Volume 14, Issue 3 (2023)
LRR 2023, 14(3): 163-190 |
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Ghahremanian D, Bahrami A. The Impact of the Look, Say, Cover, Write, Check Method on the English Spelling Performance of Iranian Students. LRR 2023; 14 (3) :163-190
URL: http://lrr.modares.ac.ir/article-14-61850-en.html
URL: http://lrr.modares.ac.ir/article-14-61850-en.html
1- M.A. Graduate in TEFL, Department of English Language and Literature, Faculty of Humanities, Semnan University, Semnan, Iran
2- Assistant Professor in TEFL, Department of English Language and Literature, Faculty of Humanities, Semnan University, Semnan, Iran ,akram.bahrami@semnan.ac.ir
2- Assistant Professor in TEFL, Department of English Language and Literature, Faculty of Humanities, Semnan University, Semnan, Iran ,
Abstract: (2874 Views)
Spelling is an essential part of literacy that helps students in all grades learn English successfully. EFL students have not been taught how to write words correctly. Even those few teachers who are instructing spelling based on traditional methods have failed to provide adequate help to their students because they are unaware of the most effective spelling methods and employ outdated spelling theories. The purpose of the present study was to investigate the effect of the Look, Say, Cover, Write, Check (LSCWC) method on the English spelling performance of Iranian students. This study included 37 students in the ninth grade, ages 15 to 16, and was conducted at a public boys' school in Tehran, Iran. The study employed a quasi-experimental design with a pre-and post-test. The experimental group was trained to spell 120 words throughout 24 sessions using the LSCWC method, while the control group received no treatment. The instruments consisted of pre- and post-spelling tests as well as an attitudinal questionnaire. The Mann-Whitney U test results showed that the participants in the experimental group significantly outperformed the control group on the spelling post-tests. Moreover, according to the results of the attitudinal questionnaire, most respondents were satisfied with the LSCWC method. The LSCWC method needed less one-to-one instruction and increased students' confidence and autonomy when learning new words. The findings of this study will help policymakers, curriculum designers, materials developers, teacher trainers, and language teachers figure out how to assist junior high school students who have trouble with spelling.
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