About the journal
About the Journal
Journal of New Trends in English Language Learning (JNTELL), ISSN 2821-2290 ,is an online, open-access, double-blind, and peer-reviewed academic journal published quarterly by the Islamic Azad University, Kerman Branch, Kerman, Iran(A RANK). The journal is dedicated to disseminating reports of the findings of the original and innovative research of conceptual, theoretical, empirical, and practical nature, covering niches and issues related to current trends and topics of pedagogy and practices in the field of teaching and learning of English as an International Language (EIL) or as a Foreign Language (EFL), from either a disciplinary or multi-disciplinary perspective. Providing a medium for informed debate of the principles and practices that determine how English is learned and taught nationally or internationally, JNTELL seeks to provide a forum for members of the profession worldwide, including (but not limited to) scholars, faculties, practitioners, and professionals to exchange knowledge in the form of empirical and theoretical research articles and review papers (systematical reviews, meta-analysis, and book reviews). Promoting diverse perspectives and critiques, JNTELL is particularly interested in articles that challenge the taken-for-granted issues in English language pedagogy, Translation Studies, Linguistics, Literature, Discourse Analysis, Applied Linguistics, Sociolinguistics, and Psycholinguistics. The journal especially welcomes contributions focusing on learning dynamics and the experiences of efficacious language programs in Iran, connecting academicians’ visions and insights gained from related disciplines with practitioners’ everyday concerns addressing real-world problems. To care for our environment and take action on global warming and climate change, we at JNTELL decided not to publish the journal in print version.
JNTELL assumes that the submitted articles have not previously been published and are not being considered for publication elsewhere. The journal rigorously observes the standards and guidelines provided by the Committee on Publication Ethics (COPE), especially regarding misconduct, fraud, plagiarism, and how to take action on these issues. The journal strictly follows a Zero Tolerance Policy on Plagiarism. We recommend authors check their articles with plagiarism prevention tools (such as ithenticate.com, turnitin.com, etc.) before submitting them to JNTELL. After initial editor screening, all articles undergo a rigorous double-blind peer review process. Authors must transfer the copyright and conflict of interest form provided in author guide lines section to JNTELL by signing the copyright form and submitting it with the main manuscript. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles under the following conditions: Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Open Acess by DOAJ (Directory of Open Access Journals)This is an open-access journal which means that all content is freely available without charge to the user or her, institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purposes, without asking the publisher's or the author's prior permission. This is in accordance with the BOAI definition of open access.
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Recent Articles
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Open Access Article
1 - Iranian Bilingual EFL Learners’ Willingness to Communicate across Gender
Zohreh SeifooriIssue 3 , Vol. 3 , Autumn 2024Interactive versatility in the global community is a vital skill that must be catered for particularly in EFL contexts where learners strive to achieve native like competence in order to enter the international market and compete with the numerous rivals who are floodin MoreInteractive versatility in the global community is a vital skill that must be catered for particularly in EFL contexts where learners strive to achieve native like competence in order to enter the international market and compete with the numerous rivals who are flooding the job market. This competence, however, grows gradually during years of attending language classes and through participation in communicative activities for which willingness to community (WTC) is essential and may be impacted by individual differences like gender and linguistic background. The main question addressed in the present study is the extent to which Iranian EFL learners may differ significantly in their WTC with respect to gender. To serve the purpose of the study, a random sample of 250 male and female bilingual Turkish-speaking EFL learners were recruited from three language institutes in Tabriz, Iran. They were asked to complete the WTC questionnaire to find out the level of their WTC. The independent samples t-test analysis of the findings revealed low levels of WTC for both groups with males reporting significantly higher WTC. The findings support sociocultural, psychological, and sociolinguistic variations that can lead to gender differences and will be discussed. Manuscript profile -
