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List of Articles
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Open Access Article
1 - Reporting Verbs in Results and Discussion Sections of Scientific Research Articles of Hard and Soft Disciplines
Fereshte Dehghan Hossein Saadabadi, Motlaq Seyed Foad EbrahimiReporting Verbs have gained considerable attention in corpus-based studies during the previous years. It is necessary to utilize reporting verbs appropriately to establish the writer’s claims and situate them across formerly published studies. Given the importance MoreReporting Verbs have gained considerable attention in corpus-based studies during the previous years. It is necessary to utilize reporting verbs appropriately to establish the writer’s claims and situate them across formerly published studies. Given the importance of the reporting verbs, the current study explored the rates and the differences of reporting verbs across science disciplines. Hence, a total number of 200 Results and Discussion sections of research articles consisting of 50 excerpts from the four science categories introduced by Science Direct web of science, namely Life Science, Social Science and Humanities, Physical Science and Engineering, and Health Sciences were gathered and used as the corpus and analyzed based on Thomas and Hawes's framework. The results showed that authors in Life Science and Health Science used more reporting verbs in comparison to the other two science disciplines. Furthermore, the tentative reporting verbs had a higher frequency than certainty reporting verbs. The research findings have several implications for novice researchers within various science disciplines in reporting their claims using reporting verbs and for course designers to treat crucial problems of the students in their academic writings. Manuscript profile -
Open Access Article
2 - The Professional EFL Teacher: A Qualitative Exploration of Iranian University Lecturers’ Attitudes toward EFL Teacher Professionalism
Shiva Azizpour Mohammad HashamdarThis qualitative study explored Iranian university lecturers’ attitudes toward EFL teacher professionalism. Based on a researcher-developed protocol, semi-structured interviews were conducted with 14 university lecturers from State and Islamic Azad universities of MoreThis qualitative study explored Iranian university lecturers’ attitudes toward EFL teacher professionalism. Based on a researcher-developed protocol, semi-structured interviews were conducted with 14 university lecturers from State and Islamic Azad universities of Tehran, Karaj, Urmia, and Tabriz, Iran, whose teaching experiences ranged from 6 to 19 years, to delve into their attitudes and experiences toward EFL teacher professionalism. The interviews drew upon emergent methodology to categorize the interviewees’ value-laden comments into five major attitudinal themes of the meaning of EFL teacher professionalism, the characteristics, requirements, and responsibilities of a professional EFL teacher, establishing rapport and positive relationship with students, colleagues, and administrative staff in a professional EFL teaching context, resolving possible organizational conflicts in a professional EFL teaching context, and the role of ethics in EFL teacher professionalism. The findings illustrated that professional university lecturers are expected to establish authority and certain relationship boundaries with students and maintaining these boundaries will keep professor-student relationships purely professional. Further, adhering to professional standards and ethics, preventing discrimination in the classroom, developing classroom management skills, fostering student autonomy, giving constructive feedback, and developing mutual respect, politeness, and trust might create a favorable environment as well as increased productivity at work. Besides, educational stakeholders and policymakers are expected to design certain guidelines and allocate the resources required to help university lecturers develop as professionals. Manuscript profile -
Open Access Article
3 - A Comparative Study of Explicit and Implicit Mediators at Iranian High Schools: Students’ L2 Anxiety and Listening Comprehension
Mohammad Darijani Mehry Haddad Narafshan Leila AnjomshoaAs conceptualized in Vygotsky’s (1978) theory of mediation, the present quantitative study scrutinized the impact of explicit and implicit mediators on high school students’ L2 listening anxiety and listening comprehension. Over six months, two groups of 34 MoreAs conceptualized in Vygotsky’s (1978) theory of mediation, the present quantitative study scrutinized the impact of explicit and implicit mediators on high school students’ L2 listening anxiety and listening comprehension. Over six months, two groups of 34 Iranian high school students were exposed to pronunciation instruction (explicit mediator-using phonetic rules- and implicit mediator-without phonetic rules), and a control group of 17 students received no pronunciation instruction. Pretests and posttests were used to measure learners’ improvements in listening anxiety and comprehension. Small changes were observed in both variables for the control group, whereas significant progress was found for both experimental groups, especially the explicit group. The results revealed that pronunciation instruction is a meaningful mediator in developing listening comprehension and decreasing listening anxiety among high school students, even when instructional time is restricted. This study has some practical implications suggesting that Iranian school teachers and book designers should consider pronunciation instruction effects when teaching listening to school students. Manuscript profile -
