List of articles (by subject) Research in English Language Pedagogy
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Open Access Article
1 - The Effect of Systematic Implementation of Formative Assessment on Male and Female EFL Learners’ Academic Achievement
Amir Asadifard Akbar AfghariSubstantial claims have been made that Formative Assessment (FA), if practiced effectively, improves learning. This study aimed at exploring the effect of FA on EFL learners’ academic achievement. The population included high school teachers and their students in MoreSubstantial claims have been made that Formative Assessment (FA), if practiced effectively, improves learning. This study aimed at exploring the effect of FA on EFL learners’ academic achievement. The population included high school teachers and their students in Khorramabad, Lorestan, Iran. The sample included 40 teachers and their students (n=651) who were randomly selected and assigned to two groups of experimental and control. Teachers in the experimental group participated in a workshop on FA before the treatment. However, teachers in the control group followed the usual syllabus based on Iran’s educational system. The students’ academic achievement was measured in both groups by an achievement test before the treatment. Trained observers attended the classes in the experimental group and completed Formative Assessment Observation Report, which reports teachers’ practice of FA. After the treatment, posttests on students’ achievement in both groups were conducted. To analyze the data, ANCOVA was used. The results indicated that effective implementation of FA enhances students’ academic achievement. However, gender was not a determining factor. Moreover, among FA components, clarifying learning targets was the most and monitoring was the least frequent strategy used by teachers. Manuscript profile -
Open Access Article
2 - Appraising the Relationship between Teachers’ Effectiveness and Teachers’ Productivity among Iranian EFL High School Teachers: A Mixed Methods Sequential Explanatory Design
Azadeh Ghorbanzadeh Seyyed Hassan Seyyedrezaei Behzad Ghonsooly Zari Sadat SeyyedrezaeiDue to the primary role of teachers as practitioners of educational principles, considering teachers’ effectiveness and productivity are regarded as significant issues in the field of language teaching which has recently received experts’ attention in SLA re MoreDue to the primary role of teachers as practitioners of educational principles, considering teachers’ effectiveness and productivity are regarded as significant issues in the field of language teaching which has recently received experts’ attention in SLA research. In response to this outlook in education, this interdisciplinary explanatory ‎sequential mixed-methods study aimed to address the relationship between EFL teachers’ effectiveness and productivity in the light of a famous model taken from the field of human resource management now applied to the EFL domain. On this premise, out of 100 English teachers, 80 female Iranian EFL high ‎school teachers, selected through convenience sampling from 34 public high schools in Mashhad, ‎Iran, participated in the study and responded to the Teachers’ Effectiveness Questionnaire (Kumar & Mutha, 1974), and Teachers’ Productivity Questionnaire (Hersey & Goldsmith, 1980). A semi-structured interview with 15 female EFL teachers was also undertaken to help triangulate the results. Results from the quantitative phase indicated that teachers’ perceptions of the teachers’ effectiveness were significantly correlated with their productivity. The qualitative findings added to the quantitative findings by explaining several main personal and organizational issues concerning EFL teachers’ perceptions of teachers’ effectiveness and productivity, for example, teachers’ interpersonal relationships, personal needs, motivational factors, subject knowledge, professional development, personal attributes, and administrators’ support. The findings of this investigation may have some implications for stakeholders, policymakers, administrators, and teacher educators to re-plan their professional development programs to meet the real needs of teachers in their particular educational context rather than providing teachers with theory-based programs. Manuscript profile -
Open Access Article
3 - EFL University Instructors’ Employment Status and Their Perception of Professional Commitment
Razieh Ganjali Hamid Ashraf Khalil MotallebzadehInstructors play an important role in educating the future members of society through their work in universities and quality education cannot be achieved without the supreme efforts of dedicated and committed university teachers. Hence, there is a call for more research MoreInstructors play an important role in educating the future members of society through their work in universities and quality education cannot be achieved without the supreme efforts of dedicated and committed university teachers. Hence, there is a call for more research concerning the notion of teacher commitment, its dimensions and the factors that influence it. The current study first aimed to set priority among the dimensions of EFL instructors’ professional commitment through Partial Least Squares Structural Equation Modeling and then investigate the effect of EFL instructors’ employment status as full time or part time on their professional commitment through two-tailed t-test. A previously validated EFL Teachers’ Professional Commitment Questionnaire was employed to collect data from 420 EFL male and female university instructors. The results exhibited a significant difference between these two variables in total. One of the important implications of this research is that EFL instructors inspire to evaluate their commitment regarding the priority of dimensions and their underlying components meticulously to find out what they should work on more to improve students’ achievements in the EFL learning context of Iran. Manuscript profile -
Open Access Article
4 - Shylock’s Speech in The Merchant of Venice: Critical Discourse Analysis
Hamada Dawood Nimer A. A. Abuzahra Mohammed FarrahThis paper aims to examine, reveal and analyse Shylock's speech in Shakespeare's The Merchant of Venice, by connecting his words to the power, identity, and ideology in the play. The purposes of this study are to examine the effects of linguistic manipulation on power, MoreThis paper aims to examine, reveal and analyse Shylock's speech in Shakespeare's The Merchant of Venice, by connecting his words to the power, identity, and ideology in the play. The purposes of this study are to examine the effects of linguistic manipulation on power, to link language with the structure of a society, and to find the impact of a combination of different ideologies on each other. Hence, this descriptive qualitative study explores the literature to answer the aforementioned questions. What is found in this paper is that Shylock, the Jew, lacks power, Jewish ideology and Jewish identity, but when he tries to find these aspects, he fails to gain any of them. The reasons behind Shylock's failure in obtaining "the self" can be attributed to his brutal character. His insistence on the literal implementation of the bond leads to his destruction. He neglects the fact that those charged with power are able to edit the language of "his bond" the way they like. To conclude, language is one of the most influencing factors aiding in imposing power, destroying "unwanted" identities, and appropriating others' ideology by the "upper hands" in any society. Keywords: The Merchant of Venice Shylock's Speech, Critical Discourse Analysis. Manuscript profile -
Open Access Article
5 - The Role of Intelligence in Learning English as a Foreign Language
Mousa Ghonchepour Mahdiye Pakzad MoghaddamThis study aimed to investigate the relationship between intelligence and learning English ingeneral, and learning grammar and reading comprehension in particular. Participants wereteenage Iranian learners from Kerman high schools in second grade. The tests wereadminist MoreThis study aimed to investigate the relationship between intelligence and learning English ingeneral, and learning grammar and reading comprehension in particular. Participants wereteenage Iranian learners from Kerman high schools in second grade. The tests wereadministered at the end of the year to two mixed classes of 60 learners whose ages ranged from15 to 19. Standardized tests were employed to assess learners' performance in readingcomprehension, grammar and intelligence (both verbal and nonverbal). The correlation betweenthe two variables was determined through Pearson Product-Moment Correlation Coefficient.Results of the investigation showed that unlike first language acquisition, there was a positivecorrelation between verbal and nonverbal intelligence and learners' English languagedevelopment. Data analysis showed that the relationship between intelligence scores and thoseof comprehension and grammar scores was significant across all the groups. The results of thisresearch prove that intelligence is one of the important factors in acquisition of English as aforeign language, but it is not the only factor. Manuscript profile -
Open Access Article
6 - 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
7 - Effects of Journal Writing on EFL Teacher Trainees’ Reflective Practice
Amin Khanjani Fereidoon Vahdany Manoochehr JafarigoharJournal writing is believed to be a significant tool to promote reflection. Some studies have been carried out to test that, most of which have been solely concerned with the participants’ perceptions, leaving the actual application of reflective practice in EFL t MoreJournal writing is believed to be a significant tool to promote reflection. Some studies have been carried out to test that, most of which have been solely concerned with the participants’ perceptions, leaving the actual application of reflective practice in EFL teaching practice untouched. Hence, to fill this gap in the literature, the researchers initiated this study. The participants were 24 EFL teacher trainees at a teacher training center in Guilan province. A questionnaire, including closed- and open-ended items, and an observation checklist were utilized. The researchers conducted matched t tests to investigate the possible differences between the perceptions and application of reflective practice before and after treatment. The questionnaire and checklist data were analyzed quantitatively and descriptive analyses were run. A qualitative content analysis was also employed for the open-ended item of the questionnaire. The results indicated that journal writing had a significant effect on promoting reflective practice in teacher trainees. There was also a significant difference between participants’ perceptions and application of reflective practice before and after treatment. Manuscript profile -
Open Access Article
8 - Syntactic Priming Effects on EFL Learners’ Production and Retention of Indirect Questions
Reza Biria Ahmad Ameri GolestanThis study examines the impact of syntactic priming on the production and retention of indirect questions by Iranian learners of English as a foreign language (EFL). Eighty learners participated in two experiments investigating the impact of syntactic priming on oral pr MoreThis study examines the impact of syntactic priming on the production and retention of indirect questions by Iranian learners of English as a foreign language (EFL). Eighty learners participated in two experiments investigating the impact of syntactic priming on oral production and retention of indirect questions. Experiment 1 showed that priming resulted in increased production of the target structure by the Experimental groups as compared with production by the Control groups. Experiment 2 showed that the rate of production of the target structure remained significantly higher for participants in the Experimental groups one day later. Manuscript profile -
Open Access Article
9 - Probing Language Teacher Accountability in Utilizing Self-developed Language Teaching Resources
Marjan Vosoughi Mahshid Hosseini Maryam ParsaianThis study was aimed at recognizing constraints on the way of some Iranian language teachers' utilization of self-developed, localized, English language teaching resources. To this aim, three sets of teacher variables on pedagogical and personal accounts were examined i MoreThis study was aimed at recognizing constraints on the way of some Iranian language teachers' utilization of self-developed, localized, English language teaching resources. To this aim, three sets of teacher variables on pedagogical and personal accounts were examined including Language teachers' experience (novice/experienced), their educational level (BA/MA/PhD) and their gender. Data were collected in two phases. In the first phase, through stratified sampling, some eighty-three volunteering, English language teachers (Male and Female), who were indulged in the Iranian Ministry of Education (MoE), university settings (public and private) and language institutes were randomly selected. Teachers’ responses to a validated researcher-made questionnaire on language teacher curriculum autonomy revealed an overall significant Multiple R with F (3, 80) =.88, (0.04) but each individual above-cited predictors could not significantly predict teacher curriculum autonomy score. In the second phase for triangulation aims, three above-cited teacher variables were mapped over the insights gained through written interview sessions with some fourteen English language teachers. Language teachers' self-reported 'challenges' and 'opportunities' for using self-developed language teaching resources for class use were content analyzed. It became evident that teaching experience was mystified in some respects in terms of its influence over interviewed teachers since diverse intentions on the part of the language teachers in this research might have deterred them not to use their full potential over using their own materials in class. Possible reasons for this situation have been fully discussed in the end. Manuscript profile -
Open Access Article
10 - Comparative Generic Analysis of Introductions of English and Persian Dentistry Research Articles
Maryam Farnia Shahrzad RahimiThe present contrastive study reports a research on a genre analysis of the introduction section of dentistry research articles between English and Persian languages. To this end, 70 introduction sections written in English and Persian and published in wellknown leading MoreThe present contrastive study reports a research on a genre analysis of the introduction section of dentistry research articles between English and Persian languages. To this end, 70 introduction sections written in English and Persian and published in wellknown leading journals were examined and analyzed using Swales’ (2004) classification of moves and steps in introduction sections. Frequency and Chi-square test were used to examine the differences between the two corpora of introduction sections. The analysis of the introduction sections shows that Move 1 step 1 “claiming centrality”, Move 2 step 1a “counter-claiming” and Move 3.1 “Announcing present research descriptively and/or purposively” are the most frequently used moves in English and Persian corpora. Moreover, the findings show that the majority of research articles across the two corpora opened with Move 1.1 “Claiming centrality”. Also, results revealed that there was a statistically significant difference in certain moves between English and Persian introduction sections. Manuscript profile -
Open Access Article
11 - 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
12 - 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
13 - A Study of Applied Strategies in Translating Idiomatic Expressions in Two Movie Subtitles: Bring It On & Mean Girls
Mahmood Hashemian Atefeh AreziIdiomatic expressions are considered as a part of everyday language. In other words, they are the essence of each language and one of the most problematic parts to cope with, especially in the process of interlingual translation. Furthermore, there is sometimes no one-t MoreIdiomatic expressions are considered as a part of everyday language. In other words, they are the essence of each language and one of the most problematic parts to cope with, especially in the process of interlingual translation. Furthermore, there is sometimes no one-to-one equivalent for the idioms of the source language (SL) in the target language (TL). This study aimed at investigating the applied strategies in the translation of idiomatic expressions in 2 American subtitled movies, namely Mean Girls (2004) and Bring It On! (2009), through using Baker’s (1992) proposed procedures in translating idiomatic expressions in translation studies. To this aim, the idiomatic expressions were extracted from the original versions of the movies and compared with the subtitled translations in Persian. Analysis of the relevant data indicated that the chi-square results were not significant at χ2 (3, N = 2) = 1.188, p = 0, considering p ˂ 0.05. Therefore, Baker’s (1992) strategies were not distributed equally between these two movies. Moreover, the “omission” strategy with the frequency of 40 was the topmost used strategy in these movies. Manuscript profile -
Open Access Article
14 - Teachers’ Reflective Teaching and Self-Efficacy as Predicators of their Professional Success: A Case of Iranian EFL Teachers
Ali Malmir Parisa MohammadiLanguage teacher’s professional successes has become a very important topic in SLA specially after the introduction of post-method era. Furthermore, L2 teacher’s professional successes can be influenced by some traits of the teachers including self-efficacy MoreLanguage teacher’s professional successes has become a very important topic in SLA specially after the introduction of post-method era. Furthermore, L2 teacher’s professional successes can be influenced by some traits of the teachers including self-efficacy and way of teaching. The present study, therefore, was an attempt to investigate whether Iranian EFL teachers’ reflective teaching and their self-efficacy can predict their professional success. Twenty-eight male and female EFL teachers were asked to fill out the questionnaires of Teacher Sense of Efficacy Scale and Reflective Teaching Questionnaire. Then, 168 male and female EFL learners with the age range of 18-32 from three branches of Safir language institute in Tehran were randomly selected out of the teachers’ students. This initial sample included more than 400 EFL students. In the next step, the selected learners were asked to fill out the Teachers’ Professional Success Survey. The data analysis using multiple regression revealed that both self-efficacy and reflective teaching could relatively predict EFL teachers’ professional success. Secondly, the results revealed that there was not any significant difference between the prediction ability of the two variables aforementioned in predicting teachers’ success from the point of view of their students. The findings of the present suggest that EFL teachers should enhance their self-efficacy and reflective teaching to increase their professional success. Manuscript profile -
Open Access Article
15 - Analysis of Iranians’ Writing Performances in Virtual and Real Environments
فرنوش حدادی Mohammad Hasan TahririanWriting has always been considered an important literacy skill for foreign/second language learners. The Internet provides such unique applications for the writing skill as weblogs, wikis, and social networking websites. Up to now researchers have put their focus on the MoreWriting has always been considered an important literacy skill for foreign/second language learners. The Internet provides such unique applications for the writing skill as weblogs, wikis, and social networking websites. Up to now researchers have put their focus on the learners’ performances in the traditional paper and pencil environment or wikis and blogs it is time to also consider learners’ performances in the social networking websites. In this respect the purposes of the present study were to (a) to identify the most frequent Iranian learners’ errors in the virtual environment of social networking websites, and (b) compare the learners’ performances in the traditional and virtual environments. With respect to the requirements of the research questions, this study had two phases of data collection. For the first phase, the researchers selected 30 Iranians, male and female, aged 18 to 21 from one of the social networking websites and collected a 3200-word corpus from among their comments and wall posts. All of the learners were students of Computer Engineering and IT. For the second phase of the study, another 3200-word corpus were collected from 30 Iranians, male and female, aged 18 to 21, who were studying Computer Engineering and IT at Sheikhbahaee University. They were asked to write an essay on an assigned topic. The analysis of the results revealed that three most Iranian participants’ errors were verb forms, diction, and prepositions in the virtual environment. Based on the results of the t-test, Mann-Whitney, and Chi-square tests interesting similarities and differences were observed within and between error groups in each corpus. Manuscript profile -