Open Access Article
2 - Developing a Model of the Possible Selves Construction before and after Training on IELTS Writing Skills
Sanaz Farnia Neda Fatehi Rad Hassan ShahabiIssue 3 , Vol. 3 , Autumn 2024Selves-theory has some implications for EFL learning. Among different English skills, writing is more tied to selves-theory since it requires ideology transfer as a main element of selves-theory. However, writing academically in a foreign language is a complex struggle MoreSelves-theory has some implications for EFL learning. Among different English skills, writing is more tied to selves-theory since it requires ideology transfer as a main element of selves-theory. However, writing academically in a foreign language is a complex struggle for many undergraduate and graduate students and it has attracted much attention in the field of applied linguistics since the last decades of the twentieth century. The present study aimed to explore Iranian EFL learners’ possible selves construction as influenced by teaching IELTS writing skills. To this end,a quasi-experimental design was used. From among IELTS candidates taking part in five IELTS preparation centers in Kerman,90 (45 males and 45 females) candidates were selected as the participants of the present study through cluster sampling. The Possible Selves in Students Questionnaire developed and validated by Zadshir et al. (2020) was used to identify the expected possible selves of the participants. To analyze the data,descriptive statistics and Multi-Variate Analysis of Variance (MANOVA) were run. According to the results, feared selves were stronger than expected and responsible selves among the participants before training on IELTS writing skills. Further,it was revealed that expected and responsible selves were stronger than feared selves among the participants after training on IELTS writing skills. Finally,it was proved that training on IELTS writing skills had a significant effect on EFL learners& construction of the possible selves as well as the dimensions of the possible selves in the future. Implications of the results for EFL curriculum planners,teachers and learners have been discussed. Manuscript profile -
Open Access Article
3 - Investigating the Nexus of TBLT and Automatic Corrective Feedback: Implications for Second Language Writing
Nafis Hosseinpour Fateme Raeesi Fariba Rahimi EsfehaniIssue 3 , Vol. 3 , Autumn 2024Task-based language teaching (TBLT) and Automatic Corrective Feedback (ACF) are two pedagogical approaches that intersect in the realm of language learning and teaching. However, the integration of ACF into TBLT has not been thoroughly investigated, especially in seco MoreTask-based language teaching (TBLT) and Automatic Corrective Feedback (ACF) are two pedagogical approaches that intersect in the realm of language learning and teaching. However, the integration of ACF into TBLT has not been thoroughly investigated, especially in second language writing. The current study, hence, was an attempt to explore the relationship between TBLT and ACF on the overall quality of L2 writing among a group of Iranian EFL learners. To this end, a number of 120 EFL learners were selected to participate in the study. The participants were subsequently allocated randomly into five groups: two control groups and three experimental groups. A preliminary writing assignment, serving as the pre-test, was administered to all groups. In this task, learners were instructed to rewrite the reading passage from unit 6A of the American File book, which was designated as a descriptive writing task. Subsequently, the participants received the required intervention over three sessions in the experimental groups. The distinctions among the experimental groups pertained to the types of task repetition employed. When needed, the participants sought assistance from Grammarly as an ACF. Participants in the control group did not experience any types of task repletion nor automated corrective feedback. Once the treatment sessions concluded, participants were administered the same pre-test as a post-test to gauge any alterations in the quality of their writing. Data analysis entailed a series of t-tests. Findings indicated that, on the whole, the three writing tasks accompanying ACF impacted the quality of writing among EFL learners similarly. Recommendations for future research were also put forward. Manuscript profile -
Open Access Article
