Impact of Traditional, Blended Learning, and Task Planning on the Learning of Resumptive Pronouns by Iranian EFL Learners

Bahar Rajabi, Mahmood Hashemian

Abstract


Resumptive pronouns have been one of the most problematic issues in L2 teaching. The goal of this study was to see which of the 3 methods (i.e., traditional, blended learning, and task planning) is more successful to teach EFL learners to correctly use resumptive pronouns. Participants were 60 young intermediate L2 learners who were divided into 3 groups of 20 learners. All the participants were given a pretest to check their knowledge of resumptive pronouns, the result of which indicated their lack of knowledge of such pronouns. And, they were given a posttest at the end of the study to see the (probable) effect of the above methods on eradicating this problem. Participants were to submit 4 pieces of writing based on the topics in their lessons, the results of which indicated that comparing the 3 methods, task planning was more successful to help them to correctly use presumptive pronouns.

DOI: 10.5901/mjss.2015.v6n4s1p39


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This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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