Open Access Article
16 - ESP Courses for Psychology and Law Tertiary Level Students: Attitudes, Challenges Needs and Obstacles
Elahe Sadeghi Mohammad Hassan TahririanEducators have not started talking about affective factors in ESP until lately (Makrami, 2010). ESP has found its way in daily lives of a majority of people and it has also become a part of tertiary education programme in Iranian universities. However, rarely has anythi MoreEducators have not started talking about affective factors in ESP until lately (Makrami, 2010). ESP has found its way in daily lives of a majority of people and it has also become a part of tertiary education programme in Iranian universities. However, rarely has anything been done after putting these ESP courses into work while many obstacles appear soon after putting ESP courses into practice. The current study aims to investigate the attitudes and views instructors and students hold in ESP courses. Data were gathered by interviewing instructors and students of psychology and law in Islamic Azad University, Khorasgan Branch. The results showed that crowded classes, lack of motivation and poor infrastructure are the main issues that they are dealing with. Furthermore, the need for integration of some aspects of English like pronunciation and grammar is felt in ESP courses. The findings of this study could be of help for to practitioners and material designers. Manuscript profile -
Open Access Article
17 - Cognitive Neuroscience of Foreign Language Education: Myths and Realities
Ali NouriThis paper summarizes the educational implications of current research on cognitive neuroscience for foreign-language learning to provide an overview of myths and realities in this appealing area of research. Although the potential benefits of neuroscientific research i MoreThis paper summarizes the educational implications of current research on cognitive neuroscience for foreign-language learning to provide an overview of myths and realities in this appealing area of research. Although the potential benefits of neuroscientific research into language acquisition are great, there are a number of popular myths that none of which are supported by scientific evidence. In this paper, three prominent examples of these myths are introduced and discussed how they are based on misinterpretation and misapplication from neuroscience research. The first pervasive example of such misconception is the prevalent belief of being the certain critical periods for learning a second language. It implies that the opportunity to acquire foreign languages is lost forever by missing these biological windows. In fact, however, extensive research shows that there are sensitive periods, but not critical periods, during which an individual can acquire certain aspects of language with greater ease than at other times. Another example of myths is a false conclusion implies that exposing children to a foreign language too early interrupts knowledge of their first language. The reality is that learning a second language not only improves language abilities in the first language, but also positively affects reading abilities and general literacy in school. Like the other myths, there is also a popular conception about ability to learn second language during sleep. It is demonstrated that previously acquired memories are consolidated and new association are learned during sleep, but learning a foreign language requires conscious effort and available data do not support this hypothesis that second language acquire during sleep. The main conclusion arising from this argument is that, while our understanding of the neural bases of language learning is continually evolving, our interpretation of the implications of these findings for foreign language teaching and learning should also continually evolve. Manuscript profile -
Open Access Article
18 - Contrastive Rhetoric Analysis of English and Persian News
Mohammadreza SadeghiNews has played a vital role in peoples’ and governments’ decision making. As such, the source and reliability of the news are of equal or even more significance than the news itself and that makes reporting the news a challenging and critical profession. Ac MoreNews has played a vital role in peoples’ and governments’ decision making. As such, the source and reliability of the news are of equal or even more significance than the news itself and that makes reporting the news a challenging and critical profession. Accordingly, investigating how news is reported is essential and further it would be illuminating to see how different news reporting organizations and cultures report their news for their readers. This study compared the Persian and English news to explore the similarities and differences between two languages. Utilizing Schematic Structure of Editorials (Based on van Dijk, 1992, 1995) to analyze the data, the researcher found significant similarities and differences between Persian and English in terms of genre of news. Manuscript profile -
Open Access Article
19 - Bakhtinian Ontology as Evidenced by Some Poetical Specimensin Farsi Language
Behrooz AzabdaftariThis paper represents an attempt to explore Mikhail Bakhtin's ideas in the process of interpretation of some selected Farsi poems by a few contemporary Iranian poets. In so doing, the paper first seeks to cast a rapid glance at Bakhtin's era, which shaped his literary p MoreThis paper represents an attempt to explore Mikhail Bakhtin's ideas in the process of interpretation of some selected Farsi poems by a few contemporary Iranian poets. In so doing, the paper first seeks to cast a rapid glance at Bakhtin's era, which shaped his literary philosophical views then it continues with a brief discussion of some of the characteristic features of his ideology, namely intertextuality, heteroglossia, dualism, and carnivalesque. While dealing with the pragmatic meaning of the poems, the theme of centripetal and the centrifugal forces of language was addressed in a bid to illustrate the fact how the poet by deviating from the conventional codes of language system, i.e. by estrangement, manages to convey his intentional meaning that would have otherwise ceased to fascinate the reader. Finally, the decontextualized rationality in order to highlight the significant role of voice in sociocultural approach, the legacy of Vygotsky, to the genesis of mind, which goes a long way in the interpretive process of poetry were discussed. Manuscript profile -
Open Access Article
20 - ‘All of Our Stories are Our Own’: Investigating the Structure of Brief Personal Experience Narratives from Pakistan
Fizza Farrukh Anmol AhmadNarratives provide a structured medium to construct and collect human experiences into a sequential word order. The current qualitative study employs the method of Narrative analysis to investigate such twenty-five narratives belonging to the Pakistani context, obtained MoreNarratives provide a structured medium to construct and collect human experiences into a sequential word order. The current qualitative study employs the method of Narrative analysis to investigate such twenty-five narratives belonging to the Pakistani context, obtained from the collection of narratives archived on ‘The Humans of New York’ (2015) blog. Labov’s Natural Narrative Model (1972) has been applied to decipher the similarities and differences in structural foundation lying within these accounts as compared to those structural patterns outlined by the model itself. The findings reveal the abstracts of the stories to mingle the components of orientation and complicating action, instead of significantly separating them one-by-one. Furthermore, the orientation and complicating action portions are detailed structures, comprising of three and more statements, and include evaluation embedded within them. Such discovered patterns highlight the importance of investigating and learning about the structure of narratives, particularly for the English language teachers and learners it enables them to construct their stories, whether spoken or written, in accordance with the emerging patterns and makes them realize how different elements of the story bring about different functions. Manuscript profile -
Open Access Article
21 - On the Relationship between Iranian EFL Teachers’ Self-regulation, Self-resiliency, Gender and Teaching Experience
Nahid Partovi Dara TafazoliThe present study aimed to explore (a) if there is any relationship between EFL teachers’ self-regulatory and their resiliency, (b) if there is any relationship between EFL teachers’ self-regulatory and their genders, and (c) if there is any relationship bet MoreThe present study aimed to explore (a) if there is any relationship between EFL teachers’ self-regulatory and their resiliency, (b) if there is any relationship between EFL teachers’ self-regulatory and their genders, and (c) if there is any relationship between EFL teachers’ self-regulatory and years of teaching experience. Through a convenience method of sampling, the first group of participants who were 85 high school male and female EFL teachers were selected. The second group consisted of 200 high school students of the mentioned teachers participated in the current investigation. EFL teachers’ self-regulatory trait was measured by means of the Teacher Self-Regulation questionnaire. Data on EFL teachers’ self-resiliency was gathered through the Qualified EFL teachers’ questionnaire. The result from the Pearson product-moment correlation revealed that (EFL) teachers qualified by self-regulatory trait are more resilient in their students’ points of views. The findings will be valuable for EFL teacher training courses. This means that the central focus of teacher training programs in Iranian educational system in EFL teacher training programs can shift from focusing on the content to developing characteristics like self-regulatory and resiliency.The present study aimed to explore (a) if there is any relationship between EFL teachers’ self-regulatory and their resiliency, (b) if there is any relationship between EFL teachers’ self-regulatory and their genders, and (c) if there is any relationship between EFL teachers’ self-regulatory and years of teaching experience. Through a convenience method of sampling, the first group of participants who were 85 high school male and female EFL teachers were selected. The second group consisted of 200 high school students of the mentioned teachers participated in the current investigation. EFL teachers’ self-regulatory trait was measured by means of the Teacher Self-Regulation questionnaire. Data on EFL teachers’ self-resiliency was gathered through the Qualified EFL teachers’ questionnaire. The result from the Pearson product-moment correlation revealed that (EFL) teachers qualified by self-regulatory trait are more resilient in their students’ points of views. The findings will be valuable for EFL teacher training courses. This means that the central focus of teacher training programs in Iranian educational system in EFL teacher training programs can shift from focusing on the content to developing characteristics like self-regulatory and resiliency. Manuscript profile -
Open Access Article
22 - Effective Nonverbal Communications and English Language Classrooms
Sahar Najarzadegan Azizollah DabaghiNonverbal communication (NVC) plays a highly important role in different aspects of human life. Regarding teachers, however, it is more important, and they should be very cautious about what type of NVC they use and how they perform it in their teaching process. While p MoreNonverbal communication (NVC) plays a highly important role in different aspects of human life. Regarding teachers, however, it is more important, and they should be very cautious about what type of NVC they use and how they perform it in their teaching process. While practical tangible teaching techniques driven from nonverbal behaviors can help English language teachers incorporate this essential element into their classrooms, little attention has been given to this area. This article tries to shed light on the often neglected, unexplored area of research concerning nonverbal communication. It begins by mentioning the indispensable role of NVC in the communicative process and then explaining different forms and functions of these NVBs, attempt has been made to incorporate those NVCs into language classes and give some practical techniques to be considered in the classrooms, in order for the learners to be as Pennycook (1985) puts it "not only bilingual but also bi- kinesics". Manuscript profile -
Open Access Article
23 - The Effect of Genre-Based Teaching on EFL Learners' Speaking Performance
محمدباقر خطیبیAbstract The present study examined the effect of genre-based tasks on EFL learners' speaking performance and probed whether genre-based tasks may empower EFL learners to perform better on speaking tests. A further concern of the study was to explore whether the effect MoreAbstract The present study examined the effect of genre-based tasks on EFL learners' speaking performance and probed whether genre-based tasks may empower EFL learners to perform better on speaking tests. A further concern of the study was to explore whether the effect of genre-based tasks on speaking ability of EFL learners varied across different age groups, i.e. teenagers (13-16 years old) and young adults (24-27 years old). To this end, some generic based consciousness-raising tasks (CRT) were adapted from the model proposed by Benedict (2006) to develop control of a genre used as the treatment procedures. Two different speaking tests of different genres (e.g. recount, report, review, etc.), used as pretest and posttest, were administered to 120 senior university students majoring in English language translation. The results indicated that consciousness-raising tasks significantly affected EFL learners' speaking performance. However, the effect of generic-based CRTs did not vary across different age groups. Overall, the findings provided empirical support for the facilitative effect of generic-based consciousness-raising tasks on speaking performance of EFL learners. The findings may promise implications for EFL speaking syllabuses and provide guidelines to designers to accommodate the insights derived from the genre-based instruction perspective. Manuscript profile -
Open Access Article
24 - Male and Female Social Actor Representation in Four Corners 4: A Critical Discourse Perspective
Ali RoohaniThis study aims at investigating the linguistic representation of male and female social actors in the Four Corners 4 textbook, drawing on CDA. More specifically, van Leeuwen’s (1996) framework, which highlights the connection of linguistic and social practices, i MoreThis study aims at investigating the linguistic representation of male and female social actors in the Four Corners 4 textbook, drawing on CDA. More specifically, van Leeuwen’s (1996) framework, which highlights the connection of linguistic and social practices, is used as the analytical framework to examine gendered social actors in this English language teaching (ELT) textbook. To this end, content analysis was done to explore the frequency and proportion of each social actor. Quantitative and qualitative data analysis showed that there were some differences, though not statistically significant, between males and females regarding substitution, individualization, and activation. Males, in contrast with females, were included more as active and famous actors in social circumstances and they were more individualized. In addition, they were more activated through circumstantialization and participation. On the other hand, the case of formalization was mostly observed for males. Moreover, males and females were distributed equally in the textbook in terms of classification, genericization, and collectivization. The results reveal that the gender bias still exists, though to a small degree, in this ELT textbook, which is taught as a substitution for the previous ELT textbooks in many language schools in Iran. Manuscript profile -
Open Access Article
25 - A Norm-Based Analysis of Swearing Rendition in Professional Dubbing and Non-Professional Subtitling from English into Persian
Saeed Ameri Khalil GhazizadehThis study takes a norm-based approach to analyzing the dubbing and non-professional subtitling of English swearing into Persian in an American movie. The article revolves around three main theoretical frameworks, i.e., Wajnryb (2005), Toury (1995, 2012a, 2012b), and Ch MoreThis study takes a norm-based approach to analyzing the dubbing and non-professional subtitling of English swearing into Persian in an American movie. The article revolves around three main theoretical frameworks, i.e., Wajnryb (2005), Toury (1995, 2012a, 2012b), and Chesterman (1997). After analyzing the strategies in rendering the original swearing into Persian, the researchers achieved a model of four basic strategies: (a) direct translation with strong force, (b) direct translation with weak force, (c) deletion, and (d) foreignization. On the whole, the results of this research showed that both dubbed and non-professional subtitled versions were target language-oriented with deleting the original swearing as the most frequent strategy. But, the vulgarity and the degree of offensiveness of swearing in the original version were to some extent euphemized in the dubbed version. On the other hand, the non-professional subtitled version, in comparison with the dubbed version, employed more direct translation of the original swearing with strong force. The article then proceeded to delve into why these strategies were employed by the dubbed and non-professional subtitled producers, and why there were remarkable differences between the two versions. The findings provided useful information within descriptive translation studies nevertheless, they cannot be generalized since the study was limited by a relatively small corpus and utilized a non-probability sampling procedure. Manuscript profile -
Open Access Article
26 - The Effects of Genre-based Instruction on Iranian EFL Learners’ Listening Comprehension
Hossein ali ManzouriThis study aims at uncovering the effect(s) of genre-based instruction (GBI) on listening proficiency among Iranian EFL learners. Moreover, it seeks to explore the relationship between effectiveness of GBI and listening proficiency. For this purpose, 68 EFL learners in MoreThis study aims at uncovering the effect(s) of genre-based instruction (GBI) on listening proficiency among Iranian EFL learners. Moreover, it seeks to explore the relationship between effectiveness of GBI and listening proficiency. For this purpose, 68 EFL learners in two different groups at Zabol University were selected. Group A included 30 participants (12 males and 18 females), and Group B consisted of 36 participants (16 males, and 22 females). Group A was divided into treatment and control groups and underwent two listening proficiency tests for pre and posttest. Results of independent t-test indicated that treatment group outperformed the control group as the result of GBI (Sig =.001, t=3.740). Based on the proficiency test, Group B was also divided into proficient and less-proficient groups each one underwent two listening tests for pre and posttest. Results of independent t-test and paired t-test revealed both groups differed significantly as the result of GBI (Sig.= .00, correlation= .949, and .945 for proficient and less-proficient groups respectively) indicating that listening proficiency is not a significant factor in effectiveness of GBI. Manuscript profile -
Open Access Article
27 - Evaluating Speech acts in ELT Textbooks: The Case of Compliments and Complaints in the Touchstone Series
