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List of Articles
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Open Access Article
1 - The Comparative Effect of Portfolio Assessment and Peer-Assessment on EFL Learners' Critical Thinking and Speaking Achievement
Behdokht Mall-Amiri Haleh AskarzadehThis study compared the effects of portfolio assessment and peer-assessment on EFL learners’ critical thinking and speaking achievement. For this purpose, 32 EFL learners attending Diplomat Institute in Tehran were non-randomly selected based on their scores on PE MoreThis study compared the effects of portfolio assessment and peer-assessment on EFL learners’ critical thinking and speaking achievement. For this purpose, 32 EFL learners attending Diplomat Institute in Tehran were non-randomly selected based on their scores on PET. They were randomly assigned to two experimental groups of 16. The portfolio assessment group went through the procedure of creating portfolio based on Evaluation Portfolio Model recommended by Valencia and Calfee (1991). The peer-assessment group practiced peer-assessment according to Yamashiro and Johnson's (1997) Model. Finally, both experimental groups took a speaking test of PET and a critical thinking questionnaire as posttests. The data analysis using RM ANOVA revealed that both experimental groups had similarly a higher post-treatment level of critical thinking. The analysis of a Mann-Whitney U test on the gain scores revealed that the level of post-treatment speaking in the peer-assessment group was significantly higher compared to the portfolio assessment group. Manuscript profile -
Open Access Article
2 - Textbook Evaluation: Looking at Prospect Series through Teachers’ Perspective
Sima ShahmohammadiTextbooks play a vital role in the realm of language teaching and learning particularly in formal contexts i.e. schools. In the investigation reported in the current paper, the researcher employed an eclectic checklist derived from previously utilized frameworks aimed t MoreTextbooks play a vital role in the realm of language teaching and learning particularly in formal contexts i.e. schools. In the investigation reported in the current paper, the researcher employed an eclectic checklist derived from previously utilized frameworks aimed to evaluate the textbooks taught in Junior high schools in Iran looking through teachers’ perspectives. To approach the aims of the study, 34 teachers from East and West Azerbaijan with 8- 28 years of teaching experience were asked to evaluate the textbooks on the basis of the provided checklist. Moreover, in order to gain a richer insight to their attitudes toward the textbooks, 8 teachers from the same provinces were interviewed to express their opinions with respect to strength and weak points of the textbooks as well as suggestions to improve the textbooks. The results of the study depicted that pronunciation and task and activities are the aspects of the textbooks that are in need of more improvement and revision. However, vocabulary was the most satisfactory dimension of the textbooks. The findings of the study could help material developers in the process of editing and improving the textbooks. Manuscript profile -
Open Access Article
3 - Intermediate EFL Learners’ Shyness, Communication Apprehension, the Accuracy and Fluency of their Oral Performance
Maryam Babapoor Zohreh Seifoori Mahtaj ChehrehAchieving proportionate levels of accuracy and fluency in oral proficiency seems extremely far-fetched to many adult learners whose enthusiasm to learn through participation in communicative tasks is adversely influenced by aversive affective factors like shyness and co MoreAchieving proportionate levels of accuracy and fluency in oral proficiency seems extremely far-fetched to many adult learners whose enthusiasm to learn through participation in communicative tasks is adversely influenced by aversive affective factors like shyness and communication apprehension (CA). The present correlational study explored Iranian English learners’ shyness and CA, and the accuracy and fluency of their task-based performance for any probable association. The research participants comprised a homogenous sample of 50 female learners from a pool of 70 intermediate learners. The revised Cheek and Buss Shyness Scale (RCBS) (Cheek, 1983), and Personal Report of Communication Apprehension-24 (McCroskey, 1982) were employed to measure the participants’ shyness and CA. A narrative picture-description task was used to elicit and record the participants’ oral performance. Further statistical analyses of the data verified that the group was within the shyness and apprehension range and that these features were negatively correlated with the fluency and accuracy of their speech. The findings underscore the need to help learners overcome these deterrent variables to enhance their disrupted and inaccurate performance. Pedagogical implications will be discussed in the paper. Manuscript profile -
Open Access Article
4 - Setting Threshold Language Proficiency Levels for the Iranian High School EFL Teachers
Sadegh Shariatifar Gholamreza KianyEvaluating teacher candidates’ competencies, demonstrating that they are prepared to teach at high school level is inconceivable without clearly defined and agreed upon standards. Since EFL teachers’ language proficiency levels in the target language is a sig MoreEvaluating teacher candidates’ competencies, demonstrating that they are prepared to teach at high school level is inconceivable without clearly defined and agreed upon standards. Since EFL teachers’ language proficiency levels in the target language is a significant factor in teaching effectiveness, this study intended to set threshold listening, speaking, reading and writing proficiency levels for the Iranian high school EFL teachers based on ACTFL proficiency guidelines. To this end, a concurrent mixed-method qualitative quantitative approach was conducted. Data were collected through conducting semi-structured interviews with 40 teacher educators and administering a seven-point Likert scale questionnaire to 212 high school EFL teachers. The results indicated that high school EFL teachers must be able to understand, speak, and write English at a minimum level of Advanced-Low and be able to read English at a minimum level of Advanced-Mid as defined in the ACTFL proficiency scale in order to teach English effectively. The results of this study can be used as benchmarks in prospective high school EFL teachers’ initial certification and licensing and in the design of pre-service EFL teacher education program at Farhangian University. Manuscript profile -