4 - The Effectiveness of Explicit Instruction of Communication Strategies on Speaking Fluency Skills: Lower Intermediate EFL Learners in Focus
Afshin Soori Aliakbar ZamaniIssue 3 , Vol. 3 , Autumn 2024Firstly, this research aimed to investigate the effect of communication strategies on Iranian female EFL learners’ speaking fluency. Secondly, the research attempted to clarify which of the employed communication strategies has been utilized by Iranian female EFL learne MoreFirstly, this research aimed to investigate the effect of communication strategies on Iranian female EFL learners’ speaking fluency. Secondly, the research attempted to clarify which of the employed communication strategies has been utilized by Iranian female EFL learners more than other strategies in speaking in English. A quasi-experimental design was employed in this study. Oxford Placement Test (OPT) was used to select 50 homogenized female EFL learners from the lower-intermediate levels. After the pre-test interview, all the participants attended the classes for ten sessions to become familiar with communication strategies. After the classroom treatment, the participants participated in the post-test interview. The findings revealed that the EFL learners’ performance in speaking fluency had been affected by explicit instruction of communication strategies, and the participants’ speaking fluency had enhanced after the classroom treatment. Furthermore, it was found that the participants of this study used an appeal for help more than other strategies. The study concluded that Iranian female EFL learners will have the chance to reach a productive and fluent level of speaking by developing their language knowledge, lexical competence, and use of functional methods in classroom settings. The findings suggest that EFL students respond to various CSs differently as they learn L2. Therefore, it would seem essential for EFL teachers to broaden and update their knowledge as well as try to identify and implement the teaching methods that are more effective and efficient in their classrooms. Manuscript profile -
Open Access Article
5 - Designing and Validating a Self-Assessment Tool for Improving the Speaking Skill of Iranian EFL Learners
Ali Fathi Karizak Shahram Afraz Fazlolah SamimiIssue 3 , Vol. 3 , Autumn 2024This study aimed to examine the different components of the speaking self-assessment instrument, and the most and least influential factors in the self- assessment instrument affecting Iranian EFL learners’ speaking skill. Finally, utilizing a grounded theory, the model MoreThis study aimed to examine the different components of the speaking self-assessment instrument, and the most and least influential factors in the self- assessment instrument affecting Iranian EFL learners’ speaking skill. Finally, utilizing a grounded theory, the model of self -assessment Instrument affecting Iranian EFL learners' speaking skill was designed and validated. Accordingly, 20 language experts and 350 Iranian EFL learners were selected based on convenience sampling. The data were gathered via interviews and questionnaire. The data was analyzed by MAXODA. The findings revealed two broad categories of most influential factors in the self-assessment instrument affecting Iranian EFL learners’ speaking skill are classroom practice concerns EFL teachers’ actions in EFL speaking classrooms and conceptions referring to their beliefs about assessment in general and self-assessment in particular. In addition to teacher assessment, it was also reported using peer assessment can be influential. The participants explained that sometimes comment on their peers’ speaking productions can be conductive. Regarding the assessment techniques, the participants did not provide much information concerning the assessment procedures as no reference was made to any particular assessment techniques or tasks. As far as the least influential factors are concerned, teachers’ formative feedback, and assessment criteria were mentioned, implying that they do not have any significant impact on self- assessment instrument affecting Iranian EFL learners’ speaking skill. Consequently, the model of self-assessment instrument affecting Iranian EFL learners’ speaking skill emerges includes some characteristics and advantages, as well as disadvantages and challenges Manuscript profile -
Open Access Article
6 - Examining the Impact of Lexical Bundle Instruction on IELTS Candidates’ Writing Ability
