The effect of concept checking questions on Iranian EFL learners’ vocabulary, grammar, and motivation
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Abstract
Employing the technique known as Concept Checking Question, teachers of English as a foreign language can identify those individuals who face difficulties with the material and ascertain whether or not supplementary practice is required. Nevertheless, the full extent of CCQ's impact on various language skills and systems remains to be fully explored, particularly in the context of Iran. Consequently, the present study aims to examine the impact of CCQ implementation on the vocabulary, grammar, and motivation of intermediate Iranian EFL learners. To achieve this, 36 intermediate EFL learners were recruited from a private language institute in Kerman, Iran. Employing a quasi-experimental design, the participants were divided into an experimental class of 17 and a control class of 19. Data were collected through the application of the Oxford Placement Test, a lexis test, a grammar test, and a motivation questionnaire. The results of independent samples t-tests suggest that the CCQ class demonstrated significantly better performance in terms of lexis and grammar improvement when compared to the control class. Furthermore, a chi-square test revealed a significant association between CCQ implementation and the motivation of intermediate EFL learners. The results of this study may be beneficial for educators and other stakeholders who wish to incorporate CCQs into language classes as a means of enhancing grammar, lexis, and motivation.
Keywords: Concept checking questions; EFL Learners; grammar; lexis; motivation
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