Mahdieh Jalilian Ali RoohaniTextbooks play an important role in English Language Teaching (ELT), particularly in the English as a Foreign Language (EFL) context where it provides the primary linguistic input. The present research was an attempt to comparatively evaluate the Touchstone series in te MoreTextbooks play an important role in English Language Teaching (ELT), particularly in the English as a Foreign Language (EFL) context where it provides the primary linguistic input. The present research was an attempt to comparatively evaluate the Touchstone series in terms of compliment and complaint speech acts. Four Touchstone textbooks (Book 1, Book 2, Book 3, and Book 4) were selected and content analysis was done using Olshtain and Weinbach’s (1993) complaint strategies and Wolfson and Manes’ (1980) classification of compliment. The frequencies and percentages of compliments and complaint speech acts were obtained. Data analysis showed that, first, the total frequency of the complaint speech act was higher in Touchstone, Book 4 than the other three textbooks; second, the frequency of complaint and compliment speech acts in the Writing section was quite low, but the Conversation section had a high frequency of compliment speech act in the Touchstone series; third, the expression of annoyance or disapproval complaint strategy was frequently used in the Touchstone series; fourth, the compliment strategy of ‘noun phrase + looks/is (intensifier) adjective’ was very frequent in the Touchstone series; finally, there was a significant difference between the frequencies of the two speech acts, in general, in the four Touchstone textbooks. Considering the weaknesses and strengthens of Touchstone series, implications for teachers, material developers, and textbook writers are provided. Manuscript profile -
Open Access Article
28 - A Contrastive Rhetorical Analysis of the News Reports in Iranian and American Newspapers
Amir Sabzevari Vahid SadeghiContrastive rhetorical analysis as a way of understanding different ways through which writers from various cultural backgrounds shape their discourse was officially initiated by the works of Kaplan (1966). This study tries to use the methodology to investigate the news MoreContrastive rhetorical analysis as a way of understanding different ways through which writers from various cultural backgrounds shape their discourse was officially initiated by the works of Kaplan (1966). This study tries to use the methodology to investigate the news reports in two American and Iranian widely published newspapers. Using the analytical methodologies of contrastive rhetoric and genre analysis, 10 news reports written by Iranian and American journalist were selected and analyzed. Results revealed that though the genre written by both groups of writers followed the same generic or rhetorical organizational structure, the strategies writers from the two different socio-cultural environments took to realize the moves in the genres were different. Manuscript profile -
Open Access Article
29 - 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
30 - Textbook Analysis: Comparing the Recent and the Old First Grade High School English Textbooks, Teachers and Learners’ Perspective in Focus
Nazila Mirzaei Omid TabatabaeiAbstract The present study was an attempt to investigate and compare the efficiency of the new and the old first grade high school English textbooks by focusing on thirty teachers and three hundred learners’ attitudes through a textbook evaluation checklist and a MoreAbstract The present study was an attempt to investigate and compare the efficiency of the new and the old first grade high school English textbooks by focusing on thirty teachers and three hundred learners’ attitudes through a textbook evaluation checklist and a questionnaire. The analysis of the results revealed that, with regard to teachers' attitude toward the two books compared with each other, these books were nearly the same with regard to pronunciation and exercises. The old book was considered more efficient regarding grammar. Regarding the rest of the items, the new book was more efficient. Taking the learners perspective into account toward these two books compared with each other, there were no noteworthy difference between the books regarding vocabulary. Regarding the other items, the new book was considered more efficient. The findings of this study can assist decision-makers to pay more attention to the evaluation of textbooks and consequently the selection of an appropriate book according to the teachers and learners’ expectations, needs and interests. Manuscript profile -
Open Access Article
31 - Differences in EFL Learners’ Requests to Faculty in Synchronous Computer-Mediated Communication: Case of Gender and Proficiency
Mahmood Hashemian Maryam Farhang-JuThis study aimed to investigate EFL learners’ request strategies to faculty to see whether politeness is interpreted differently or similarly across gender and different levels of language proficiency in text-based synchronous computer-mediated communication (SCMC MoreThis study aimed to investigate EFL learners’ request strategies to faculty to see whether politeness is interpreted differently or similarly across gender and different levels of language proficiency in text-based synchronous computer-mediated communication (SCMC). Data included initial semistructured interviews with 4 EFL instructors and 10 college EFL learners. Based on the interviews, an online task was developed that included request situations that were most likely to occur in real life in SCMC settings. Having administered the Oxford Quick Placement Test (OQPT), the online task was completed by 99 lower-intermediate and 118 upper-intermediate EFL learners in 4 universities in Iran. Participants’ request strategies were coded and analysed to explore the possible differences. Chi-square findings suggested that gender had no relations with the choice of request strategies by the participants to faculty in SCMC; however, level of proficiency made a difference. This research provides guidelines for course designers to generate appropriate pedagogic guidelines for EFL learners in their hierarchical relationships with their teachers. Manuscript profile -
Open Access Article
32 - The Role of Self-Regulated Learning Capacities in Iranian EFL Undergraduates’ Argumentative Writing Task Performance
Ali Akbar Khomeijani Farahani Fatemeh FaryabiThe current study was an attempt to explore the relationship between Iranian EFL learners’ self-regulatory capacities and their argumentative writing task performance in order to analyze measures of complexity, accuracy, and fluency (CAF). To this end, 44 Iranian MoreThe current study was an attempt to explore the relationship between Iranian EFL learners’ self-regulatory capacities and their argumentative writing task performance in order to analyze measures of complexity, accuracy, and fluency (CAF). To this end, 44 Iranian EFL undergraduates majoring in English literature at the University of Tehran were recruited based on convenience sampling to participate in this study. Employing a correlational design, the participants were required to perform an argumentative writing task and complete the Motivated Strategies for Learning Questionnaire designed by Pintrich, Smith, Garcia, and McKeachie (1991). Pearson product moment correlation indicated a significant relationship between self-regulated learning and writing task performance in relation to CAF measures. In addition, the results of multiple regression showed that resource management strategies and value component predicted 56.9% of grammatical accuracy of writing task. It was also shown that resource management strategies, value, and expectancy components predicted 56.5% of lexical complexity of writing task. Lastly, cognitive and metacognitive strategies, expectancy, and value components predicted 55.2% of the fluency of writing task. The findings of this study informs EFL writing pedagogy and English language teachers and syllabus designers with regard to the benefits of applying self-regulatory strategies in teaching and assessing writing. Manuscript profile -
Open Access Article
33 - Manifestations of Globalization and Linguistic Imperialism in English Language Teaching and Materials Preparation: Ideology in the International ELT Textbooks
Seyyed Ali Kazemi Nader Asadi Aidinlou Haniyeh Davatgari AslThis study intended to investigate the imposition of values and ideological patterns of particular societies affecting learners' identity as a result of globalization and linguistic imperialism in the internationally distributed textbooks which are developed to meet the MoreThis study intended to investigate the imposition of values and ideological patterns of particular societies affecting learners' identity as a result of globalization and linguistic imperialism in the internationally distributed textbooks which are developed to meet the English language needs of international learners and are broadly used in Islamic countries like Iran. It was important to work out whether violation of standards and ideological patterns of certain societies could be detected. For that reason, critical discourse analysis (CDA) with its theory and procedures, as developed by Fairclough (1989), used in conversations, illustrations and reading passages in Interchange, Four Corners, Top Notch and American English File series and three meaning dimensions– the textbooks content, the social relations of the characters in the textbooks, and their subject positions– were classified and analyzed statistically. Overall, the findings of this study represented that these ELT books are by some means unfair and inclined to signify a specific discourse type, that is, the Western culture discourse, ideological patterns, and consumer societies, which can impose the Western view and have different effects on students' identity in Islamic countries. Manuscript profile -
Open Access Article
34 - Impact of L2 Film Instruction and English Idiom Etymology on Iranian EFL learners’ Idiom Learning
Firooz Reisi Gahroei Omid TabatabaeiBy the emergence of new approaches to teach a second language, finding a good method to teach idioms has been the main concern of some researchers (e.g., Elena & Moreno, 2001 Cook, Fazly, & Stevenson, 2007). To the researcher›s best knowledge few studies MoreBy the emergence of new approaches to teach a second language, finding a good method to teach idioms has been the main concern of some researchers (e.g., Elena & Moreno, 2001 Cook, Fazly, & Stevenson, 2007). To the researcher›s best knowledge few studies have been conducted to examine the effect of different methods of teaching idioms to EFL learners. As a result, this study was designed to investigate the effect of teaching the etymology of idioms and using movie clips containing idioms, as two methods of teaching, on the quality of L2 learners› idiom learning. Serving this purpose, teaching idioms through their etymologies and movie clips and also learners› attitudes toward s using such methods (through using questionnaires) were taken into consideration. After administering a standard language proficiency test (OPT), 90 intermediate, out of a pile of 154 L2 learners, were selected and assigned to three groups randomly, two experimental (one etymology and one movie clip group) and one control group. All the groups were given two idiom multiple-choice tests, one as the pre-test and the other one as the post-test. In one experimental group (A), idioms were taught together with their etymologies and in the other experimental group (B), the same idioms were taught by displaying movie clips containing the idioms, while the control group (C) followed the traditional class activities using synonyms and antonyms. The results of one-way ANOVA and post hoc tests revealed that the participants in etymology and movie clip groups had better performance in post-test than in pretest. Moreover, the results of Chi-square revealed that, on the whole, L2 learners had positive attitudes towards using etymology and movie clips in idiom learning. Manuscript profile -
Open Access Article
35 - On the effect of self-motivation instruction on the language learners belief on autonomy
Seyyed Taher Alavi Mohammad MohammadiZoltán Dörnyei (2005) proposed a new form of motivation which is aiming at equipping the learners with a lifelong approach to motivation which is self-induced by the learner and it is not needed for any extrinsic mediation, having understood how to keep your MoreZoltán Dörnyei (2005) proposed a new form of motivation which is aiming at equipping the learners with a lifelong approach to motivation which is self-induced by the learner and it is not needed for any extrinsic mediation, having understood how to keep yourself motivated. This study was an attempt to find out the effect of self-motivation strategies instruction on the learners belief on learner autonomy in L2 learning. To find out the possible effect of our independent variable we selected one intermediate level class in grade 2 (25 male) in high school out of the whole population of high school students in west Azerbaijan, Iran via availability sampling. Having ensured for the homogeneity of the class members’ English proficiency through Nelson test, we gave them a questionnaire on the learner’s belief on autonomy in learning L2 to answer. Then within two months, in a separate class the students were given instructions on how to employ self-motivation strategies while learning English. After two months of instruction, they were given the same questionnaire again to get to know the possible effect of our independent variable. Having analyzed the obtained data in SPSS software, the results showed that our hypothesis was rejected and our null hypothesis was verified. Manuscript profile -
Open Access Article
36 - The Effect of Using Translation on Learning Grammatical Structures: A Case Study of Iranian Junior High School Students
Hossein Ghaiyoomian Gholam Reza ZareiAbstract The role of L1 in second/foreign language learning has been the subject of much debate and controversy. This article reports on a piece of research carried out in a junior high school in Isfahan, Iran. This study was conducted to examine the effect of using tra MoreAbstract The role of L1 in second/foreign language learning has been the subject of much debate and controversy. This article reports on a piece of research carried out in a junior high school in Isfahan, Iran. This study was conducted to examine the effect of using translation from L1 to L2 on the improvement of EFL learners' language accuracy. To fulfill the purpose of the study, 62 students in grade three of junior high school were chosen by means of administering an experimental made pre-test. The participants were divided into a control group and an experimental group. The experimental group received grammar exercises in translating some phrases and sentences from Persian into English related to the intended grammatical structures during the study period while the control group just did their textbook exercises. At the end, a post-test was given to the students and the mean scores of the two groups were identified. T-test revealed that the treatment had a considerable effect on students' language accuracy. Manuscript profile -
Open Access Article
37 - The Effect of Differences in the General Proficiency of Iranian EFL Students on their Metaphorical Competence
Zahra Rezaei Aliakbar JafarpourThis study was an effort towards examining the relationship between Iranian EFL learners’ language proficiency and their metaphorical competence. The were 120 Iranian EFL learners studying at SADR English Language Center within the 19-25 age range. The EFL learne MoreThis study was an effort towards examining the relationship between Iranian EFL learners’ language proficiency and their metaphorical competence. The were 120 Iranian EFL learners studying at SADR English Language Center within the 19-25 age range. The EFL learners’ English proficiency from Elementary to Advanced which was determined by the OPT. Afterwards, the students were administered a researcher-made test assessing their metaphorical competence. The test consisted of ten concepts with each concept containing metaphors together with their Persian equivalents written in English. Having scores in hand, the researcher was able to see whether there were any significant relationships between the students’ language proficiency and their metaphorical competence. The researcher used the SPSS software package to calculate degree of correlation between participants’ language proficiency and their metaphorical competence. Using the Pearson Correlation Coefficient formula researcher used the statistical procedure of one-way ANOVA to determine the relationship between learners’ metaphorical competence and their language proficiency. The findings revealed that the more proficient the EFL learners in English language, the more metaphorically competent they would be. Manuscript profile -
Open Access Article
38 - From an Appraisal of Iranian ESP Courses to Curriculum Development
Ali KhodiThe applicability of second language instruction to various situations including academic settings provides great opportunities for students and researchers to access fresh sources of knowledge. This is extended to the majority of Iranian students receiving courses such MoreThe applicability of second language instruction to various situations including academic settings provides great opportunities for students and researchers to access fresh sources of knowledge. This is extended to the majority of Iranian students receiving courses such as English for Specific Purposes (ESP) and English for Academic Purposes (EAP) who may not find instruction compatible with their needs and aspirations. The present study intends to provide an insight into the current status of ESP and EAP courses within the Iranian context. To this end, 120 male and female university postgraduate students majoring in various non-English fields were selected and given a survey questionnaire to report on their needs and on the quality of the language courses presented to them. The results of the statistical analysis showed that 44.2 % of students believe that listening comprehension is the most required skill followed by reading, speaking and writing skills at 41.7%, 39.2% and 17% of frequency respectively. Meanwhile, the most satisfying ESP and EAP skills currently presented at universities were found to be listening, speaking and reading, in order of preference. In fact, it seems that the current instructional trend ought to be discontinued or modified in various ways. Finally, a comprehensive analytical analysis of the needs and components of each skill has been provided, discussing the potential of the current research for improving ESP and EAP instruction inside Iran. Manuscript profile -
Open Access Article
39 - Effects of Self-Regulatory Strategy Development on EFL Learners’ Descriptive Writing and Reflective Thinking
Sima Samanian Ali RoohaniWriting is a demanding, complicated, and fundamental skill which is highly noticeable in the process of learning a foreign language. Thus, it is so important to teach English as a foreign language (EFL) learners how to write effectively in English through effective stra MoreWriting is a demanding, complicated, and fundamental skill which is highly noticeable in the process of learning a foreign language. Thus, it is so important to teach English as a foreign language (EFL) learners how to write effectively in English through effective strategies and instructions and prompt their reflective thinking during EFL learning. This study investigated the effectiveness of using self-regulated strategy development (SRSD) instruction in improving Iranian EFL learners' descriptive writing and reflective thinking skills and compared the effectiveness of such instruction with nonstrategic-based (i.e., traditional) instruction. To these ends, 30 Iranian advanced EFL learners were selected to participate in the two (experimental and control) groups. To collect data, two descriptive essays and a reflective thinking questionnaire were used as the pretest and posttest. The analysis of covariance on the descriptive essay and reflective thinking scores in the control and experimental groups showed that both SRSD and non-SRSD instructions had a positive impact on the EFL participants' descriptive writing skill but, the participants in the SRSD group achieved better outcomes in their descriptive writing; the SRSD instruction was effective in improving the completeness, length, and overall quality of the EFL learners' descriptive writing performance. Also, SRSD instruction improved the learners' reflective thinking more than the non-SRSD instruction by making them metacognitively aware of their cognitive processes and monitoring, analyzing, and evaluating their descriptive writing performance. The findings draw attention to the importance of using SRSD as a possible way for moving EFL learners away from traditional instructions to process-oriented strategies in writing courses. Manuscript profile -
