List of Articles پرویز مفتون

• Open Access Article
  • Abstract Page
  • Full-Text
  
  1 - The Impact of Skill Integration on Task Involvement Load
  عاطفه امینی پرویز مفتون
  The present study investigated whether word learning and retention in a second language are contingent upon a task's involvement load, i.e., the amount of need, search, and evaluation the task imposes. Laufer and Hulstijn (2001) contend that tasks with higher degrees of More

  The present study investigated whether word learning and retention in a second language are contingent upon a task's involvement load, i.e., the amount of need, search, and evaluation the task imposes. Laufer and Hulstijn (2001) contend that tasks with higher degrees of these three components induce higher involvement load, and are, therefore, more effective for word learning. To test this claim, 64 Iranian intermediate EFL learners were selected based on their performance on the Preliminary English Test (PET). The participants were randomly assigned to two equal groups. Each group completed different vocabulary learning tasks that varied in the amount of involvement they induced. The tasks were jigsaw task (Group A) and information gap task (Group B). During the ten treatment sessions, recall and retention of the 100 unfamiliar target words were tested through immediate and delayed posttest. Data were analyzed using repeated measure ANOVA. The results indicated that learners benefited more from jigsaw task with higher involvement load. This study supported the Involvement Load Hypothesis, suggesting that higher involvement induced by the task resulted in more effective recall; however, no significant difference was observed between the two tasks in the retention of the unknown words. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  2 - Learners’ Grammar Achievement via Oral and Writing Modalities in Cognitive and Ecological Perspectives: Recast in Focus
  افروز آرین فر پرویز مفتون غفور رضایی گلندوز
  10.30495/jal.2022.690039
  Language learners receive different types of corrective feedback during the process of second language acquisition. Recast, as an approach to corrective feedback, is one of the most-frequently error correction techniques in classroom contexts. A plethora of research has More

  Language learners receive different types of corrective feedback during the process of second language acquisition. Recast, as an approach to corrective feedback, is one of the most-frequently error correction techniques in classroom contexts. A plethora of research has addressed recast; however, the present study focused on comparing learners’ grammar achievement via oral and writing modalities through two perspectives, cognitive and ecological, who received recast. One hundred and twenty language learners, all first-year college students at Islamic Azad University and Applied Science University in Tehran participated in this study. They were assigned to four groups. The participants in all groups were exposed to different instructional programs based on the cognitive and ecological perspectives to language learning orally or in writing, and all learners received recast orally. Results obtained by a pretest and a posttest indicated that all groups made progress in their grammar achievement, while there was a statistically significant difference between the groups in the posttest. The participants in the ecological group had higher gains of grammatical structures than those in the cognitive group. However, data analysis revealed that there was no statistically significant difference between two oral and writing groups in their grammar achievement. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  3 - Collaborative Discussion Circles: A Path towards Critical Language Teacher Development
  مهرشاد احمدیان پرویز مفتون 3پرویز بیرجندی
  10.30495/jal.2021.687051
  The advent of postmethod pedagogy has completely changed today's conceptualization of language teachers, and the importance of powerful teaching has increasingly gained momentum in the field of TESOL. However, contemporary English language teaching contexts suffer a dea More

  The advent of postmethod pedagogy has completely changed today's conceptualization of language teachers, and the importance of powerful teaching has increasingly gained momentum in the field of TESOL. However, contemporary English language teaching contexts suffer a dearth of a workable package to educate the much-needed autonomous postmethod language teachers who are able to have their own contextualized praxis. As such, the present research aims to nurture the required self-growth and self-development in language teachers through forming collaborative professional and critical discussion circles. Enjoying a mixed method research design whose quantitative section included a quasi-experimental design consisting of three phases--a pretest, an educational 12-week long treatment phase, and a posttest--the results of the study gained by two instruments, namely, the reflective teaching questionnaire developed by Akbari et al. (2010) and two similar language teaching episodes, bore witness to the significant changes in the level of reflectiveness of all 13 language teachers who partook in these discussion circles. Developmentally speaking, participating language teachers were found to initiate the whole process, direct it, and finally evaluate the new experiences further along the road. Hence the ideals of teacher development, self-growth and personal development, were accomplished through the study. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  4 - Collaborative Discussion Circles: A Path towards Critical Language Teacher Development
  مهرشاد احمدیان پرویز مفتون پرویز بیرجندی
  10.30495/jal.2020.683554
  The advent of postmethod pedagogy has completely changed today's conceptualization of language teachers, and the importance of powerful teaching has increasingly gained momentum in the field of TESOL. However, contemporary English language teaching contexts suffer a dea More

  The advent of postmethod pedagogy has completely changed today's conceptualization of language teachers, and the importance of powerful teaching has increasingly gained momentum in the field of TESOL. However, contemporary English language teaching contexts suffer a dearth of a workable package to educate the much-needed autonomous postmethod language teachers who are able to have their own contextualized praxis. As such, the present research aims to nurture the required self-growth and self-development in language teachers through forming collaborative professional and critical discussion circles. Enjoying a mixed method research design whose quantitative section included a quasi-experimental design consisting of three phases--a pretest, an educational 12-week long treatment phase, and a posttest--the results of the study gained by two instruments, namely, the reflective teaching questionnaire developed by Akbari et al. (2010) and two similar language teaching episodes, bore witness to the significant changes in the level of reflectiveness of all 13 language teachers who partook in these discussion circles. Developmentally speaking, participating language teachers were found to initiate the whole process, direct it, and finally evaluate the new experiences further along the road. Hence the ideals of teacher development, self-growth and personal development, were accomplished through the study. Manuscript profile