Interactive tasks for adolescent learners in EFL classes

The actual problems of the work. In the English language studies (Bowey & Muller, 2005; Cunningham et al., 2002) the target and homophonic spellings often involved two letters (e.g., stoon/stewn) as well as, in several instances, changes in letter order (e.g., gool/gule), thereby creating more visually distinctive spellings than in our study. There is yet another reason to exercise caution with regard to the null naming result for silent reading.
Our measure of naming time was pronuncia­tion onset latency, which may not be the most sensitive measure of the sequential decoding process that typifies young, unskilled readers. Indeed, Bowey and Muller argued that for young, unskilled readers, measures that include the complete nam­ing duration and not merely naming onset time (as was the case in this study) are likely to be more sensitive measures of decoding efficiency. This may be especially true in orthographies, such as Dutch, that are more regular than English and hence more accessible to sequential, letter-by-letter recoding (see also Thaler, Ebner, Wimmer, & Landerl, 2004).
On the other hand, there is ample evidence of the benefits of interactive tasks to students. For ex­ample, several researchers have demonstrated that interactive tasks to students can increase their vocab­ulary (Beck, McKeown, & Kucan, 2002; De Temple & Snow, 2003; Brabham & Lynch-Brown, 2002; Sénéchal, 1997; Sharif, Ozuah, Dinkevich, & Mulvihill, 2003). We also have evidence that interactive tasks to students can increase their listening comprehension skills (Morrow & Gambrell, 2002; Stanovich, Cunningham, & West, 1998; Teale, 1986).
We know that interactive tasks to students can promote their syntactic development (Chomsky, 1972). It is also clear that interactive tasks to students can increase their ability to recognize words (Stahl, 2003). Interactive tasks promotes a variety of skills and abilities related to emergent literacy, and, in fact, students’s own emergent readings demon­strate evidence of...

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