Open Access Article
40 - Investigating the Effectiveness of Jigsaw 2 Model and Traditional Learning on Reading Comprehension of Iranian Learners
Ramin Nozohouri Firooz Mahmoudi Naser Adhami Somayyeh RasouliThis study aims at investigating the effect of using cooperative learning (jigsaw2) and traditional learning on the reading comprehension achievement. In the present study, experimental research model consisting of pre-test, post-test with a control group was applied. T MoreThis study aims at investigating the effect of using cooperative learning (jigsaw2) and traditional learning on the reading comprehension achievement. In the present study, experimental research model consisting of pre-test, post-test with a control group was applied. The sample of the study consisted of 64 participants in grade three in Bonab high schools. To determine the effect of cooperative learning method on achievement in reading comprehension and the significance of difference between the scores of groups at 0.05 level were applied by analysis of covariance. the results of the analysis of covariance shows the effect of Jigsaw 2 ( control and experiment) on reading comprehension in post-test. The differences between means based on group members ( control and experiment) in post-test stage (the significant level α = .05) is significant. The amount of interaction effect is 18%. So these results confirm that Jigsaw2 learning method has significant effect on experiment group. Additionally, cooperative learning appeared to be more favourable for overcrowded classes. furthermore, the results indicated that cooperative learning enhanced student- student interaction. Manuscript profile -
Open Access Article
41 - EFL Male and Female Learning Styles and Multiple Intelligences A Case of Iranian EFL University Students
Mohammad Reza SadeghiThis study was an attempt to investigate a learning style and multiple intelligences survey distributed among two groups of senior-level EFL male and female students to use appropriate techniques and activities for different gender. Two standardized instruments were use MoreThis study was an attempt to investigate a learning style and multiple intelligences survey distributed among two groups of senior-level EFL male and female students to use appropriate techniques and activities for different gender. Two standardized instruments were used during the data collection process. It should be noted that a t-test was conducted to conclude the differences between male and female groups. Since there was the same survey as a data elicitation instrument, it was possible to easily compare the results from the two groups. Furthermore, sufficient considerations of both audiences were taken into account during the design of the survey. The first part of the survey aimed at the students’ desired learning styles and the second part focused on multiple intelligences. Data analysis displayed the prevailing learning styles and multiple intelligences in each group. Furthermore, findings revealed that prevailing learning style preferences of the male group were visual, global, closure-oriented, extroverted, and intuitive learning style, respectively, whereas the female group preferred mostly a global, intuitive, closure-oriented, a visual, and finally an extroverted learning style. The findings of the study indicated that knowing the strengths and potentials of the male and female students regarding their multiple intelligences and learning styles would help both language teachers and students in order to make progress, develop language skills, and select appropriate syllabus designs and language learning methods. Manuscript profile -
Open Access Article
42 - Test-Taking Strategies and Task-based Assessment: The Case of Iranian EFL Learners
Hossein Barati Zohreh KashkouliThe present study examined the effect of task-based assessment on the type and frequency of test-taking strategies that three proficiency groups of Iranian adult EFL learners used when completing the First Certificate in English FCE reading paper. A total of 70 EFL univ MoreThe present study examined the effect of task-based assessment on the type and frequency of test-taking strategies that three proficiency groups of Iranian adult EFL learners used when completing the First Certificate in English FCE reading paper. A total of 70 EFL university undergraduates (53 females and 17 males) took part in the main phase of this study. They were divided into three proficiency groups: high, intermediate, and low. A set of Chi-square analyses was used to explore the type and frequency of test-taking strategies used by participants. The results suggested that the intermediate group test takers used the strategies significantly different after completing each task (sub-test) in the FCE reading paper. However, the high and low proficient test takers› use of strategies was only significant after completing the third task of the FCE reading paper. The findings also revealed that a pattern could be drawn of the type of strategies used by the three proficiency groups who participated in this study. Nonetheless, such a pattern shifted at times depending on the ability of the test takers and/or the task under study. Manuscript profile -
Open Access Article
43 - Writing Skill and Categorical Error Analysis: A Study of First Year Undergraduate University Students
Adnan Satariyan Ahmad MohseniAbstract This study identifies and analyses the common errors in writing skill of the first year students of Azad University of South Tehran Branch in relation to their first language (L1), the type of high school they graduated, and their exposure to media and technol MoreAbstract This study identifies and analyses the common errors in writing skill of the first year students of Azad University of South Tehran Branch in relation to their first language (L1), the type of high school they graduated, and their exposure to media and technology in order to learn English. It also determines the categories in which the errors are committed (content, organisation/discourse, vocabulary, mechanics, or syntax) and whether or not there is a significant difference in the percentage of errors committed and these categories. Participants of this study are 190 first year students that are asked to write an essay. An error analysis model adapted from Brown (2001) and Gayeta (2002) is then used to evaluate the essay writings in terms of content, organisation, vocabulary, mechanics, and syntax or language use. The results of the study show that the students have greater difficulties in organisation, content, and vocabulary and experience less difficulties in mechanics and syntax. Manuscript profile -
Open Access Article
44 - A Critical Overview of Models of Reading Comprehension with a Focus on Cognitive Aspects
Mohammad Taghi Shahnazari Azizollah DabaghiAbstract Reading is a cognitive activity involving skills, strategies, attentional resources, knowledge resources and their integration. The reader’s role is to decode the written symbols to allow for the recovery of information from long-term memory to construct MoreAbstract Reading is a cognitive activity involving skills, strategies, attentional resources, knowledge resources and their integration. The reader’s role is to decode the written symbols to allow for the recovery of information from long-term memory to construct a plausible interpretation of the writer’s message. Various number of reading models have been proposed by researchers among which some focus on motivational and emotional aspects of reading. Others highlight the cognitive aspects of reading. In this study, the models characterizing reading in terms of cognitive aspects are revieweded, and different viewpoints on the reading process are described. This may help EFL/ESL teachers to improve their understanding of the reading process, update their perspectives on teaching reading tasks which in turn might result in more efficient learning by not putting too much cognitively demanding reading tasks on EFL/ESL learners. Manuscript profile -
Open Access Article
45 - New Perspective in PROSPECT: An Assessment of Strengths and Weaknesses of Iranian Second Year Junior High School English Textbooks
Narges Sardabi Mansour KooshaTextbook design and evaluation has recently turned into a very important area in English Language Teaching. This paper evaluates the English textbooks taught in Iranian Junior high schools: Right Path to English which was the medium of instruction until 2013 and the rec MoreTextbook design and evaluation has recently turned into a very important area in English Language Teaching. This paper evaluates the English textbooks taught in Iranian Junior high schools: Right Path to English which was the medium of instruction until 2013 and the recently designed textbook-Prospect- which replaced it. For this purpose, Tucker’s (1975) textbook evaluation model was employed to conduct the research. The advantages and shortcomings of the textbooks are discussed in detail with reference to three major criteria extracted from this model. The results indicate that even though Prospect does not cover up some of the inadequacies and deficiencies of RPE, the development of a textbook based on Communicative Language Teaching syllabus is, to a great extent, a step forward towards constructing an up-to-date series for teaching English in Iranian schools. Results of this study have implications both for teaching and materials development. Manuscript profile -
Open Access Article
46 - The Interaction among Using Test-Taking Strategies, Level of Language Proficiency, and Test Performance
Narjes Ghafournia Akbar AfghariThis study scrutinized the interaction between linguistic and strategic variables in reading comprehension test performance of Iranian EFL learners. To this end, the interaction among the participants’ reading comprehension test performance, use of test-taking str MoreThis study scrutinized the interaction between linguistic and strategic variables in reading comprehension test performance of Iranian EFL learners. To this end, the interaction among the participants’ reading comprehension test performance, use of test-taking strategies, and level of language proficiency was analyzed. The participants comprised 286 students who answered a reading comprehension test and a test-taking strategy questionnaire. In addition, 25 students participated in a retrospective interview at the end of the study and described their strategic processes of test taking. The findings manifested a significant interaction among the use of test-taking strategies, level of reading proficiency, and test performance of the examinees. The more proficient test takers used the strategies more frequently than did the less proficient test takers. The qualitative findings also confirmed the quantitative findings and revealed the underlying nonlinguistic reasons for the differences in the frequency and type of the strategies used by the test takers. The findings reflected that the observed scores did not manifest true ability of language learners, and true score should be calculated with regard to nonlinguistic variables, particularlytest-taking strategies. The findings provide empirical support for Bachman’s classical true score measurement theory and Bachman’s framework for the factors affecting test performance. Manuscript profile -
Open Access Article
47 - The relationship between the use of vocabulary learning strategies and gender of Iranian EFL learners
Mitra Ansari freidoon Vahdany Narjes Banou SabouriThis research study aimed at examining the use of vocabulary learning strategies of Iranian male and female intermediate EFL learners and the relationship between gender and the use of these strategies at Shokouh Language Institue in Iran. 80 EFL learners who were at in MoreThis research study aimed at examining the use of vocabulary learning strategies of Iranian male and female intermediate EFL learners and the relationship between gender and the use of these strategies at Shokouh Language Institue in Iran. 80 EFL learners who were at intermediate level participated in this study. This study used Kudo’s (1999) classification of vocabulary learning strategies including metacognitive and psycholinguistic strategies. Kudo’s (1999) likert-scale questionnaire has been used in this study. In order to analyze data and answer research questions, descriptive and inferential statistics via SPSS (21) used. The finding of the study revealed that the most frequently-used VLS by female group was “Use loan words” and by male group was “ Using a bilingual dictionary”. Both of these strategies were psycholinguistic strategy. The frequency mean for the psycholinguistic strategy use, metacognitive strategies as well as the overall frequency mean was slightly higher for the female learners. However there was no significant difference between Iranian male and female intermediate EFL learners in terms of the use of vocabulary learning strategies. Manuscript profile -
Open Access Article
48 - The Effect of Critical Thinking Skills on Reading English Novels
Ashraf Haji MaibodiThis experimental study examined the effect of critical thinking skills on reading English novels and its influence on EFL learners reading proficiency. For the purpose of this study participants in addition to their text book read and received instructions on the unabr MoreThis experimental study examined the effect of critical thinking skills on reading English novels and its influence on EFL learners reading proficiency. For the purpose of this study participants in addition to their text book read and received instructions on the unabridged short novels for one semester. Sixty Iranian EFL junior undergraduates participated in this study and were randomly divided to two groups of thirty each. To test the hypothesis, two independent t-tests were conducted to see the difference between the two groups. The results of the study showed that students in group A were more critically oriented than their counterparts in group B. The pedagogical implication of this study suggests that direct instruction in critical thinking has an impact on EFL learners’ reading proficiency. This article is intended to help teachers who are interested in developing and encouraging critical thinking in their language classrooms. EFL learners need to learn how to establish realistic goals, monitor their own learning and reflect and challenge their own attitudes so that they may get closer to the idea of being good language learners. The findings of this study revealed that there was a significant improvement in students’ attitudes, confidence, and interest especially, in their novel-reading ability. Manuscript profile -
Open Access Article
49 - Stuck in the Gap: EAP Needs Assessment of Undergraduate Students of Computer Science
Nafiseh Hosseinpour Mansoor KooshaEnglish for academic purposes (EAP) is a significant part of the curriculum in Iranian universities. However, it seems that EAP programs have been developed without a systematic needs analysis. The purpose of this study was assessing the present and target situation nee MoreEnglish for academic purposes (EAP) is a significant part of the curriculum in Iranian universities. However, it seems that EAP programs have been developed without a systematic needs analysis. The purpose of this study was assessing the present and target situation needs of two groups of undergraduates of computer science. A total of 320 students and 44 instructors participated in this triangulated quantitative-qualitative survey. Data was collected through self-assessment, needs-analysis questionnaires and semi-structured interviews. The results indicated that there is a noticeable gap between current EAP courses and both the present and target situation needs of learners which is partly due to the low general English proficiency (GEP) of the students. Moreover, there were discrepancies between the two groups of undergraduates and their instructors regarding perceived needs. The findings provided implications for revising the current EAP curriculum for computer science students. Manuscript profile -
Open Access Article
50 - Peer scaffolding in an EFL writing classroom: An investigation of writing accuracy and scaffolding behaviors
Parastou Gholami Pasand Abdorreza TahririConsidering the tenets of Sociocultural Theory with its emphasis on co-construction of knowledge, L2 writing can be regarded as a co-writing practice whereby assistance is provided to struggling writers. To date, most studies have dealt with peer scaffolding in the revi MoreConsidering the tenets of Sociocultural Theory with its emphasis on co-construction of knowledge, L2 writing can be regarded as a co-writing practice whereby assistance is provided to struggling writers. To date, most studies have dealt with peer scaffolding in the revision phase of writing, as such planning and drafting are remained untouched. The present study examines the impact of peer scaffolding on writing accuracy of a group of intermediate EFL learners, and explores scaffolding behaviors employed by them in planning and drafting phases of writing. To these ends, 40 freshmen majoring in English Language and Literature in the University of Guilan were randomly divided into a control group and an experimental group consisting of dyads in which a competent writer provided scaffolding to a less competent one using the process approach to writing. Results of independent samples t-tests revealed that learners in the experimental group produced more accurate essays. Microgenetic analysis of one dyad’s talks showed that scaffolding behaviors used in planning and drafting phases of writing were more or less the same as those identified in the revision phase. These findings can be used to inform peer intervention in L2 writing classes, and assist L2 learners in conducting successful peer scaffolding in the planning and drafting phases of writing. Manuscript profile -
Open Access Article
51 - A Study into the Effects of Competitive Team-Based Learning and 'Learning Together' on the Oral Performance of Intermediate EFL Learners
Mahdi Mardani Tahereh JahanbazianThe present study intended to look into and compare the possible effects of Competitive Team-Based Learning (CTBL) with Learning Together (LT) or Cooperative Group-Based Learning (CGBL) – the most popular method of Cooperative Learning (CL) -- on oral performance MoreThe present study intended to look into and compare the possible effects of Competitive Team-Based Learning (CTBL) with Learning Together (LT) or Cooperative Group-Based Learning (CGBL) – the most popular method of Cooperative Learning (CL) -- on oral performance of Iranian EFL intermediate students. After administering the oral interview, this researcher selected a group of 40 almost homogeneous Iranian intermediate students and randomly assigned them to control and experimental groups – 20 per group. Based on their scores, the experimental class were divided into 5 almost heterogeneous teams - four members each. But in the control group, the participants were allowed to shape their own favourable groups. For six weeks (18 sessions of 90 minutes each), both the groups received the same course materials, instructor, curriculum, out of-class and in-class assignments, schedule of instruction and equivalent methods of evaluation, but the experimental group experienced language learning via CTBL rather than via the CGBL as their counterparts in the control group. At the end of the course again the oral interview was administered to both the groups. Then the obtained scores on pre-test and post-test were analyzed through different statistical procedures. The results of the study rejected the null hypothesis and provided evidence supporting the hypothesis that CTBL can have a more significant effect on improving the oral performance of Iranian intermediate students. This researcher will discuss the probable causes for the results of the study, and will shed light on the pedagogical implications. She will also suggest recommendations for further research. Manuscript profile -
Open Access Article
52 - The Impacts of Level of Education and Economic Status on the Choice of Address Terms by Young Couples