Maryam Rafieyan Farzad Salahshoor Hanieh DavatgarIssue 3 , Vol. 3 , Autumn 2024The instruction of Lexical Bundles (LBs) has been a challenging issue in language teaching. This study strived to determine the effect of the instruction of LBs on IELTS candidates’ performance on IELTS writing task 2. To this end, first, 100 male and female IELTS candi MoreThe instruction of Lexical Bundles (LBs) has been a challenging issue in language teaching. This study strived to determine the effect of the instruction of LBs on IELTS candidates’ performance on IELTS writing task 2. To this end, first, 100 male and female IELTS candidates were randomly selected from among 150 English learners as participants. Second, these participants were assigned to the experimental group and the control group, each with 50 learners. Both groups were then administered IELTS writing task 2 as a pretest. The experimental group was provided with ten sessions of instruction on LBs. The control group, however, did not receive any instruction. Finally, the researchers administered IELTS writing task 2 to both of the groups anew as a posttest. The results suggest that teaching the relevant bundles had some positive impacts on IELTS candidates’ general performance of the relevant writing tasks, grammatical range and accuracy, vocabulary knowledge, as well as observing cohesive ties and coherence in their writing. The results may provide some useful insights regarding the instruction of LBs in IELTS preparation courses Manuscript profile
Most Viewed Articles
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Open Access Article
1 - Seasoned and Novice English Teachers’ Perceptions of ‘Prospect 2’: A Critical Exploratory Study on Teaching Experience
Hossein Issaee Hamed BarjestehIssue 1 , Vol. 3 , Spring 2024When a textbook is developed and used for an English Language Teaching (ELT) context, its evaluation is even more important because its pedagogical value needs to be determined (Richards, 2007); however, ELT teachers’ perceptions regarding a particular textbook ma MoreWhen a textbook is developed and used for an English Language Teaching (ELT) context, its evaluation is even more important because its pedagogical value needs to be determined (Richards, 2007); however, ELT teachers’ perceptions regarding a particular textbook may differ based on their teaching experience or academic degree. Considering a model provided by McDonough and Shaw (1993) based on external and internal evaluation of textbooks, this study aims to evaluate ‘Prospect 2’, the main English textbook for 8th-grade of junior high-schools in Iran. In effect, 400 EFL teachers were randomly invited from three provinces of Iran (i.e., Mazandaran, Gilan, and Golestan) to participate in the study. The Participants were divided into two groups of 1) the seasoned teachers with over 10 years, and 2) the novice teachers with less than 10 years of teaching experience, in order to explore their perspectives on (non)alignment between their attitudes in teaching experience at ‘Prospect 2’. A 54-five-point Likert-scale questionnaire was adopted and submitted to both groups. Employing SPSS, the teacher-researchers analyzed the data, and it was revealed that the teaching experience does affect the perceptions of ELT teachers regarding the evaluation of a particular textbook. While seasoned teachers were not satisfied with some crucial aspects of ‘Prospect 2’, and believed it has not met its pedagogical objectives, the novice group revealed moderate satisfaction. However, a number of similar themes such as the lack of authentic language, variant dialects, motivating illustrations, and poor printing, to name but a few, were reported by both groups. Manuscript profile -
Open Access Article
2 - The Role of Critical Thinking Disposition in Enhancing Argumentative Writing Skill: Iranian EFL Teachers’ and Learners’ Perspective
Shaho Hoorijani Hossein Heidari Tabrizi Mohsen MasoomiIssue 2 , Vol. 1 , Summer 2022This study investigated the attitude of the Iranian EFL teachers and learners toward the role of critical thinking disposition in enhancing argumentative writing in the Iranian EFL context at Islamic Azad University, Kurdistan branch. Attitude plays an important role th MoreThis study investigated the attitude of the Iranian EFL teachers and learners toward the role of critical thinking disposition in enhancing argumentative writing in the Iranian EFL context at Islamic Azad University, Kurdistan branch. Attitude plays an important role that affecting language learning, especially writing skills in an EFL context like Iran. In this descriptive study, 14 EFL teachers and 80 EFL learners both males and females were selected based on a random sampling method. The data were gathered based on a survey approach, by using the online CCTDI questionnaire. To answer the research questions of this study and uncover the attitude of EFL teachers and learners towards the treatment, the responses the to CCTDI online questionnaire were coded and