Iranian EFL teachers consider vocabulary instruction through meaning-focused listening input beneficial but not feasible¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Qualitative analysis of six semi-structured teacher interviews found teachers believed in the benefit of listening to meaningful input yet judged the method time-consuming and too demanding. → Noughabi 2017 q2 i? Teachers cited constraints including large class population, time limitation, and authenticity of listening materials. → Noughabi 2017 (2)

Evidence¶

Noughabi 2017¶

Mostafa Azari Noughabi. (2017). The Effect of Meaning-focused Listening Input on Iranian Intermediate EFL Learners' Productive Vocabulary Size. Journal of Education and Practice, 8(15). https://eric.ed.gov/?id=EJ1143810

q2 · i? · causal · r2

Qualitative phase of the study: six EFL teachers participated in semi-structured interviews transcribed and analyzed with MAXQDA version 12; the analysis found teachers "believed in the beneficiary role" of meaningful listening input but considered it "time-consuming a nd too demanding".

"The qualitative analysis o f the data suggested that teacher participants believed in the beneficiary role of sufficient amount of listening to meaningful input; however, they find this innovativ e method of vocabulary instruction time-consuming a nd too demanding."

Noughabi 2017 (2)¶

Mostafa Azari Noughabi. (2017). The Effect of Meaning-focused Listening Input on Iranian Intermediate EFL Learners' Productive Vocabulary Size. Journal of Education and Practice, 8(15). https://eric.ed.gov/?id=EJ1143810

q2 · i? · causal · r2

Conclusion-phase summary of the interview findings: teachers named "l arge class population, time limitation, and authent icity of listening materials" among the constraints making the method not feasibly practical for Iranian EFL teachers.

"They mentioned many constraints such as l arge class population, time limitation, and authent icity of listening materials. Therefore, in spite of effectiveness of treating vocabulary and improving learners' productive vocabulary span by means of meaning-focused input, this kind of innovative method seems not to be feas ibly practical for Iranian EFL teachers."

Discussion¶

Related Claims¶

• Meaning-focused listening input significantly enhances productive vocabulary size of Iranian intermediate EFL learners compared with traditional instruction — related
• Teachers with high incidental exposure described expanded opportunities for word use and connecting words to topics — related
• Iranian EFL teachers hold positive attitudes toward using authentic listening materials and report enhanced listening comprehension relative to simplified materials — related
• Most interviewed teachers held negative attitudes towards teaching listening comprehension — related