Sajad Shafiee Amir Sabzevari Nooshafarin MotallebiThis study aimed to investigate the effects of economic status and level of education on the choice of address terms by Iranian couples in Shahrekord, Iran. To this end, 50 couples were selected, based on their educational and economic statuses, and were studied in term MoreThis study aimed to investigate the effects of economic status and level of education on the choice of address terms by Iranian couples in Shahrekord, Iran. To this end, 50 couples were selected, based on their educational and economic statuses, and were studied in terms of their choice of address terms. A discourse completion task was used as the data elicitation technique and Chi-square was conducted to analyze the data. The results of this study unveiled the patterns of realizations of terms of address among the couples in different situations. It was found that level of education (though not economic status) was an important factor in the choice of address terms among couples. Unsurprisingly, the more educated the participants, the more formal address terms they used. Indeed, level of education brought about significant differences among the low, mid, and high level of education couples in the address termed they chose to use. It was also divulged that there was no significant difference in using terms of address for couples with low and high economic status. Manuscript profile -
Open Access Article
53 - An Analysis of Pronunciation Errors of Iranian EFL Learners
Mahmood Hashemian Kamal Heidari SoureshjaniAs oral skills are increasingly seen as a high priority, phonology and pronunciation teaching are occupying a central position in the teaching and learning of other languages. The present study is an attempt to shed some light on identifying and exploring the difficulti MoreAs oral skills are increasingly seen as a high priority, phonology and pronunciation teaching are occupying a central position in the teaching and learning of other languages. The present study is an attempt to shed some light on identifying and exploring the difficulties of Iranian EFL learners in phonology and pronunciation. To achieve this goal, 3 male language learners (elementary, intermediate, and advanced) were randomly selected and were required to articulate 3 different types of material. Having analyzed the data, the study revealed that, first, pronouncing /ɪə/ as /eə/, /æ/ as /e/, /ɑ:/ as /ɔ:/, /ʊ/ as /u:/, /aɪ/ as /ɔɪ/, /ɪ/ as /i:/, /əʊ/ as /ɔ:/, /w/ as /v/, /ð/ as /d/ or /z/, /θ/ as /t/ or /s/ and /ŋ/ as /ng/ and mispronouncing /ɒ/, /ʌ/, /ɜ:/, /ə/, /ɔɪ/, /eə/, /r/ and /aʊ/ are the most frequent errors among Persian-speaking learners. Second, the study indicated that the speed of reading was inappropriate for all the beginning, intermediate, and advanced learners. Manuscript profile -
Open Access Article
54 - Effects of Input and Output-oriented Tasks with Different Involvement Loads on the Receptive Vocabulary Knowledge of Iranian EFL Learners
Parviz Maftoon Marzieh Sharif HaratmehFramed in a cognitive approach to task-supported L2 vocabulary learning, the present study used a pedagogical approach to investigate the relative effectiveness of tasks with different involvement loads on the vocabulary knowledge of Iranian EFL learners. The goal was MoreFramed in a cognitive approach to task-supported L2 vocabulary learning, the present study used a pedagogical approach to investigate the relative effectiveness of tasks with different involvement loads on the vocabulary knowledge of Iranian EFL learners. The goal was to investigate the way that the construct of involvement load is related to the Input Hypothesis (Krashen, 1985) and the Output Hypothesis (Swain, 1996) to see whether the involvement load or input/output-orientation of tasks is the determining factor in task effectiveness. A quasi-experimental design with a pretest-treatment-posttest sequence was used in this study. The participants were 127 university students from four General English classes at Islamic Azad University, Mobarakeh Branch, who were assigned to four instructional groups. Contrary to the predictions of the Involvement Load Hypothesis (Laufer & Hulstijn, 2001), the results of the study indicated that involvement load is not the only determining factor in task effectiveness, but input/output-orientation of tasks is also a decisive parameter in task effectiveness. While Laufer and Hulstijn’s proposal is a valuable first step towards building a theory of vocabulary learning, the results of the study indicated that involvement index may well not function independently of the task type, i.e., input or output orientation of a word-focused task. Manuscript profile -
Open Access Article
55 - The Effect of Different Types of Instruction and Feedback on the Development of Pragmatic Proficiency: The Case of Pragmatic Markers
Saeedeh Shafee NahrkhalajiThe necessity of conducting more studies addressing the development of pragmatic profciency and strong pragmatic awareness for English language learners has made the role of instruction and feedback in teaching pragmatic knowledge of utmost importance. The present stud MoreThe necessity of conducting more studies addressing the development of pragmatic profciency and strong pragmatic awareness for English language learners has made the role of instruction and feedback in teaching pragmatic knowledge of utmost importance. The present study evaluates the relative effectiveness of four types of instruction for teaching some pragmatic markers including topic change markers, mitigation markers, interjections and hybrid basic markers to 75 advanced Iranian learners of English: explicit instruction only, explicit instruction with metalinguistic feedback, structured input instruction only, and structured in- put instruction with metalinguistic feedback. Treatment group performance was compared with control group performance on pre-tests, post-tests and follow-up tests that contained an open-ended discourse completion test and a multiple-choice pragmatic listening comprehension test. The results of the data analysis revealed that students› ability to comprehend and produce pragmatic markers improved significantly in treatment groups and that pragmatic interlanguage is permeable to instruction in EFL settings. However, there were statistically significant differences among the four treatment groups regarding awareness of different pragmatic markers and their appropriate use. These findings give us some useful insight on the teachability of pragmatic markers and the role of instruction and feedback in the classroom to develop pragmatic competence of EFL learners. Manuscript profile -
Open Access Article
56 - The Effect of Movies with Different Types of Subtitles on Incidental English Vocabulary Learning of Iranian High School Students
Mahdi Mardani Abedin NajmabadiThis study investigates the effect of different types of subtitle on incidental vocabulary learning among Iranian EFL learners. To this end, 60 high school students in Behbahan were selected after taking a proficiency test. The test was administered to ensure participan MoreThis study investigates the effect of different types of subtitle on incidental vocabulary learning among Iranian EFL learners. To this end, 60 high school students in Behbahan were selected after taking a proficiency test. The test was administered to ensure participants' homogeneity. Participants were randomly assigned to three experimental groups, namely, Bimodal group (A), Standard group (B) and Reversed group (C). They watched ten video clips selected from three animated movies with different types of subtitles: A) Bimodal subtitles, B) Standard subtitles and C)Reversed subtitles. Research instrumentation included a pre-test and post-test. Participants took a pre-test containing new words selected from the clips. After ten treatment sessions, the post-test was administered. Data were analyzed descriptively and inferentially. To arrive at any difference between the three different types of subtitles, the researcher conducted one-way ANOVA. The results obtained from the test showed that participants in reversed subtitling group performed significantly different and learned more new vocabulary items. Standard subtitling was the second type of subtitling which revealed to be more effective than bimodal subtitling. Also, the effect of different types of subtitles on incidental English vocabulary learning between male and female was investigated in this study. To arrive at any difference between male and female in incidental English vocabulary learning an independent samples test was performed. The results obtained from the test showed that there is no significant difference between male and female in incidental English vocabulary learning. Manuscript profile -
Open Access Article
57 - Investigating Competitive Forces of Emotions versus Intellects in English Academic Performance of Iranian University Students
Marjan Vosoughi Seyedeh Susan MarandiTo testify the contrastive properties of two combinations of Emotional Intelligence (EI) index including emotional vs. cognitive subscale dyads among some one hundred and twenty university students (52 male & 68 female), this study was carried out to predict their s MoreTo testify the contrastive properties of two combinations of Emotional Intelligence (EI) index including emotional vs. cognitive subscale dyads among some one hundred and twenty university students (52 male & 68 female), this study was carried out to predict their success in their General English (GE) course during one academic semester. Datasets were obtained through a self-report Bar's On EI Questionnaire (1977) and mapped over the participants' academic linguistic performance through Discriminant Function Analyses (DFA) techniques within two successive phases: In the first phase, the statistical results revealed that, overall, Wilks's Lambda was significant: ᴧ= .000, ᵡ2 (2, N= 120) = .000, p Manuscript profile -
Open Access Article
58 - An Evaluation of English Textbooks Used in Iranian High Schools: Teachers’ and Learners’ Attitudes
Firouzeh Torki Azizeh ChalakThe quality of a textbook might have fundamental roles that it can determine the success or failure in teaching and learning course. The present study evaluated English textbooks used in Iranian high schools, which are claimed to have been published based on the compone MoreThe quality of a textbook might have fundamental roles that it can determine the success or failure in teaching and learning course. The present study evaluated English textbooks used in Iranian high schools, which are claimed to have been published based on the components of Communicative Language Teaching (CLT) approach. The purpose of this study was to explore high school teachers’ and students’ attitudes towards the Iranian high school English textbooks. To fulfill the objectives, a questionnaire consisting of 45 questions related to high school English textbooks was administered to 150 male and female high school students and their teachers in Isfahan, Iran. The participants were also interviewed in terms of their attitudes towards CLT and its implementation in Iranian high school English textbooks. The descriptive analysis of the data indicated that Iranian teachers and learners in Isfahan had a positive attitude towards the English textbooks based on the CLT principles. The majority of participants stated that 80 percent of CLT principles were currently practiced in Iranian high school English textbooks; however, some changes might improve the quality of these English textbooks. Manuscript profile -
Open Access Article
59 - Effect of Teaching Modern English Drama on the Students’ Fluency and Accuracy of Speaking
Kian Pishkar Ahmad Moeinzadeh Azizollah DabaghiSpeaking a language involves more than simply knowing the linguistic components of the message, and developing language skills requires more than grammatical comprehension and vocabulary memorization (Chastain, 1988). In teaching-learning processes, drama method may hav MoreSpeaking a language involves more than simply knowing the linguistic components of the message, and developing language skills requires more than grammatical comprehension and vocabulary memorization (Chastain, 1988). In teaching-learning processes, drama method may have some positive effects on ELL students' speaking fluency and accuracy. This study attempts to probe one of the main concerns of language learners, that is, how to improve their speaking components, e.g. oral fluency and accuracy. To attain this aim, the researchers investigated the effect of two selected texts from modern English dramas on students' speaking fluency and accuracy. They distinguished fluent from non-fluent and accurate from no accurate learners. Therefore, the current study was designed as a true experimental research and the data were gathered from 60 EFL students of English language and literature at Hormozgan University in Iran. The data were the recorded speaking transcripts which were analyzed to show the probable progresses after four-time (10 weeks) treatment. The factors to be considered in present study were the numbers of filled and unfilled pauses in each narration, the total number of words per minute, mean length of utterance, and number of stressed words. The results were compared and their temporal and linguistic measures were correlated with their fluency scores. They revealed that the speech rate, the mean length of utterance, phonation time ratio and the number of stressed words produced per minute were the best predictors of fluency scores, and thus, students' speaking fluency increased, whereas the students' speaking accuracy decreased in some areas of speaking abilities and oral communications. Manuscript profile -
Open Access Article
60 - A Cross-Disciplinary and Linguistic Study of Context Frames in Research Article Abstracts
Seyed Foad Ebrahimi Hossein Saadabadi MotlaghThis study intends to scrutinize the realizations and discourse functions of context frames in research article abstracts written by native and non-native writers of English from four disciplines namely: Applied Linguistics, Economics, Biology, and Mechanical Engineerin MoreThis study intends to scrutinize the realizations and discourse functions of context frames in research article abstracts written by native and non-native writers of English from four disciplines namely: Applied Linguistics, Economics, Biology, and Mechanical Engineering. To this end, 200 research article abstracts (50 from each discipline) were selected for analysis. From the 50 research article abstracts of each discipline, 25 were written by native writers of English and 25 written by Iranian non-native writers of English. The corpora, then, were analyzed based on the analytical framework proposed by Ebrahimi (2014). Based on the findings obtained, it can be concluded that the context frame’s selection, frequency and discourse functions are affected and imposed by the nature of discipline and genre of RA abstracts. The result also indicated that there is a difference between native and Iranian non-native writers of English in dealing with these elements. In addition, the findings stress the fact that writing is restricted by the disciplinary conventions and writers’ background knowledge of English language. Manuscript profile -
Open Access Article
61 - Semiotic Mediums of Meaning-Making in Oral Reproduction Course in TEFL
Seyyed Mohammad Ali SoozandehfarThis investigation aims at examining how the semiotic mediums of gesture and speech integrate into one another to make gesticulations, so as to mediate meaning in oral reproduction. To this end, this study concentrates on Hodge and Kress’s (1988) theoretical frame MoreThis investigation aims at examining how the semiotic mediums of gesture and speech integrate into one another to make gesticulations, so as to mediate meaning in oral reproduction. To this end, this study concentrates on Hodge and Kress’s (1988) theoretical framework linking semiotics to TEFL contexts, and also analyzes the gesticulations in oral reproduction applying McNeill’s (2005) scheme or Kendon’s (2004) Continuum with four categories of iconic, metaphoric, deictic, and beat gesticulations. Results illuminated how the creation of gesticulation brings about a sort of mediation between what is in the mind of the speaker and what is expressed to the audience, and how this mediation of gesticulations facilitates and clarifies the meaning in the speaker’s oral reproduction or summarization process, so that the audience can better understand the speaker’s intentions or summaries. The findings have some implications for TEFL teachers and researchers to understand the dialectic relationship of oral speech, written language, and gesture in language during the oral reproduction process. Manuscript profile -
Open Access Article
62 - Computer Assisted Vocabulary Instruction: A Case of Applying PowerPoint Presentation into Iranian EFL Classes
Saeid Farahnia Ali KhodiRecently, with the growth of technology computer assisted language learning (CALL) has equipped teachers with new tools to transform education. In order to exploit the advantages of CALL, this study explored whether applying Power Point presentations (PPTs) brings about MoreRecently, with the growth of technology computer assisted language learning (CALL) has equipped teachers with new tools to transform education. In order to exploit the advantages of CALL, this study explored whether applying Power Point presentations (PPTs) brings about significant improvements in high-school learners’ English vocabulary knowledge. To this end, 120 Iranian male high-school students were divided into three experimental group and one control group. The administration of a 40- item multiple-choice vocabulary test, developed on the vocabularies to-be-instructed during the study period, demonstrated that the four groups were homogeneous in terms of their entry ability level. While all four groups received instruction in vocabulary during one and a half hour per week for six months, PPTs were employed only in the three experimental groups. Specifically, in the first group, the teacher used PPT to teach vocabulary and he exploited students’ assistance in explanation of presentation. In the second group, the students were required to prepare and present PPTs to teach vocabulary. Simultaneously, the teacher helped the students to clarify ambiguities of their presentations. The students in the third group were also demanded to have PPTs; however, the teacher did not provide them with any assistance, clarification, or explanation. Finally, the fourth group which acted as the control group was the one in which the teacher instructed vocabulary in a traditional way without the exploitation of PPT. At the end of the study, the same vocabulary test was administered as a post-test and the results of the statistical analysis indicated that the first and the fourth group significantly outperformed the other two groups. Manuscript profile -
Open Access Article
63 - A Comparative Study of Vocabulary Learning Strategies Used by Marine Engineering Students and Iranian EFL Learners
Davood Mashhadi Heidar Majid Sadeghzadeh HemayatiThe present study explored the vocabulary learning strategies used by Iranian EFL learners and Marine Engineering (ME) students by using the categorization of vocabulary learning strategies proposed by Schmitt (1997). A vocabulary learning strategies questionnaire was a MoreThe present study explored the vocabulary learning strategies used by Iranian EFL learners and Marine Engineering (ME) students by using the categorization of vocabulary learning strategies proposed by Schmitt (1997). A vocabulary learning strategies questionnaire was administered to 30 EFL learners and 43 ME students. Then, the strategies used by each group were determined and the two groups were compared with each other. It was found that both groups used determination strategies more frequently than social strategies for discovering a new word’s meaning. The most frequently used discovery strategy by both groups was found to be “bilingual dictionary”. The second and third most frequently used strategy for discovery by EFL learners and ME students was found to be “monolingual dictionary” and “guess from textual context”, respectively. It was also revealed that EFL learners used memory strategies more frequently than other strategies for consolidating the meaning of new words and ME students used cognitive strategies the most frequently. Both groups were found to use “verbal repetition” more frequently than all other consolidation strategies. The second most frequently used strategy by EFL learners was “use Englishlanguage media” whilst for ME students they were “written repetition” and “word lists”. The comparison of the strategy use by the participants in the two groups showed no significant difference. Manuscript profile -