Open Access Article
5 - Exploring the Role of Self-Regulatory Capacity in Vocabulary Learning of Iranian EFL Learners
Marjan MoiinvaziriAs the role of vocabulary is very essential in language learners’ ability to convey their intended messages, this study has tried to examine the use of self-regulated learning strategies in vocabulary learning of 100 EFL intermediate level learners studying in lan MoreAs the role of vocabulary is very essential in language learners’ ability to convey their intended messages, this study has tried to examine the use of self-regulated learning strategies in vocabulary learning of 100 EFL intermediate level learners studying in language institutes of Neyriz, Iran. Using survey method of research, data were collected by administration of ‘Self-regulating Capacity in Vocabulary Learning’ scale (SRCvoc). The obtained results revealed that the participants were moderate users of self-regulated strategies in their vocabulary learning and considering the subscales, environmental regulation obtained the highest mean, being the most influential one while the least influential subscale was emotional regulation. In addition, males had a higher mean score in use of self-regulatory strategies. The outcome of this study will hopefully lead to teachers’ attempts in providing students with the required domain, instrumental support, and strategy knowledge to operate independently and have a better performance in their vocabulary learning. Manuscript profile -
Open Access Article
6 - Investigating Iranian EFL Instructor Evaluation Scheme from End-Users’ Perspective: Self-Evaluation vs. Students’ Ratings
Fateme Naderian Azizeh Chalak Ahmad Ali Foroughi Hossein Heidari TabriziAbstract This study investigated Iranian EFL instructor evaluation scheme from end-users’ perspective: self-evaluation vs. students’ ratings. To do so, in the second semester of 2015-2016, 60 instructors and 1000 students of English Department of Islamic Aza MoreAbstract This study investigated Iranian EFL instructor evaluation scheme from end-users’ perspective: self-evaluation vs. students’ ratings. To do so, in the second semester of 2015-2016, 60 instructors and 1000 students of English Department of Islamic Azad University Isfahan (Khorasgan) Branch, )IAUIB(, were selected as those from whom the corpus of the study was extracted. The corpus was provided by administrating two rating scales online via the university website on each person’s profile. Then the results of their completed evaluation rating scales were compared. The study was accomplished through a non-experimental descriptive correlational design. The results revealed that almost no relationship was found between Iranian EFL instructors’ self-evaluation and those done by their students at IAUIB. This study could benefit Iranian educationalists, policy makers, and evaluators in making informed pedagogical decisions and conducting more efficient teacher evaluation in English education of Iran. Manuscript profile -
Open Access Article
7 - English Students' Attitudes Towards Using Flipped Classrooms in Language Learning at Hebron University
Mohammed Farrah Ahlam QawasmehThe technology of the flipped classroom is an innovation that allows learners to maximize their participation, increase their motivation, and improve their critical thinking and communication skills. This study investigated the attitudes of English major students in Heb MoreThe technology of the flipped classroom is an innovation that allows learners to maximize their participation, increase their motivation, and improve their critical thinking and communication skills. This study investigated the attitudes of English major students in Hebron University towards the flipped classroom during the second semester of the academic year 2017/2018. A qualitative and quantitative method was adopted as this study used both questionnaires and interviews. A total of 150 pre- service teachers enrolled in this study and responded to the questionnaire. Moreover, a total of 10 pre-service teachers enrolled in this study and responded to the interviews. A questionnaire was used to show the general attitudes of the students towards using flipped classroom. Interviews were administered to reveal the general attitudes of the students towards the difficulties and the solutions. Findings of the study reported that the flipped classroom promotes more learner autonomy and self-direction. Moreover, that the participants considered the flipped classroom exciting, motivating, and engaging. Finally, the researchers concluded with some recommendations for educators to include the flipped classroom technology to create better learning opportunities for their students and to achieve better learning outcomes. Manuscript profile -
Open Access Article
8 - A Comparative Evaluation of Iranian ELT PhD Curriculum: Reappraisal of Goals, Admission Criteria and Course Requirements in Iran
Leila Kordi Mansour KooshaThe present study made attempts to evaluate the Iranian ELT PhD curriculum as compared to that of five high-ranking foreign universities from the United States, Turkey and Ireland. For this purpose, the corresponding curricula were collected, analyzed and categorized. R MoreThe present study made attempts to evaluate the Iranian ELT PhD curriculum as compared to that of five high-ranking foreign universities from the United States, Turkey and Ireland. For this purpose, the corresponding curricula were collected, analyzed and categorized. Results indicated that in all three aspects i.e. the goals, admission criteria and required courses of Iranian ELT PhD were in need of revisions. More goals with more specific and operational goal descriptions were suggested to replace the current ones. In terms of admission criteria several requirements such as an academic CV, a statement of purpose and a research proposal were suggested to be added to the current Iranian ELT PhD admission criteria. Results on the number of coursework credits indicated that the major problem with Iran’s curricula was the low number of campus courses. Besides, one hundred seventy Iranian PhD graduates were asked to answer a Likert scale questionnaire and 5 experienced ELT PhD instructors were interviewed to find their viewpoints on the curriculum. The findings in this section revealed that both students and instructors believed the curriculum was in need of major revisions in all above aspects. Finally, suggestions were provided to improve the curriculum in the studied areas. Manuscript profile
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