Indie♥

 Tabatabaei, O., & Goojani, A. H. (2012). The Impact of Text-Messaging on Vocabulary Learning of Iranian EFL Learners. // Cross-Cultural Communication//, //8// ( 2), pp. 47 55. The central goal of this research was to examine the effects that text-messaging have on second language learners. Although literature and research is not enough, the authors mention __alike__ studies such __as:__ Thorton and Houser’s which used cell phones to teach English in Japanese schools; and Chen and Hsieh’s, who experienced with SMS and MMS to teach English vocabulary. To make this study possible, the researcher applied three different instruments: a proficiency test, and evaluation test, and two attitudinal questionnaires. The 60 participants (chosen by a proficiency test) were divided uniformly into two groups, one of the groups was called experimental and the other one control based. Both groups were exposed to 12 sessions of vocabulary; however, the experimental group was asked to write sentences with the words taught in sessions and send them by cell phone to the tutor, classmates, and parents, while control based group was required to write the same sentences and present their assignment next class. After two months, the researcher tested the vocabulary gained, and the experimental group presented a higher verbal retention than the other group. A final attitudinal questionnaire was applied to teachers and students, all of them demonstrated a positive and open attitude towards text-messaging. **//__Runon sentence.__//**

__The preceding article, t__he authors state the idea that using cell phones is an alternative to __Englisk__ teachers looking for immediate and innovating resources. Based on a careful study, tests, and questionnaires the researchers conclude that text messaging is an assertive option for participants who used mobiles presented a twofold increase of lexical capability. I found this article immensely useful because in today's classroom, students use cell phones every day, it became an article of prime necessity; thus I strongly believe that taking advantage of these sources will open new doors to English teachers. __Educators are not permitted to keep traditional classes, they are obligated to seek updating teaching styles and materials in which new generations are immersed.__ **//__Runon sentence.__//** Learning takes place in any place at any time, developing text-message software to learn languages will be an amazing instrument which facilitates enormously the acquisition and automatization of a foreign language.

Hayati, A. and Firooz, M. (2011). "The effect of films with and without subtitles on listening comprehension of EFL learners." //British Journal of Educational Technology// //42// ( 1), pp. 181-192.

Due to the application of new technologies in the English teaching field, the preceding article shows a study which involves the efficacy of employing subtitling in three different conditions: films with English subtitles, films without English subtitles, and films with Persian subtitles on intermediate second language students. To support this exploration, the author reported some studies and literature such as Markham and Garzas' works which demonstrate the positive effects of English subtitles on second language learners. They point out the increase of listening comprehension and retention and reuse of new vocabulary in future situations within the proper context. A total of 90 Iranian intermediate learners, who passed a speaking and listening test, was selected to be analyzed. The students were divided into three teams; each team under a different treatment condition (English subtitles, no subtitles, and Persian subtitles). Learners were exposed to six episodes of a TV documentary, at the end of each session, tests were applied to examine listening comprehension. The results showed that learners with English subtitles performed at a higher level than Persian subtitles; students with Persian levels performed better than no subtitle team on the listening test.

The last article was based on a research in which different results are exposed to know the best option when using film subtitles with second language learners. The article suggests that teachers should use English subtitles to increase Ss’ listening skills; this advice is based on the final results of the research. Nowadays, teachers make use of technology every day, and videos are a powerful tool to present and illustrate vocabulary. As a consequence, English teachers should know how to use this kind of material and subtitling is the best option to achieve the objective. The research suggests the simultaneous process of processing and storing vocabulary; in my personal experience, it is totally true because Students usually need to see how a specific word is written and how it is pronounced. If they are simultaneously doing this process, the new vocabulary is stored and associate with the proper context; so they will be able to use it in future situations. On the other hand, the article just alludes the use of English subtitling to intermediate levels, it does not offer answers in advanced or basic level students. I believe that this article lets English teachers understand a little bit more the importance of managing appropriate media resources. A lot of teachers think that avoiding subtitles is the best alternative to increase listening comprehension needs and this article emphasizes on the awareness of knowing students’ needs and level.

Read

 * Read the article once to get the big idea or big picture.
 * Read the article again to understand the details.
 * Review the introduction, conclusion, section headings, and summaries in order to determine the thesis, argument, or main idea of the article. Also, search for supporting information related to the thesis, argument, or main idea such as problem statement, purpose of the research, and research questions.
 * Create a mind map or outline to help organize your thoughts.

Write to understand

 * Free-write in order to help reveal your ideas and to find ways to express them.
 * Based on each section of the article, consider the following questions:
 * What is the author saying in the article?
 * Why is the author saying this?
 * How does this point relate to other ideas in the article?
 * How does this point relate to the course?
 * How does this point relate to your own experience and opinion?
 * What's the significance or what are the implications of this article? So what?

Write to be understood

 * Using your mind map or outline, create a summary of the author's ideas which will also include a critique based on the questions above? Determine your overall opinion of the article (positive, negative, or mixed) and support your opinion by included evidence (detailed examples from any article) to support your opinion. Arrange your ideas either from the least important to the most important or vice versa.
 * Focus on communicating your ideas when writing your first draft and avoid any editing.
 * Once you have completed your first draft, review and modify each section at a time.
 * Criteria:
 * Begin with the reference according to APA.
 * Then, one paragraph that summarizes the article (at least five sentences).
 * And finally, one paragraph that provides your overall opinion of the article (at least five sentences