Open Access Article
64 - Professional Interpreters’ Notes in Persian-English Consecutive Interpreting On the Choice of Form and Language
Rasoul Marani Hossein Heidari TabriziTruly, note-taking plays a pivotal role in consecutive interpreting, particularly where methodical note-taking is used. In the absence of Iranian research in this respect, the present study investigated the process of note-taking in Persian-English consecutive interpret MoreTruly, note-taking plays a pivotal role in consecutive interpreting, particularly where methodical note-taking is used. In the absence of Iranian research in this respect, the present study investigated the process of note-taking in Persian-English consecutive interpreting in order to clarify how exactly the notes are taken by the professional interpreters and how much they are familiar with note-taking and the related concepts. For the purpose of this paper, five Iranian interpreters were selected meticulously and by means of observation and phone interview, the required data were collected. Next, the notes taken by the professional interpreters were reviewed and classified based on several factors such as the use of abbreviations and symbols and the source or target language preference; also, the replies given via the phone interview were transcribed and codified in order to answer the research questions. The research findings showed that the majority of Iranian professional interpreters had passed no course regarding to the note-taking skill in general and they rarely used symbols in their notes and wrote words in letters, mostly in full forms in target language in particular. It implies that they took notes based on their experiences irregularly rather than the rules and principles. Consequently, there is an urgent need for a note-taking guideline especially in Persian-English consecutive interpreting; also, considering the effect of note-taking on their performances, Iranian interpreters should be more familiar with the academic aspect of this skill. Manuscript profile -
Open Access Article
65 - On the Efficacy of Explicit Corrective Feedback on Descriptive Writing Accuracy of Iranian Intermediate EFL Learners
Hooshang Khoshsima Ma’soume JahaniSince the emergence of the process-oriented approach in second language writing instruction, the issues of writing instruction have been predominantly concerned with what and how error feedback should be given to the students’ writing. The present study investigat MoreSince the emergence of the process-oriented approach in second language writing instruction, the issues of writing instruction have been predominantly concerned with what and how error feedback should be given to the students’ writing. The present study investigated the effect of explicit corrective feedback on writing accuracy of Iranian intermediate EFL learners (N = 44) in Hamedan Islamic Azad University. The three most frequent occurring errors in EFL learners’ writing pre-test were chosen to be targeted. Two groups were formed: the explicit corrective feedback group (N = 22), and the control group (N = 20). Paired samples t-tests revealed that both the explicit and control groups increased their writing accuracy in immediate post-test in comparison with pre-test, but Independent t-test indicated that there was not a statistically significant difference between the mean scores of the control and experiment groups (p = 0.65). In delayed post-test, there was no significant differences between writing accuracy of explicit and control groups (p = 0.72). Paired samples t-tests indicated that there was no significant accuracy mean difference between writing pre-test and delayed post-test of the explicit group.The writing accuracy gain of the control group in delayed post-test in comparison with writing pre-test was statistically significant. Manuscript profile -
Open Access Article
66 - The Effect of CA-based vs. EA-based Error Correction on Iranian EFL Intermediate Learners’ Lexical Errors of Writing
Parvin Moazamie Mansour KooshaThe present study aimed to investigate the effect of CA- based vs. EA- based error correction on the improvement of the EFL intermediate learners’ Lexical Errors of writing. Forty intermediate students, all males, studying in an English Language Institute in Golp MoreThe present study aimed to investigate the effect of CA- based vs. EA- based error correction on the improvement of the EFL intermediate learners’ Lexical Errors of writing. Forty intermediate students, all males, studying in an English Language Institute in Golpayegan participated in this study. After detecting the participants’ errors, the lexical errors were classified into two categories, EA- based and CA-based errors. The errors which were because of the infuence of L1 on L2 were classified as CA-based errors and the errors which were because of the lack of target language proficiency were classified as EA-based errors. Then, the Wilcoxon Test was used to investigate the effect and the improvement of learners’ lexical errors by EA-based and CA-based error correction. The results of the study showed that there is no significant difference between EA-based and CA- based error correction in the improvement of the participants’ lexical errors. Manuscript profile -
Open Access Article
67 - Code Glosses in Academic Writing: The Comparison of Iranian and Native Authors
Mahdi Dehghan Azizeh ChalakOne of the challenges of academic writing is the creation of a structurally and communicatively well-organized and coherent text. Metadiscourse enables authors of journal articles to achieve this goal by raising the writers‘ awareness about discourse features whic MoreOne of the challenges of academic writing is the creation of a structurally and communicatively well-organized and coherent text. Metadiscourse enables authors of journal articles to achieve this goal by raising the writers‘ awareness about discourse features which can contribute to a better academic content production. Also, L1 background has always been a hot topic in applied linguistics and native versus non-native comparisons have been of particular interest in this field. The purpose of this study was to see whether native English speakers and Iranians use code glosses as a sub-category of metadiscourse similarly in their academic writings. To this end, the introduction section of 30 journal articles written by native and Iranian non-native English authors were investigated and the number of code-glosses in each group was counted and analyzed. Both descriptive and inferential statistics were used to answer the research question of this study. The result of data analysis revealed that there was no significant difference between the frequency count of code glosses used by Iranian and native English authors. This study can have pedagogical implications for EAP course designers as well as academic writing instructors and students. Manuscript profile -
Open Access Article
68 - Comparative Effects of Technology-, Motivational-, and Metacognitive-based Scaffolding on Male and Female Iranian Adult Advanced EFL Learners’ Speaking
Sanaz Jafari Mohammad Reza Talebinejad Saeed KetabiThere is growing interest in integrating scaffolding in educational decisions everywhere including Iran. Drawing on sociocultural theory, this quasi-experimental study was aimed to determine the effect of technology-, motivational-, and metacognitive-based scaffolding o MoreThere is growing interest in integrating scaffolding in educational decisions everywhere including Iran. Drawing on sociocultural theory, this quasi-experimental study was aimed to determine the effect of technology-, motivational-, and metacognitive-based scaffolding on improving Iranian adult advanced EFL learners’ speaking. A sample of 90 advanced EFL learners was selected non-randomly based on their performance on Certificate in Advanced English (CAE) from two language institutes in Tehran, Iran during the summer and autumn semesters of 2019. The selected participants were randomly assigned to three equal groups. IELTS was used to compare their language proficiency at the beginning and the end of the study. Scaffolding provided conditions for learners to highly engage in speaking activities. The results of paired-sample t-tests revealed a significant improvement in the speaking scores of the three study groups. The results of the one-way ANOVA and Scheffe post-hoc tests indicated that motivational-based scaffolding was more conducive to enhance Iranian EFL learners’ speaking. The results of this study showed the positive impacts of integrating scaffolding into different language learning strategies, and this may carry pedagogical implications for both language teachers and learners. Manuscript profile -
Open Access Article
69 - Teaching Academic Writing in Iranian EFL Classrooms: Teacher-initiated Comments or Peer-provided Feedback?
Saeed Ketabi Reza TorabiThis research study aimed at investigating whether using peer-provided feedbacks rather than teacher-provided comments would result in any significance difference in Iranian English undergraduate students’ ability in writing. In so doing, based on a pretest (an OP MoreThis research study aimed at investigating whether using peer-provided feedbacks rather than teacher-provided comments would result in any significance difference in Iranian English undergraduate students’ ability in writing. In so doing, based on a pretest (an OPT & a writing exam), 40 subjects were assigned to two homogeneous groups of equal number the subjects in the control group received more traditional form of feedback i.e., Teacher’s Written Comments (TW) and those in the experimental group who received the alternative: Peers’ Written Comments (PW). The students were required to write ten paragraphs, five pairs, on each topic, one before receiving feedback and another, the revised version, after the feedback. The analyses of the data revealed that peer feedback--in its general sense--affects students’ writing performances, which in turn means that the students do incorporate suggestions made by their teacher and/or peers while revising their drafts. In sum, Peer-reviews in the form of comments and suggestions given by the students on one another’s drafts proved beneficial. Manuscript profile -
Open Access Article
70 - A Contrastive Analysis of English and Persian Native Speakers' Use of Gambits
Azizeh Chalak Zahra NorouziConversations contain spontaneous use of routine formulas which lets speaker sinteract with each other to express opinions. Gambits, as one of these formulas, act as an opening remark and help speakers to maintain the smooth flow of an everyday conversation. The lack of MoreConversations contain spontaneous use of routine formulas which lets speaker sinteract with each other to express opinions. Gambits, as one of these formulas, act as an opening remark and help speakers to maintain the smooth flow of an everyday conversation. The lack of mastery of using gambits in maintaining the conversation leads to breakdowns in speaking. This paper aimedat comparingthe use of different categories of gambitsby native speakers of English and Persian. Toachieve this end, a corpus of 40 hours from Persian Native Speakers (PNSs) and English Native Speakers (ENSs) with an equal number of participants was selected through recordings of conversations from different TV Channels. Following the literature, the frequency of gambit tokens was counted and their functions were classified. Chi-square test revealed significant differences between PNSs and ENSs regarding the occurrences of gambit categories. The findings of this study can have implications for language learners and practitioners in the field. The present research demonstrates to language learners the need for learning gambit expressions as elements to improve the quality of their speaking and also to use the language in meaningful interaction with others. Manuscript profile -
Open Access Article
71 - The Relationship between Language Learning Strategies, Field of Study, Gender, and Language Proficiency
Habibollah Mashhady Nasser FallahThe present study aimed at exploring the potential relationship between language learning strategies (LLS) and factors such as major fields of study, sex, and language proficiency among university students across different fields such as medicine, sciences, engineering, MoreThe present study aimed at exploring the potential relationship between language learning strategies (LLS) and factors such as major fields of study, sex, and language proficiency among university students across different fields such as medicine, sciences, engineering, humanities, and English. To this end, 200 master students were collected and tested. In addition, 25 English teachers were included. The findings showed that there was no significant difference among English students and students of other fields of study in terms of strategy use. It was also found that there was no significant relationship between language learning strategies and variables of sex, and language proficiency. Another line of the findings indicated that students enjoyed a high level of metacognitive knowledge of what they were doing. Finally, to examine how students viewed their language needs across different fields of study, the fourth-year students of medicine, engineering, science, and humanities were asked to express their own ideas about the present status of ESP courses. After analyzing the students’ responses to the questionnaire, it could be understood that ESP courses had not been beneficial because they were far away from the students’ needs and expectations. Key words: Language Learning Strategies Language Proficiency Field of Study Gender Manuscript profile -
Open Access Article
72 - A students' Needs-analysis Study of Translation Studies Curriculum offered at Master’s level in Iranian Universities
Navid Nasrollahi Shahri Zahra Barzakhi FarimaniThis study aimed to investigate the program of Translation Studies, offered in Iranian universities at the level of Master, in terms of its curriculum through a needs analysis model offered by Altschuld and Witkin (1995). To do so, after a review of the related literatu MoreThis study aimed to investigate the program of Translation Studies, offered in Iranian universities at the level of Master, in terms of its curriculum through a needs analysis model offered by Altschuld and Witkin (1995). To do so, after a review of the related literature and conducting a documentary analysis, the researchers chose to look at the issue from different perspectives. Current instructors, professionals who are involved in the business of translation and a number of graduated students were interviewed so as to gather enough data to design a questionnaire, which constitutes the backbone of the study. Since the study aimed at students’ perception, the survey was conducted on students of Translation Studies program, which was based on the interviews with instructors, graduates of the program and the professionals working in the market. Afterward, the questionnaire data were gathered and, subsequently, went under statistical procedures. Based on the results, the researchers came up with practical recommendations for curriculum renewal, based on the needs-analysis model adopted. As this study has adopted a triangulation approach to investigate the curriculum, the results and recommendations, although limited, can be of great use to educators, curriculum developers and translator trainers in particular. Manuscript profile -
Open Access Article
73 - The Role of Perceived Teacher's Support and Motivational Orientation in Prediction of Metacognitive Awareness of Reading Strategies in Learning English
Zohreh Kazemi Ali Zarehmoghadam Hasan EmamiThis study aims to determine the role of perceived teacher support and motivational orientation in predicting metacognitive awareness of reading strategies in learning the English language. The sample included 425 male and female students, studying in the elementary sch MoreThis study aims to determine the role of perceived teacher support and motivational orientation in predicting metacognitive awareness of reading strategies in learning the English language. The sample included 425 male and female students, studying in the elementary schools in the city of Birjand, eastern Iran, in the 2014-2015 academic year. Three different types of questionnaires were distributed among these students. The questionnaires were, respectively, about the students’ perception of teacher support (Zaki, 2007), motivational orientation for English learning (Sheikholeslami, 2005), and metacognitive awareness of the study methods (Mokhtari & Richard, 2002). Multiple regression analysis was applied to analyze the obtained data. It was found that there was a direct and significant correlation between teacher support variable, and intrinsic motivation, overall reading strategies, problem-solving strategies, reading support strategies, and metacognitive awareness. Additionally, there was an inverse and significant correlation with the non-motivation variable. Furthermore, no significant correlation was observed between the teacher support variable and the extrinsic motivation variable. A direct and significant relationship was, however, spotted between intrinsic motivation, and extrinsic motivation, overall reading strategies, problem-solving strategies, reading support strategies,and metacognitive awareness; and an inverse and significant relationship was noticed between the intrinsic motivation and non-motivation variables. Moreover, there existed a direct and significant relationship between extrinsic motivation, and overall reading strategies, problem-solving strategies, reading support strategies, metacognitive awareness and it had an inverse and significant relationship with non-motivation variable. The findings demonstrated that the components of perceived teacher support and motivational orientation (extrinsic motivation, intrinsic motivation, and nonmotivation) provide the possibility of predicting metacognitive awareness of students. Manuscript profile -
Open Access Article
74 - Pragmatic awareness of Suggestions: From (Im)Polite Mannerism to Attitudinal Appropriateness
Hamid Allami Nasim BoustaniThe present research seeks to determine: (a) Iranian EFL learners’ application of suggestion semantic formulae ;(b) their attitude of appropriateness in terms of confidence in the employment of appropriate supportive moves; (c), their (im)polite mannerism with res MoreThe present research seeks to determine: (a) Iranian EFL learners’ application of suggestion semantic formulae ;(b) their attitude of appropriateness in terms of confidence in the employment of appropriate supportive moves; (c), their (im)polite mannerism with respect to the selected strategies; and (d) the relationship between attitude of appropriateness and mannerism of (im)politeness. An Oxford Quick placement Test (OQPT) was administered among 60 Iranian EFL learners to check their language proficiency level and to satisfy the assumption of homogeneity among the learners. These participants along with 10 American native speakers then underwent a suggestion DCT. The questionnaire included questions addressing interlocutors’ with higher, lower or equal power status and intimate or strange social distance. The DCT also involved attitudinal appropriateness scale and (im)politeness mannerism likert scale to examine the learners’ degree of confidence and mannerism. Besides similarities and differences in the application of suggestion semantic formulae between the Iranian learners and American speakers, the results revealed variations in the two groups’ performances for appropriateness and (im)politeness. The results also indicated a positive relationship between the attitude and mannerism scales. Manuscript profile -
Open Access Article
75 - EFL Teacher's Affective Constructs and Their Sense of Responsibility