analyzed. The results indicated that teachers and learners had positive attitudes towards all components of CCTDI. They represented a highly positive disposition towards truth-seeking and inquisitiveness. Results of the study revealed that of the EFL teachers and learners have a positive attitude regarding English language teaching and learning. Another finding of the study was that, having favorable perspective toward English did not enhance their proficiency in learning English. It is hoped that the findings of this study help teacher and learners learn about critical thinking principles they will apply prudent judgment, challenge the improbable, pursue difficulties, establish alternatives, use tactics, consider alternative perspectives, and attempt to be objective. Manuscript profile -
Open Access Article
3 - Academic procrastination from attribution theory perspective: An overview
Mehdi Haseli Songhori Kimiya SalamatiIssue 2 , Vol. 2 , Summer 2023اهمال کاری تحصیلی یک مشکل رایج در بین دانش آموزان است که با پیامدهای منفی مرتبط است. تاریخچه آن به دوران باستان باز می گردد، اما در دوران معاصر به دلیل تاکید بر زمان و کارایی بیشتر رواج یافته است. اهمال کاری تحصیلی نوع خاصی از اهمال کاری است که به دلیل حجم زیاد تکالیف و Moreاهمال کاری تحصیلی یک مشکل رایج در بین دانش آموزان است که با پیامدهای منفی مرتبط است. تاریخچه آن به دوران باستان باز می گردد، اما در دوران معاصر به دلیل تاکید بر زمان و کارایی بیشتر رواج یافته است. اهمال کاری تحصیلی نوع خاصی از اهمال کاری است که به دلیل حجم زیاد تکالیف و ضرب الاجل در زمینه های تحصیلی در بین دانش آموزان رایج است. نظریه اسناد یک چارچوب روانشناختی است که میتواند به ما کمک کند تا بفهمیم دانشآموزان چگونه رفتار اهمالکاری خود را توضیح میدهند و عواملی که به آن کمک میکنند. نظریه اسناد شامل سه بعد است: منبع کنترل، ثبات و کنترل پذیری. هر یک از ابعاد بر رفتار آینده افراد تأثیر می گذارد، از جمله اینکه آیا آنها یک کار را به تعویق می اندازند یا کامل می کنند. می توان پیش بینی کرد که افرادی که تمایل به اهمال کاری تحصیلی دارند ممکن است وظایف تحصیلی خود را به منبع کنترل بیرونی، علل پایدار و عواملی که خارج از کنترل آنها است نسبت دهند. در مقابل، افرادی که تعلل نمی کنند احتمالاً وظایف تحصیلی خود را به منبع کنترل درونی، علل ناپایدار و عواملی که در کنترل آنها است نسبت می دهند. درک این نظریه ها می تواند به مربیان و دانش آموزان کمک کند تا راهبردهایی برای غلبه بر اهمال کاری و بهبود عملکرد تحصیلی ایجاد کنند. و عواملی که در کنترل آنهاست. درک این نظریه ها می تواند به مربیان و دانش آموزان کمک کند تا راهبردهایی برای غلبه بر اهمال کاری و بهبود عملکرد تحصیلی ایجاد کنند. و عواملی که در کنترل آنهاست. درک این نظریه ها می تواند به مربیان و دانش آموزان کمک کند تا راهبردهایی برای غلبه بر اهمال کاری و بهبود عملکرد تحصیلی ایجاد کنند. Manuscript profile -
Open Access Article
4 - Teacher Training or Teacher Draining: A Critical Analysis of Iranian Teacher Training Courses (TTC)
حامد ضرابی نادیا قرنی Nima YamraliIssue 2 , Vol. 2 , Summer 2023این مقاله درصدد است با نگاهی انتقادی به دوره های تربیت معلم ایران (TTCs) مشکلات اصلی و حلقه های گمشده را کشف کند. برای این منظور، 20 مدرس زبان انگلیسی (8 مرد و 12 زن) به تدریس دروس عمومی زبان انگلیسی در پنج موسسه زبان خصوصی در تهران و مشهد در این پژوهش شرکت کردند. از طر Moreاین مقاله درصدد است با نگاهی انتقادی به دوره های تربیت معلم ایران (TTCs) مشکلات اصلی و حلقه های گمشده را کشف کند. برای این منظور، 20 مدرس زبان انگلیسی (8 مرد و 12 زن) به تدریس دروس عمومی زبان انگلیسی در پنج موسسه زبان خصوصی در تهران و مشهد در این پژوهش شرکت کردند. از طریق رویکرد کیفی با استفاده از مصاحبه های نیمه ساختاریافته، داده های مورد نیاز جمع آوری و مورد تجزیه و تحلیل قرار گرفت. شایان ذکر است که پژوهشگران حدود 200 ساعت دوره آموزشی معلمان را در ایران مشاهده کردند تا حتی بیشتر به این مشکل بپردازند. با استفاده از تحلیل محتوای استقرایی، داده ها مورد تجزیه و تحلیل قرار گرفت و نتایج و یافته ها حاکی از مشکلات متفرقه در دوره های تربیت معلم ایران بود. مشکلات اصلی شناسایی شده فقدان تئوری، عدم آزادی انتخاب، عدم نظارت در دروس، عدم تأمل معلم، فقدان تکنولوژی در آموزش و عدم توجه به دانش قبلی معلمان. این مطالعه پیامدهای مهمی برای مربیان معلم داشت تا بیشتر بر روی دانش نظری خود کار کنند و معلمان دروس مناسب را برای رشد حرفه ای خود انتخاب کنند. همچنین این مطالعه با رفع این مشکلات به مدیران و برنامه ریزان درسی کمک می کند تا دوره های بهتری را برگزار کنند. Manuscript profile -
Open Access Article
5 - Relationship between Critical Thinking Ability and Listening Comprehension Strategies: Focus on Advanced EFL Learners
