR
T1  - The Effect of Orthography on Word Recognition of Iranian EFL Elementary Language Learners
AU  - Fatemeh Soleimani
Y1  - 2018/11/21
PY  - 2018
N1  - https://doi.org/10.11648/j.ajeit.20180202.11
DO  - 10.11648/j.ajeit.20180202.11
T2  - American Journal of Education and Information Technology
JF  - American Journal of Education and Information Technology
JO  - American Journal of Education and Information Technology
SP  - 15
EP  - 26
PB  - Science Publishing Group
SN  - 2994-712X
UR  - https://doi.org/10.11648/j.ajeit.20180202.11
AB  - Most languages on earth have at least a sort of orthography, a writing system widely used to represent the language. When a word is presented, the primary step of its identification is the orthographic visualization of that word. The main concern of this study was to investigate the effect of orthography on word recognition of Iranian EFL elementary learners. To carry out this study, fifty male and female subjects learning English in Parseen Academy of Languages in Qom province were randomly selected. The subjects were homogenized based on Cambridge Young Learners Placement Test, divided into control and experimental groups and the Longman Achievement Test was given to them. The subjects in experimental group were taught twelve words using orthography presented flash cards. The Longman Achievement Test was administered again for both groups. Statistical analysis including ANOVA, and T-test revealed that orthography had a significant effect on word recognition, was effective for visual word recognition and had effect on oral word recognition of EFL Iranian young language learners.
VL  - 2
IS  - 2
ER  -

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