Hamed Ghaemi Hassanali AbdullahiThis study, in the first place, attempted to examine the relationship between English as foreign language (EFL) teachers' affective constructs and their sense of responsibility. In the second place, the roles of teachers' gender, years of teaching experience, school set MoreThis study, in the first place, attempted to examine the relationship between English as foreign language (EFL) teachers' affective constructs and their sense of responsibility. In the second place, the roles of teachers' gender, years of teaching experience, school setting, and the number of students in the classroom on teachers' affective constructs and sense of responsibility were investigated. For this purpose, 110 EFL teachers were selected through availability sampling from different high schools in Neyshabur, Iran. The teachers were asked to fill out a multi-dimensional questionnaire including different affective constructs and responsibility subscales. The subsequent data analysis via correlation and multi analysis of variances revealed that there was a significant relationship between teachers' affective constructs and their sense of responsibility. Furthermore, significant correlations were found between teachers' experience and school setting with teachers' affective constructs and their sense of responsibility. But the effects of teachers' gender and the number of students in their classrooms on teachers' affective construct and their sense of responsibility were not significant. The conclusions and implications of the research are further discussed with reference to earlier findings. Manuscript profile -
Open Access Article
76 - Testing Conceptual Routes in Elementary/Highly Proficient Persian Speaking EFL Learners
Ferdos Taleb Zahra FotovatniaAccording to a basic prediction made by the revised hierarchical model (RHM,Kroll & Stewart, 1994), there is no L2 conceptual connection at the beginning stages of language learning as L2 learners mostly rely on L1 conceptual connections to retrieve the meaning of t MoreAccording to a basic prediction made by the revised hierarchical model (RHM,Kroll & Stewart, 1994), there is no L2 conceptual connection at the beginning stages of language learning as L2 learners mostly rely on L1 conceptual connections to retrieve the meaning of the L2 words.With increasing proficiency, however, there would be a direct access from L2 to the conceptual system. Available literature challenges this hypothesis, as it shows the existence of the L2 conceptual connections from early stages of L2 acquisition (Duyck&Brysbaert, 2004). There is one study which supports this hypothesis however, it is problematic in the sense that it used a long prime exposure duration (Basnight-Brown &Altarriba, 2007). In an attempt to reevaluate the prediction of this model, two groups of highly proficient and two groups of elementaryPersian learners of English were tested on noncognate stimuli with lexical decision task in both forward and backward direction. The results obtained for elementary L2 learners were consistent with RHM. The data showed the presence of strong L1 conceptual connections and the absence of L2 conceptual connections at this level of proficiency. However, the pattern obtained for highly proficient L2 learners could not be interpretedin terms of the model. Manuscript profile -
Open Access Article
77 - Designing a Model for Translation of Technical Terminology
Shadi ForutanianTechnical terminology has a significant role in translation of technical or scientific texts. Unfortunately, most of research in this area has not perceived the urgent need for a model to analyze or shown how translate technical or scientific terminology. In this paper, MoreTechnical terminology has a significant role in translation of technical or scientific texts. Unfortunately, most of research in this area has not perceived the urgent need for a model to analyze or shown how translate technical or scientific terminology. In this paper, the researcher attempts to designs a workable model for translation of technical or scientific terminology. The major aim of this model is to provide a real equivalence for both one word terms and above words terms. The design of such a model benefits from different theories about equivalence and approaches that are used for finding real equivalence which translation studies especially technical translation are still lacking. Manuscript profile -
Open Access Article
78 - Iranian EFL Learners at Loggerheads with Perceived Social Support
Ali Rahimi Rouhollah Askari BigdeliResilience as a psychological emotional mechanism is employed by the individuals when they are in stressful irritating situations to be able to resume their previous productive mental activities. It is a vital coping activity when students go through upsetting events, p MoreResilience as a psychological emotional mechanism is employed by the individuals when they are in stressful irritating situations to be able to resume their previous productive mental activities. It is a vital coping activity when students go through upsetting events, psychological breakdowns, academic failures, suffocating educational atmospheres, and undemocratic teaching techniques. The essential elements of such a construct can be diverse based upon a whole prism of cultural specificities. The crux of the matter is that resilience is immensely influenced by social parameters and significant others who are in interaction with the students. The objective of this study is to investigate the predictive relationship between perceived social support (social support of family, significant others, and friends) and resilience in English language learners. To this end, 200 EFL learners studying at university level participated in the study. The data were gathered through two questionnaires and multiple regression analysis was run as a statistical procedure to analyze the data. The results of the study indicated that social support of family, significant others, and friends significantly predicted resilience. The implications of this study pointed to the importance of significant others, and social support from teachers, family and friends in providing EFL learners with effective copying skills manifested as resilience in confrontation with unwelcoming stressful tasks and challenges in the process of language learning. Manuscript profile -
Open Access Article
79 - The Effects of Graphic Organizer Strategy on Improving Iranian EFL Learners’ Vocabulary Learning
الناز شعاری Farahman FarrokhiThis study aimed at investigating the effect of graphic organizer strategy on improving Iranian EFL learners’ vocabulary learning. Fifty students participated in this study which lasted for one academic semester. The students were divided into two groups: one expe MoreThis study aimed at investigating the effect of graphic organizer strategy on improving Iranian EFL learners’ vocabulary learning. Fifty students participated in this study which lasted for one academic semester. The students were divided into two groups: one experimental group in which students were taught new vocabulary items through graphic organizers in form of clusters and pictures, and one control group whose students were taught the same items through traditional instruction. At the beginning of the program, the researchers conducted Cambridge Mover Tests in order to assure the homogeneity of the students’ proficiency level. A pretest was subsequently administered on learners’ vocabulary knowledge. Then the intervention commenced. At the end of the sessions, one posttest was conducted for measuring effectiveness of the treatment. Then the researchers analyzed the gathered data. Because there were two groups in this study, the researcher used t-test for analysis, paired t-test for comparing the results within groups, and independent t-test for comparing the results between groups. The results showed that graphic organizers were indeed conducive to L2 vocabulary learning by the learners. Manuscript profile -
Open Access Article
80 - Examining the Relationship between Students’ Levels of Perfectionism and their Achievements in English Learning
Farhad GhorbandordinejadIndividual variables in foreign language learning have received much attention in foreign language learning research in recent years. However, little research exists that has investigated the relationship between students’ levels of perfectionism and their achieve MoreIndividual variables in foreign language learning have received much attention in foreign language learning research in recent years. However, little research exists that has investigated the relationship between students’ levels of perfectionism and their achievements in the foreign language learning classroom settings. To bridge this gap, this study aims to answer whether there is a significant relationship between student’s levels of perfectionism and their English achievement. The population of this study is defined as all third graders (n. 239, 110 males and 129 females) who learn English in the public schools of ministry of education in a small city in the Northern Khorasan. All these students participated in the study, so the sample size includes the whole population. Participants' scores on their levels of perfectionism were measured by a questionnaire and their scores of the final English exam were also used as the measure of their English achievements. The results indicated that there isn’t any significant relationship between students’ levels of perfectionism and their achievement (F = .515, p > .05) although an association between perfectionism and academic achievement has been found in a number of previous studies, perfectionism was not proved to be of great significance in the EFL learning process in the current study. At the end, some implications for both teachers and learners, and suggestions for future research are provided. Manuscript profile -
Open Access Article
81 - The Impact of Readers Theatre on the Development of Preintermediate Iranian EFL Learners’ Oral Proficiency
Mina Boroojerdi Moghadam Hamid Reza HaghverdiThe significant effect of employing Readers Theater (RT) in reading comprehension, fluency, and motivation of English language students has already been established. However, this study was an attempt to investigate the effect of RT on the oral proficiency of Iranian le MoreThe significant effect of employing Readers Theater (RT) in reading comprehension, fluency, and motivation of English language students has already been established. However, this study was an attempt to investigate the effect of RT on the oral proficiency of Iranian learners of English as a foreign language. From among the learners studying English at a language school in Isfahan, Iran, a sample of 90 female intermediate EFL learners were asked to participate in this study. Having been taken Quick Placement Test to make sure they were all homogeneous regarding their level of proficiency in English, 75 learners were chosen. Afterwards, an interview served as one of the pretests of the study was run as the homogenizing test of oral ability and 60 homogenous preintermediate learners were ultimately selected as the participants of the study. They were then assigned to the two groups of control and experimental. During the treatment, the learners in the experimental group were exposed to RT, but the control group attended their regular classes. To gauge the oral proficiency development of the subjects, an interview was administered. The results of data analysis indicated improvements of fluency and complexity because of the learners’ exposure to the treatment. The results may provide further impetus for teachers to make attempts at extending the students’ active knowledge for real time communication as well as providing language which is both more complex and fluent. Manuscript profile -
Open Access Article
82 - English Comparative Forms in Iranian Textbooks Compared to Textbooks Developed by Native Material Developers
Ghazaleh Shafeniya AhmadReza LotfiIn the introductory stages of language learning, students are exposed to parative forms explicitly taught in their textbooks. As Knoch (2004) mthis is accomplished by teaching the comparative form of the adjective generally directly followed by a than clause. This stud MoreIn the introductory stages of language learning, students are exposed to parative forms explicitly taught in their textbooks. As Knoch (2004) mthis is accomplished by teaching the comparative form of the adjective generally directly followed by a than clause. This study aimed to compare between native and nonnative material developers with regard to the coverage of comparative forms. In doing so, two corpora of high school changes were developed and juxtaposed. The data were gathered books and converting them into computerized forms. The data by the frequency percentages of the forms and further examined and compared as well. The results revealed that there was a significant difference corpora with regard to the coverage of comparative forms. Manuscript profile -
Open Access Article
83 - Iranian EFL Teachers’ Beliefs and Practices on Effective Teaching: The Case of Gender and Level of Experience
Mahsa Shahvand Ehsan RezvaniThis study was an attempt to investigate Iranian EFL teachers’ beliefs about effective teaching in foreign language classrooms. More specifically, the study addresses the need for a clear understanding of the role of teaching effectiveness in EFL classrooms by loo MoreThis study was an attempt to investigate Iranian EFL teachers’ beliefs about effective teaching in foreign language classrooms. More specifically, the study addresses the need for a clear understanding of the role of teaching effectiveness in EFL classrooms by looking at Iranian EFL teachers’ own beliefs. To this end, 90 Iranian EFL instructors of the English language voluntarily participated in the study. A closed-ended questionnaire was employed as a prime quantitative data collection tool to investigate teachers’ beliefs about effective teaching in EFL classrooms. The respondents answered the three parts of the “Effective Teacher” questionnaire. The data analysis indicated 1) there was no significant difference in teaching effectiveness between male and female Iranian EFL teachers, 2) there was no significant difference between experienced and novice Iranian EFL teachers’ stated beliefs regarding their effective teaching, and 3) there was no significant relationship between Iranian EFL teachers’ beliefs about effective teaching and their practice of effective teaching. Manuscript profile -
Open Access Article
84 - Effects of Telegram Stickers on English Vocabulary Learning: Focus on Iranian EFL Learners
Shima Ghobadi Saeed TakiThis study aimed at investigating the effect of using Telegram stickers on EFL learners’ vocabulary learning. To this end, 60 Iranian intermediate EFL learners (30 males, 30 females) at Islamic Azad University, Shahreza Branch studying in the second semester of th MoreThis study aimed at investigating the effect of using Telegram stickers on EFL learners’ vocabulary learning. To this end, 60 Iranian intermediate EFL learners (30 males, 30 females) at Islamic Azad University, Shahreza Branch studying in the second semester of the academic year 2016-2017 were selected through the convenience sampling method. They were then assigned randomly to the experimental and control groups. Then, a pretest was administrated to measure the learners’ vocabulary knowledge in both groups. The experimental group took their lessons via Telegram while the control group experienced the conventional teaching techniques. After the intervention period, an approved post-test was administered to both groups in order to check the participants’ possible progress. The statistical analysis of the scores indicated that teaching vocabulary through Telegram stickers could lead to outstanding advantages for the learners. In other words, social networking had a positive impact on learning new vocabulary items among Iranian EFL learners. Findings have illuminative implications for language learners and teachers as well as materials developers. Manuscript profile -
Open Access Article
85 - Effects of Input Enhancement Cues on EFL Learners' Intake of English Grammar: The Case of Connectors
Samira Kian Bahman GorjianThe present study investigated the effect of two types of attention drawing techniques (i.e., choice and underlining) on the learners' intake of English connectors. The design of the study was a quasi-experimental research. Participants took a homogeneity test and wer MoreThe present study investigated the effect of two types of attention drawing techniques (i.e., choice and underlining) on the learners' intake of English connectors. The design of the study was a quasi-experimental research. Participants took a homogeneity test and were assigned to two experimental and a control group in Kalam Language Institute of Shoush. Then, sixtynine learners were divided into three groups. The two experimental groups used attention drawing techniques to choose or underline the correct connectors in the texts. The control group, however, was simply exposed to read the text and exercise the drills of grammar in their text. Results indicated that both attention drawing techniques had a significant effect on the intake of the targeted forms of connectors. Implications of the study for practical teaching suggest that the attention drawing techniques can enhance learning connectors and they may be effective in teaching grammar to the pre- intermediate learners. Manuscript profile -
Open Access Article
86 - English Teacher Education Programs and Professionalism: The case of Iranian Novice/Experienced Teachers
Hossein Aghaalikhani Parviz MaftoonA key issue in language teacher education is what teachers need to learn in language teacher programs and how this learning impacts their language teaching practices. The seeds for teacher professionalism are planted and nourished during teacher education program to dev MoreA key issue in language teacher education is what teachers need to learn in language teacher programs and how this learning impacts their language teaching practices. The seeds for teacher professionalism are planted and nourished during teacher education program to develop independently after graduation from pre-service teacher educations. The purpose of this study was to investigate English teacher education programs and their effects on novice/experienced English language teachers' professionalism in Iran. The researchers used purposeful sampling to select 150 participants from five Farhangian University Branches in Iran (2016-2017). For this purpose, a computerized questionnaire was constructed and validated. A one-way ANOVA indicated that out of the four dimensions of professionalism-- professional development, reflection, responsibility, and ethics-- only two-- professional development and reflection-- were statistically significant for both novice and experienced teachers. The programs had positive impact on teachers' professional development and reflection. The study has implications for teacher educators, developers of instructional materials, and syllabus designers in the context of Iran. Manuscript profile -
Open Access Article
87 - The Iranian Intermediate EFL Learners` Attitudes towards Using Flipped Teaching via Google Classroom
Sara Shahani Azizeh Chalak Hossein Heidari TabriziFlipped teaching is the process of moving lecture content from face-to-face class time to before class. The potential values of flipped teaching in which learners are actively engaged in the learning process have been emphasized during the past years; however, there is MoreFlipped teaching is the process of moving lecture content from face-to-face class time to before class. The potential values of flipped teaching in which learners are actively engaged in the learning process have been emphasized during the past years; however, there is still little research evidence about the attitudes of the learners towards flipped teaching and the use of technology. The present investigation aimed to explore Iranian EFL learners' attitudes towards flipped teaching. To this end, 40 female intermediate EFL learners with the age range of 19 to 29 from the training department of the National Iranian Oil Company (NIOC) in Khuzestan, Iran, based on the Oxford Quick Placement Test (OQPT) were selected through convenience sampling and assigned into two groups with the same instructional strategies since having 40 students in a single class was not possible. An attitude questionnaire was examined in terms of frequencies and percentages. The results of frequency analyses indicated that EFL learners in the study had a positive attitude towards flipped teaching and agreed that it was helpful to them in many ways. The findings can be of significance for EFL learners, instructors, and syllabus designers. Manuscript profile -
Open Access Article
88 - 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
89 - 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
90 - The Timing of Feedback and Learners’ Age on Implicit and Explicit Grammar Learning