Azar Bagheri MasoudzadeIssue 1 , Vol. 1 , Spring 2022This study was an endeavor to explore the relationship between advanced EFL students' listening comprehension strategies and their critical thinking ability. To do this, 75 Iranian EFL learners of both genders were selected as the subjects of the study. All of them were MoreThis study was an endeavor to explore the relationship between advanced EFL students' listening comprehension strategies and their critical thinking ability. To do this, 75 Iranian EFL learners of both genders were selected as the subjects of the study. All of them were advanced learners that were selected based on cluster sampling. The employed instruments were two related questionnaires, Critical Thinking Questionnaire (CTQ) and Listening Comprehension Strategies Questionnaire (LCSQ). On the first day, the researcher explained the instruction of this survey clearly and the participants were provided with CTQ to evaluate the strategies employed by them. On the second day, LCSQ were distributed among them. The participants had to responded all the questions in the limited time. Fortunately, none of the students were absent during the data collection procedure, and this factor would increase the reliability of the results. Findings of the study revealed a significant relationship between advanced EFL students' listening comprehension strategies and their critical thinking ability. Results can be significant since identifying the strategies that students apply, assist them to overcome the difficulties they might encounter in different language skills. Manuscript profile -
Open Access Article
6 - Implementation of Reciprocal-scaffolding Treatment in Virtual Learning Context: Iranian EFL Learners’ Listening and Speaking Skills
Marzieh Sabzevari Neda Fatehi Rad Masoud TajaddiniIssue 2 , Vol. 1 , Summer 2022This study was an endeavor to implement and investigate reciprocal-scaffolding treatment in virtual EFL learning context. More specifically, it analyzed the effect of reciprocal-scaffolding online treatment on Iranian EFL learners’ oral skills. After running place MoreThis study was an endeavor to implement and investigate reciprocal-scaffolding treatment in virtual EFL learning context. More specifically, it analyzed the effect of reciprocal-scaffolding online treatment on Iranian EFL learners’ oral skills. After running placement test, 36 students formed the sample and they were randomly classified into two groups of experimental (EG=18) that received the mentioned treatment and control (CG=18) that were instructed using traditional teaching procedures. The data gathering tools included a homogeneity test, pretests and posttests in listening and speaking skills. The study was conducted in 16 sessions and the experimental group members received reciprocal-scaffolding strategies instruction in their speaking and listening courses, while the control group members practiced these two skills devoid of such instruction. The results of independent samples t-tests and paired t-tests performed on pretests and posttests revealed that the learners in the treatment group outperformed those in control group in both oral language skills. Manuscript profile -
Open Access Article
7 - The Role of Iranian EFL Teachers’ Job Satisfaction in Their Job Performance: The Contribution of Benevolence Value
Nasrin Bahojb Ghavechipoor Saeideh Ahangari Masoud ZoghiIssue 1 , Vol. 3 , Spring 2024The investigation into the relationship between teachers' job performance and related variables in an English as a foreign language (EFL) setting has been limited. In order to fill this research vacuum, the present study investigated the mediating effect of benevolence MoreThe investigation into the relationship between teachers' job performance and related variables in an English as a foreign language (EFL) setting has been limited. In order to fill this research vacuum, the present study investigated the mediating effect of benevolence value on the association between job satisfaction and job performance among EFL teachers. A sample of 237 EFL teachers (105 males and 132 females) from different educational institutions (universities, schools, and language institutes) was selected for this correlational survey study. The structural equation modeling (SEM) framework was utilized to analyze the data. The findings reveal that there are significant relationships between EFL teachers' job satisfaction and contextual performance (CP) and the counterproductive work behavior (CWB) dimensions of their job performance and their benevolence value and their task performance (TP) and CP. Furthermore, it is observed that EFL teachers’ benevolence value mediates the relationship between job satisfaction and their TP and CP but not the CWB dimension. Manuscript profile -
Open Access Article
8 - The Concept of Identity and Subaltern in Atwood’s The Handmaid’s Tale
