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Effects of the Vaughan Method in Comparison with the Audiolingual Method and the Communicative Language Teaching on Iranian Advanced EFL Learners' Speaking Skill

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Title: Effects of the Vaughan Method in Comparison with the Audiolingual Method and the Communicative Language Teaching on Iranian Advanced EFL Learners' Speaking Skill
Language: English
Authors: Bagheri, Mehdi, Hadian, Bahram, Vaez-Dalili, Mehdi
Source: International Journal of Instruction. Apr 2019 12(2):81-98.
Availability: International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Peer Reviewed: Y
Page Count: 19
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Drills (Practice)
Geographic Terms: Iran
ISSN: 1694-609X
Abstract: The present study intended to examine the effectiveness of the Vaughan method for the development of EFL learners' speaking skill. The Vaughan method was compared with two other methods, namely the Audiolingual method and communicative language teaching with regard to the development of learners' speaking skill. In a quasi-experimental design, three intact classes of 90 advanced Iranian EFL learners were given a speaking pretest. Subsequently, the learners were taught with these three methods, and the learners were administered a speaking posttest. A posthoc Scheffe test showed that the learners in the Vaughan class had performed significantly higher in comparison to the learners in the Audiolingual class, but there was no significant difference between the Vaughan method and the communicative language teaching class in terms of developing the learners' speaking skill. Additionally, a questionnaire was administered to the Vaughan class to obtain learners' attitudes towards the effectiveness of this method for the development of their speaking skill. Finally, the learners in the Vaughan class were interviewed. The results of both the questionnaire and the interview indicated that the learners believed that explicit error correction, as a major tenet of the Vaughan method, had a significant influence on their speaking skill.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1211036
Database: ERIC
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  Data: Effects of the Vaughan Method in Comparison with the Audiolingual Method and the Communicative Language Teaching on Iranian Advanced EFL Learners' Speaking Skill
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Instruction%22"><i>International Journal of Instruction</i></searchLink>. Apr 2019 12(2):81-98.
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  Data: International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
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  Data: The present study intended to examine the effectiveness of the Vaughan method for the development of EFL learners' speaking skill. The Vaughan method was compared with two other methods, namely the Audiolingual method and communicative language teaching with regard to the development of learners' speaking skill. In a quasi-experimental design, three intact classes of 90 advanced Iranian EFL learners were given a speaking pretest. Subsequently, the learners were taught with these three methods, and the learners were administered a speaking posttest. A posthoc Scheffe test showed that the learners in the Vaughan class had performed significantly higher in comparison to the learners in the Audiolingual class, but there was no significant difference between the Vaughan method and the communicative language teaching class in terms of developing the learners' speaking skill. Additionally, a questionnaire was administered to the Vaughan class to obtain learners' attitudes towards the effectiveness of this method for the development of their speaking skill. Finally, the learners in the Vaughan class were interviewed. The results of both the questionnaire and the interview indicated that the learners believed that explicit error correction, as a major tenet of the Vaughan method, had a significant influence on their speaking skill.
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      – Text: English
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    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Audiolingual Methods
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      – SubjectFull: Foreign Countries
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      – TitleFull: Effects of the Vaughan Method in Comparison with the Audiolingual Method and the Communicative Language Teaching on Iranian Advanced EFL Learners' Speaking Skill
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