Open Access Article
4 - A Corpus-Based Probe into Context Type, Social Power, and Speaker Status of Sympathy, Grief, and Condolence Collocational Patterns in American Spoken English Discourse
Reza Bagheri Nevisi Sanaz InanlouThe ability to express thoughts and emotions appropriately on different social occasions is considered an essential prerequisite to maintaining social relationships. This study sought to investigate the most frequent words and expressions pertaining to 'Condolence' and MoreThe ability to express thoughts and emotions appropriately on different social occasions is considered an essential prerequisite to maintaining social relationships. This study sought to investigate the most frequent words and expressions pertaining to 'Condolence' and 'Sympathy' and also which words and expressions co-occurred with such expressions in spoken American English discourse in the different contexts to know how and when to use grief-related expressions. To this end, the data was collected from the spoken Corpus of Contemporary American English (COCA). The findings revealed that the word 'Sympathy' occurred mostly in the equal social status and socio-cultural context whereas the word ' Grief ' was observed in the equal social status and transactional context in the same corpus. The study showed that the collocational words did not influence the function of such words and they were substituted based on the intended meaning of the speakers. The teachers and the learners will get insights into the more frequent collocations as well as the likely appropriate ways to apply them in the authentic context. The findings could be beneficial for four groups: First, the researcher can use the findings as a resource for cross-cultural comparison of condolences. Second, the EFL learners might get familiar with the expressions of condolences in the native forms. Besides, teachers may benefit from the results to instruct the learners on how to use condolence expressions properly. Finally, material developers and test designers can use the findings in designing materials and tests. Manuscript profile -
Open Access Article
5 - Understanding Iranian EFL Pre-Service Teachers' Professional Agency: An Ecological Approach
Saemeh Arabahmadi Omid Mazandarani Seyyed Hassan Seyyedrezaei Zari Sadat SeyyedrezaeiThis study aimed to investigate the sense of professional agency of English as a Foreign Language (EFL) pre-service teachers at Farhangian University, Iran. The study aimed to examine changes in teacher agency across Farhangian University campuses using a newly-develope MoreThis study aimed to investigate the sense of professional agency of English as a Foreign Language (EFL) pre-service teachers at Farhangian University, Iran. The study aimed to examine changes in teacher agency across Farhangian University campuses using a newly-developed survey that was part of a larger study. The survey assessed the professional agency of 210 pre-service teachers through convenience sampling in three dimensions, namely iterational, practical-evaluative, and projective dimensions. Based on the theoretical framework of ecological teacher agency, the pre-service teachers' agency questionnaire comprised instructional beliefs, supportive beliefs, competency, collaborative learning, the opportunity to influence, the opportunity to make choices, support, equality, trust, institutional context, community, short-term and long-term goals. The collected data were subjected to statistical analyses, including Pearson correlation analysis and multiple regression analysis. The study observed a significant correlation between all major elements of pre-service teachers' professional agency. Notably, senior students perceived as having higher agency than freshman students. However, no significant gender effects were observed in achieving agency. In conclusion, this study suggests that the development of professional agency among student teachers is crucial for their overall performance as teachers. The study provides valuable insight into how teacher education programs can enhance student teachers' professional agency and offers recommendations for future research. Manuscript profile -
Open Access Article
6 - Impacts of Cognitive and Metacognitive Strategies on Vocabulary Learning in Junior Students