Fatemeh PourjafariIssue 1 , Vol. 1 , Spring 2022Identity is a contested concept in the presently diverse and multicultural world, and is reflected in the works of literature as well. Great numbers of theoretical works have been applied to literary works concerning the issue of identity, the most recent of which is po MoreIdentity is a contested concept in the presently diverse and multicultural world, and is reflected in the works of literature as well. Great numbers of theoretical works have been applied to literary works concerning the issue of identity, the most recent of which is postcolonial criticism. Spivak, the prominent figure in postcolonial feminist criticism, mainly concerns her theory with the struggle of the minority (the colonized or the females) against the oppression and injustice of the dominant system of power, which denies them an identity through which, they would assert themselves as dynamic agents who can act in history, rather than being acted upon. The aim of this study is to analyze the ways by which the female characters of Margaret Atwood’s The Handmaid’s Tale, are objectified as groups rather than individuals, and in Spivak’s words, subalterns who have no voice and their identity is affected by the ideological system of power. The researcher eventually indicates that the subaltern, though being silenced, would find her own way to assert her subjectivity. Manuscript profile -
Open Access Article
9 - Multimodal and Audio-visual Vocabulary Input in a MALL Environment and its Effect on Iranian EFL Learners' Motivation and Reading Comprehension Ability
Maryam Neshaee MoghaddamIssue 1 , Vol. 2 , Spring 2023خواندن یکی از مهارت های انگلیسی است که دانش آموزان ایرانی به دلایل مختلف به آن نیاز دارند تا خوب باشند. همچنین هیچ فردی نمی تواند نقش واژگان را در تسلط بر زبان انگلیسی دست کم بگیرد. فناوری چندوجهی ادغام در آموزش واژگان، عصر جدیدی در زبان ELT است که در ایران به اندازه کا Moreخواندن یکی از مهارت های انگلیسی است که دانش آموزان ایرانی به دلایل مختلف به آن نیاز دارند تا خوب باشند. همچنین هیچ فردی نمی تواند نقش واژگان را در تسلط بر زبان انگلیسی دست کم بگیرد. فناوری چندوجهی ادغام در آموزش واژگان، عصر جدیدی در زبان ELT است که در ایران به اندازه کافی مورد مطالعه قرار نگرفته است. بنابراین، این پژوهش به بررسی تأثیر ورودی واژگان چندوجهی و سمعی و بصری در محیط MALL بر انگیزه و توانایی درک مطلب زبان آموزان ایرانی زبان انگلیسی پرداخت. به منظور انجام این مطالعه، مقاله حاضر از طرح کمی استفاده کرده است. محقق در یک طرح آزمایشی، تأثیر دو نوع ورودی، چندوجهی و سمعی بصری را بر توانایی خواندن و انگیزه زبان آموزان زبان انگلیسی متوسط مورد بررسی قرار داد. شرکت کنندگان 80 دانشجوی زبان انگلیسی در سطح متوسط بودند که 10 جلسه درمان داشتند. آنها به دو گروه آزمایشی تقسیم شدند و پیش آزمون از آنها در نظر گرفته شد. پس از دریافت ورودیها (درمان)، شرکتکنندگان مجدداً در آزمون درک مطلب به عنوان پسآزمون و نظرسنجی خواندن MRP-R برای سنجش هرگونه تغییر در انگیزهشان شرکت کردند. نتایج نشان داد که درمانها (ورودی واژگان سمعی و بصری و ورودی واژگان چندوجهی) این پژوهش مؤثر بوده و گروه دوم (گروه ورودی چندوجهی) نتایج بهتری داشتهاند. نتیجه دیگر اثربخشی محیط MALL در انجام چنین درمان هایی بود. یافتهها میتواند به ادبیات مرتبط کمک کند تا دانش مربوط به روشهای آموزشی چندوجهی را اضافه کند. علاوه بر این، Manuscript profile -
Open Access Article
10 - Perception and Misperception of Violence: A Žižekian Study of Toni Morrison's The Bluest Eye and Beloved
Afshin Mosallanejad Hassan Shahabi Sharam Reesi SistaniIssue 4 , Vol. 2 , Winter 2023AbstractViolence as an unavoidable part of human beings' experience is so widespread within individuals' contacts that in most cases is ignored or taken for granted. However, violence is subject to various misperceptions that make the study of it challenging. Theoretica MoreAbstractViolence as an unavoidable part of human beings' experience is so widespread within individuals' contacts that in most cases is ignored or taken for granted. However, violence is subject to various misperceptions that make the study of it challenging. Theoretically, this paper adopts the three forms of violence suggested by Slavoj Žižek: subjective, objective and systemic violence in order to explore how Žižek proves the ways by which, violence is perceived and misperceived. In doing so, this paper applies political discourse analysis, Black gender feminism, and psychoanalytic methods to be the approaches of this study. By applying Žižek's theories of violence on Toni Morrison's The Bluest Eye and Beloved as the corpus of the study the current paper explores violence and the ways it is misrepresented. The objective of this paper is to explore the strategies which lead to misperception of violence. The conclusion drawn from this paper shows that Žižekian systemic violence that generates other forms of violence should remain hidden as dark matter of physics. Some pseudo-activities, ideologies or pseudo-ideologies can be at work in their manifest and latent forms when something that is so obviously omnipresent remains invisible or is misperceived. Manuscript profile