Mansooreh AmiridoomariAccording to the importance of vocabulary and expanding the range of vocabulary in English learning, today it is effective and necessary to use methods and strategies to increase the amount of learning and the speed of learning. This research has used a mixed method and MoreAccording to the importance of vocabulary and expanding the range of vocabulary in English learning, today it is effective and necessary to use methods and strategies to increase the amount of learning and the speed of learning. This research has used a mixed method and the purpose of this research is to investigate the effect of cognitive and metacognitive strategies on the learning of English vocabulary of junior high school students. To conduct this research, 25 students aged 13 to 15 years were selected through an English proficiency level test to ensure that students were at the same level in English skills. The students were divided into two experimental and control groups, and a pre-test was done. Then vocabulary was taught to the students based on cognitive and metacognitive strategies, and finally, a post-test was taken from them and Karami's questionnaire (2002) was given to them. Finally, to investigate the performance of the two groups and the effect of training based on cognitive and metacognitive strategies, independent sample t-test, ANOVA, and paired samples t-test was used. The most important finding of this research is that cognitive and metacognitive strategies have been effective in English vocabulary learning of junior high school students, and they use cognitive strategies more than metacognitive strategies to learn English vocabulary. Manuscript profile -
Open Access Article
7 - Investigating the English-Specific Needs of the M.A Students of Sports Science in Iran
Sedigheh Vahdat Zohreh Gooniband Shooshtari Niloofar Bina Masoud NikbakhtThis study was conducted to investigate the diverse perspectives of English for Specific Purposes Needs of M.A students of Sports Science in Iran based on their language learning needs. A total of 40 male and female students majoring in Sports Science as well as 4 subje MoreThis study was conducted to investigate the diverse perspectives of English for Specific Purposes Needs of M.A students of Sports Science in Iran based on their language learning needs. A total of 40 male and female students majoring in Sports Science as well as 4 subject instructors who taught ESP at the Sports Science Departments of the universities, took part in the study. The researchers employed a qualitative-quantitative research method encompassing two data-gathering tools: a questionnaire and an interview. Two sets of needs analysis questionnaires were used in this study: the students’ questionnaire and ESP instructors’ questionnaire. Prior to using students’ questionnaire and ESP instructors’ questionnaire for data collection, the questionnaires were piloted and validated. The verbal (tape-recorded) data of the semi-structured interviews were analyzed using descriptive statistics. They were thematically categorized to approve the participants’ reactions to the related items in the questionnaires. Based on what was revealed by the results, the M.A students of Sports Science often lacked the knowledge and key skills needed in their target language knowledge after graduation. They frequently discover themselves incapable of utilizing what they have learned practically. Additionally, ESP instructors expressed that they were also disappointed with the students’ poor writing ability at M.A level. The findings also demonstrated that reading and writing, followed by speaking and listening, were individually recognized as the most vital skills by the participants. Furthermore, the participants expressed dissatisfaction with the lack of translation, writing, and grammar exercises, interesting topics, and pictures in ESP materials. Manuscript profile -
Open Access Article
8 - Developing Pragmatic Awareness of Requests in the EFL Classroom: A Focus on Instructional Effects
Sadegh SadeghinezhadExplicit teaching of pragmatics to second language learners has been studied by a large number of researchers. However, the review of the related studies shows that while some researchers believe in the effectiveness of explicit instruction of pragmatics, others believe MoreExplicit teaching of pragmatics to second language learners has been studied by a large number of researchers. However, the review of the related studies shows that while some researchers believe in the effectiveness of explicit instruction of pragmatics, others believe that explicit instruction is not effective and it does not contribute to the language learners’ pragmatics awareness. The main goal of this study was to investigate the outcomes of teaching pragmatics- focusing on the concept of politeness through the speech act of request - by explicit intervention. The participants were Iranian intermediate 36 EFL students who were selected through convenience sampling. A quasi-experimental research method was used, and the participants were divided into two groups. The experimental group benefited from overt metapragmatic discussions and explanations, role plays and other pragmatically-oriented tasks. Different instruments were used: a written discourse completion test (DCT), a general English proficiency test to homogenize the participants, a pre-test of participant's initial pragmatic awareness and ability in politeness, and a post-test of pragmatic awareness and ability in the production of politeness features following the periods of instruction. Data were analyzed using descriptive and inferential statistics (t-test). The results of data analyses revealed that students' speech act comprehension and production improved significantly in the explicit instruction group, but no change was made in students' speech act comprehension and production of the students who received no instruction. It is concluded that pragmatic competence can be taught to EFL learners explicitly. Manuscript profile -
Open Access Article
9 - The Interrelationship Among EFL Teachers’ Smart Classroom Management, Their Students’ Learning Approach, Positive Orientation, and Language Learning
Afsaneh Ghanizadeh Shirin MaloomiA successful teacher manages the classroom in a way to meet all the potential challenges. In effect, classroom management skills are the cornerstone of the whole process of successful teaching. This survey-based study assessed the interrelationship among EFL teachers&rs MoreA successful teacher manages the classroom in a way to meet all the potential challenges. In effect, classroom management skills are the cornerstone of the whole process of successful teaching. This survey-based study assessed the interrelationship among EFL teachers’ smart classroom management (SCM), their students’ learning approach, positive orientation (PO), and language achievement (LA). SCM implies using different strategies including appropriate planning, organization, leadership, and control based on humanistic approaches to education. The population of the study consisted of about 307 Iranian university, institute, and public school students, out of which 279 were sampled. This study used the Persian forms of three questionnaires: Smart Classroom Management Questionnaire (SCMQ), Revised Study Process Questionnaire (R-SPQ-2F) measuring deep approach (D), surface approach (SA), and Positivity Scale (PS). The results obtained via Structural Equation Modeling (SEM) demonstrated that the expected model including the variables under study had a good fit with the data. The results demonstrated that EFL teachers’ SCM positively and significantly influenced the three student-related factors: DA. LA, and PO. LA was positively predicted by DA, while SA had no significant influence on LA. PO positively and significantly impacted LA. It can also be concluded that LA is positively predicted by SCM via its influence on DA and PO. The major implication of the present study should inform teacher educators to incorporate SCM strategies in their programs. Manuscript profile -
Open Access Article
10 - Identifying Wants, Lacks, and Necessities of International Banking Division Clerks: An English Needs Analysis Survey in the Iranian ESP Context
Sajad Pirmoradian Azizeh Chalak Hossein Heidari TabriziInternational banking has experienced significant growth in recent times. As a result of this expansion, bank personnel must possess the ability to communicate appropriately, and effective English for Specific Purposes (ESP) programs need to be implemented accordingly. MoreInternational banking has experienced significant growth in recent times. As a result of this expansion, bank personnel must possess the ability to communicate appropriately, and effective English for Specific Purposes (ESP) programs need to be implemented accordingly. There are limited amounts of research available on the present state of ESP in the context of international banking in Iran. The present study aimed to study the English language needs of bank clerks in the International Banking Division of Bank Melli Iran and its associated departments as target population, by using the needs analysis model proposed by Hutchinson and Waters (1987) and its subordinate components known as wants, lacks, and necessities. This research employed a mixed methods approach, utilizing questionnaire and semi-structured interviews to gather data from a diverse group of participants, including bank clerks, language and content instructors, and managers of international banking departments. They were selected voluntarily from those working in the IBD of Bank Melli Iran. The results indicated that although the participants' wants, lacks, and necessities differed significantly, it is imperative to prioritize all language skills in ESP courses to meet the language needs of bank employees in the bank's international departments and foreign exchange branches. Moreover, the research revealed that learners often struggle with establishing effective communication, a significant challenge they encounter. To address this issue, it is strongly recommended that ESP teachers employ a range of pedagogical strategies and undertake diverse teaching activities to assist learners in overcoming their barriers to communication. Manuscript profile
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