Leila Ahmadpour Hassan Asadollahfam Sahar AhmadpourThis study explored the effect of timing of feedback (i.e., immediate vs. delayed) and learners’ age (adolescent vs. adult) on the development of English regular past tense structure. Two intermediate classes of adolescent and adult learners were selected as the p MoreThis study explored the effect of timing of feedback (i.e., immediate vs. delayed) and learners’ age (adolescent vs. adult) on the development of English regular past tense structure. Two intermediate classes of adolescent and adult learners were selected as the participants. Participants were asked to carry out two narrative tasks which set the context for the provision of corrective feedback. The selected target structure was the regular past tense –ed feature. The untimed grammaticality judgment test was used to measure explicit knowledge development and elicited imitation test was employed for the measurement of implicit learning. These tests were administered at the beginning of the study as pre-test, immediately after the provision of immediate feedback and again immediately after the provision of delayed corrective feedback. The results demonstrated that whereas both adolescent and adult learners improved their implicit knowledge after the delayed feedback, explicit knowledge was improved in adult learners after both immediate and delayed feedback but in delayed feedback in adolescent learners. The implications of the findings are discussed in light of theories of second language acquisition. Manuscript profile -
Open Access Article
91 - 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
92 - 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 -
Open Access Article
93 - Gender Issues in Select Moroccan ELT Textbooks: A Review
Hassan Ait BouzidThis paper aimed to explore the ways in which three Moroccan ELT textbooks currently used in second year Baccalaureate public high schools represented gender. It also aimed to identify the extent to which these textbooks succeeded in avoiding instances of biased and ste MoreThis paper aimed to explore the ways in which three Moroccan ELT textbooks currently used in second year Baccalaureate public high schools represented gender. It also aimed to identify the extent to which these textbooks succeeded in avoiding instances of biased and stereotypical gender representations of female and male figures. The study was conducted based on the theoretical framework of the Standards-Based Approach. It adopted content analysis as the main instrument for data collection and analysis that combines both quantitative and qualitative techniques. The findings indicated that these textbooks contain instances of biased gender representations regarding frequency of appearance, visibility, space, firstness and occupations attributed to female and male characters in texts, dialogues, exercises and images. The paper concluded with a set of implications suggesting ways in which gender inequalities could be avoided in future Moroccan ELT textbooks. Manuscript profile -
Open Access Article
94 - A Comparative Study of Reading Comprehension Texts in Touchstone Series: A Social-Semiotic Perspective
Maryam Farnia Sara GeramiThis study attempted to examine visual and verbal characteristics in Touchstone textbook series. For this purpose, four reading comprehension texts with similar topics were selected from the four Touchstone textbooks. Seven pictures accompanying the four texts were anal MoreThis study attempted to examine visual and verbal characteristics in Touchstone textbook series. For this purpose, four reading comprehension texts with similar topics were selected from the four Touchstone textbooks. Seven pictures accompanying the four texts were analyzed based on Kress and van Leeuwen’ssocial semiotics, and the four texts were analyzed with reference to Halliday’s systemic functional linguistics. The results depicted fairly high functionality of the visuals in Touchstone series as well as their humanistic communicative trends. Moreover, it was found out that the pictures supported the linguistic text, there by helping learners to comprehend the textual content. The findings also showed that increase in text difficulty made for the occurrence of material and relational processes. Lastly, the results of verbal analysis suggested that reading comprehension texts of Touchstone series chiefly describe real world experiences and actions rather than behaviors, thoughts, or feelings. Based on the outcomes, it can be concluded that the visuals are pertinent to the linguistic passages and help the learners to get a better understanding of the texts. Manuscript profile -
Open Access Article
95 - Developing and Validating a Questionnaire to Assess Strategic Competence in EFL Listening Performance: A Structural Equation Modeling Approach
Maryam Haghighi Mojgan Rashtchi Parviz BirjandiThis study aimed to describe the development and validation process of a listening questionnaire designed to assess strategic competence in listening comprehension. The 34-item Cognitive and Metacognitive Listening Strategies Questionnaire (CMLSQ) was administered to a MoreThis study aimed to describe the development and validation process of a listening questionnaire designed to assess strategic competence in listening comprehension. The 34-item Cognitive and Metacognitive Listening Strategies Questionnaire (CMLSQ) was administered to a relatively large sample (N=397) of L2 learners. The results of the 370 completed questionnaires were subjected to exploratory factor analysis to identify the underlying structure of the questionnaire, and to a confirmatory factor analysis to examine the validity of the model as a good fit for the data. Based on the results of exploratory factor analysis, a three-factor model underlying metacognitive strategies and a five-factor model underlying cognitive strategies were hypothesized. These models were then evaluated through confirmatory factor analysis using AMOS 18. The results indicated that the current models and their parameters well fit the data gathered from the questionnaires. Manuscript profile -
Open Access Article
96 - The Effects of Simultaneous Use of Task-based Strategic and Careful Online Planning on EFL Learners’ Self-repairs
Masoud SaeidiThis research examined the effects of task-based planning on self-repairs as psycholinguistic mechanisms underlying EFL learners’ speech. To this aim, the influence of simultaneous use of strategic and careful online planning on the type and frequency of learners& MoreThis research examined the effects of task-based planning on self-repairs as psycholinguistic mechanisms underlying EFL learners’ speech. To this aim, the influence of simultaneous use of strategic and careful online planning on the type and frequency of learners’ self-corrections was investigated. Sixty Iranian intermediate learners were asked to orally narrate a picture-based story under four conditions: no planning, strategic planning, careful online planning, and the integration of both strategic and careful online planning. They were subsequently asked to verbalize their thought processes during task performance based on their audio-recorded narrations. In general, the results showed that learners’ speech under careful online planning condition involved making more error-repairs and fewer different-information and appropriacy repairs. In addition, the results illustrated that strategic planning resulted in more instances of appropriacy and different-information repairs, and as such, simultaneous use of both types of planning brought about an overall increase in the use of appropriacy, different-information, and error-repairs. The outcomes of this study suggest that engaging the learners in planning can ease task demands; consequently, this task implementation option directs their attention to both form and meaning, hence promoting acquisition. Manuscript profile -
Open Access Article
97 - Languaging in L1 as a Mediating Factor in EFL Listening Skill Enhancement: Private vs. Collaborative Form
Morvarid Lavasani Farnaz Latif Amirhosein RahimiLanguaging is considered as the process of making knowledge through the use of language for explaining the concepts. Teaching listening strategies in this study provided students with moments of languaging in L1 that subsequently allowed them to transfer certain strateg MoreLanguaging is considered as the process of making knowledge through the use of language for explaining the concepts. Teaching listening strategies in this study provided students with moments of languaging in L1 that subsequently allowed them to transfer certain strategies to listening comprehension. This study investigated the effects of different modes of languaging on the listening performance of EFL learners. It draws on sociocultural theories and languaging. Initially, an Oxford Placement Test was administered to 62 EFL intermediate learners to ensure homogeneity. Then, the participants were assigned to two groups, collaborative and private mode of languaging. Before applying treatment, the participants were also given a sample of (PET) listening test as a pre-test. During treatment sessions, the listening tasks were practiced by collaborative mode of languaging in one group, while in the second group tasks were accomplished by private form within 10 sessions. At the end of treatment, a post-test (PET) was administered. Consequently, the mean scores of both groups on the post-test led to the rejection of the null hypothesis implying that the learners in the collaborative languaging group and private languaging group significantly improved in terms of listening performance. However, the private form of languaging outperformed the collaborative one. Manuscript profile -
Open Access Article
98 - An Evaluation of American English File Series
Behnam Ghasemi Hamid Reza HaghverdiTextbooks play a pivotal role in language learning classrooms. The problem is that among a wide range of textbooks in market which is appropriate for a specific classroom and a group of learners. In order to evaluate ELT textbooks theorists and writers have offered diff MoreTextbooks play a pivotal role in language learning classrooms. The problem is that among a wide range of textbooks in market which is appropriate for a specific classroom and a group of learners. In order to evaluate ELT textbooks theorists and writers have offered different kinds of evaluative frameworks based on a number of principles and criteria. This study evaluates a series of ELT textbook, namely, American English File by the use of Littlejohn’s (1998) evaluative framework to see what explicit features of the book are, what pedagogic values it has, whether it is in line with its claimed objectives, and what its merits and demerits are. Littlejohn believes that we should evaluate a textbook based on its own pedagogic values and we should see what is in it not what teacher and evaluators think must exist in it. Consequently his framework is claimed to be devoid of any impressionistic ideas and it is in-depth and objective rather than being subjective. Nine ELT experts and ten ELT teachers helped the researcher rate the evaluative checklists. The results of the study show that although a number of shortcomings and drawbacks were found in American English File, it stood up reasonably well to a detailed and in-depth analysis and that its pedagogic values and positive attributes far out-weighed its shortcomings. The internal consistency between ratings was computed via the statistical tool of Cronbach’s alpha that indicated a desirable inter-rater reliability. Manuscript profile -
Open Access Article
99 - The Relationship Between Language Teacher Immunity and Personality Type of Iranian EFL Teachers
Bahareh Khazaeenezhad Maryam DavoudinasabLanguage teacher immunity is a novel concept in language teacher psychology that serves as a shield against the unavoidable hassles of teaching contexts. The current study aimed to fill the gap in the existing literature by employing a mixed-methods approach to find the MoreLanguage teacher immunity is a novel concept in language teacher psychology that serves as a shield against the unavoidable hassles of teaching contexts. The current study aimed to fill the gap in the existing literature by employing a mixed-methods approach to find the relationship between Iranian EFL (English as a foreign language) teachers' immunity and their personality types. For the quantitative phase of the study, the data were collected through two questionnaires, teacher immunity by Hiver (2016) and the NEO-FFI-3 (NEO Five-Factor Inventory) by Costa and McCrae (2010), which were distributed among a random sample of 50 participants (19 males and 31 females) in various language institutes in Iran. For the qualitative phase of the study, an interview was conducted with eight EFL teachers through a phone call to reach in-depth information regarding teacher immunity. The findings indicated a significant positive correlation between teacher immunity facets and personality types. Teaching self-efficacy and conscientiousness was the most dominant teacher immunity facets and personality types. The current study would probably help EFL teachers know how to respond to various traumatic and detrimental situations in teaching English based on their personality and immunity types. Manuscript profile -
Open Access Article
100 - Teaching Methods in Translation Courses: Quality, Relevance and Resources
Mohammad Iman AskariThe study was intended to provide a description of the attitudes of English-major students towards the teaching methods in translation courses to find out more about the quality and relevance of such methods to students’ needs, concerning the necessary educational MoreThe study was intended to provide a description of the attitudes of English-major students towards the teaching methods in translation courses to find out more about the quality and relevance of such methods to students’ needs, concerning the necessary educational resources provided in the methods of teaching. Accordingly, a multi-item Likert-scale questionnaire containing 32 items was developed based on the principles applied in the traditional, complex and modern methods of teaching translation in order to collect the required data for the study. Cronbach’s alpha was administered for estimating the reliability of the items which was .939. Besides, experts’ judgments and item analysis were used for the coverage and relevance of content and construct validity. To collect thedata, 100 questionnaires were distributed among participants to obtain their responses for each item. The responses to the items were stored as numbers. Moreover, the frequency tables were then extracted via descriptive statistics of SPSS software to generate the summary of the participants’ responses to the items, based on which the final data analysis and reports were provided. The results showed that although all the methods were common, the modern methods were the superior to the other methods and emphasized the necessity for further incorporation of teaching principles for assuring the quality and relevance. The results of the study would be helpful for students and instructors in translation studies by enabling them to find out how the features of teaching methods might lead the students with various attitudes in learning how to translate. Manuscript profile -
Open Access Article
101 - The Impact of Task Types and Rating Methods on Iranian EFL Learners’ Speaking Scores
Shokouh Rashvand Semiyari Soghra AhangariSpeaking assessment is quite challenging as there are many factors in addition to speakers’ ability contributing to how well someone can speak a language. In this study, 40 male and female upper intermediate EFL learners, with age range of 15-26, selected through MoreSpeaking assessment is quite challenging as there are many factors in addition to speakers’ ability contributing to how well someone can speak a language. In this study, 40 male and female upper intermediate EFL learners, with age range of 15-26, selected through ECCE test. They performed four different types of speaking tasks (explaining, problem-solving, story-telling, and picture-describing). These tasks were rated by two raters using two scoring methods: holistic and analytic. The one-way repeated measures ANOVAs, paired-sample t-tests and Pearson Product Moment Correlations illustrated that the task types and rating methods didn’t have any significant effects on learners’ speaking scores as far as problem-solving, explaining, and picture-describing tasks were concerned. Yet, the rating methods represented to have some effects on story-telling task. The findings also indicated a significant correlation between holistic and analytic ratings of the problem-solving, picture-describing and story-telling tasks while the reverse was true for the explaining task. Manuscript profile -
Open Access Article
102 - Assessing Language Teachers’ Technological Pedagogical Content Knowledge (TPACK): EFL Students’ Perspectives
Jalil Fathi Saman YousefifardTechnological Pedagogical Content Knowledge (TPACK) is considered as a valuable frame for describing and understanding technology integration into different educational settings, including English as a Foreign Language (EFL) classroom. There is an accumulated body of li MoreTechnological Pedagogical Content Knowledge (TPACK) is considered as a valuable frame for describing and understanding technology integration into different educational settings, including English as a Foreign Language (EFL) classroom. There is an accumulated body of literature on TPACK among teachers engaged in different areas of education. However, few studies have addressed the assessment of TPACK through students’ perspectives in EFL settings. To address this gap, the purpose of this study was set to assess Iranian EFL students’ perspectives regarding their teachers’ TPACK. A total of 148 Iranian EFL students participated in this survey study. The data were collected through administering a previously validated TPACK questionnaire to the participants of the study. The findings obtained from the survey indicated that most EFL students perceived that their EFL teachers excelled in four components of TPACK such as technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK), but the teachers were perceived to be relatively less proficient in the other three components of the scale such as technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK. The results suggest that Iranian EFL teachers may require further training in these latter elements of the TPACK to gain the required proficiency to integrate technology more effectively into their language classrooms. Manuscript profile -
Open Access Article
103 - Using Convergent and Divergent Tasks through Critical Thinking in Writing Classes
Hamid Marashi Rahil Akbar-HosseiniThis study examined the comparative impacts of convergent and divergent tasks while employing critical thinking techniques on EFL learners’ writing. Accordingly, 60 male and female learners were chosen from a group of 90 learners based on their scores on a sample MoreThis study examined the comparative impacts of convergent and divergent tasks while employing critical thinking techniques on EFL learners’ writing. Accordingly, 60 male and female learners were chosen from a group of 90 learners based on their scores on a sample PET previously piloted in one of Tehran’s language schools. The learners were then randomly put into two experimental groups: 30 learners undergoing convergent tasks and 30 learners receiving divergent tasks. Both groups were exposed to critical thinking techniques. After the treatment, a sample PET writing section was administered as the posttest to both groups with their mean scores being compared; the results showed that neither group outperformed the other significantly. This result probably indicates that the critical thinking instruction was more of an influential factor compared to the variability of convergent and divergent tasks, thereby consolidating further the notion that critical thinking instruction is a highly influential factor in ELT. Manuscript profile -
Open Access Article
104 - The Effect of Sentence Order Techniques on Learning Adverbs among Pre-intermediate Students
Bahman Gorjian Sarah MoradiThis study investigated the effects of using sentence order techniques on learning adverbs (i.e., frequency, manner, time, and place) among Iranian pre-intermediate students. To perform this study, 30 pre-intermediate participants were non-randomly selected and divided MoreThis study investigated the effects of using sentence order techniques on learning adverbs (i.e., frequency, manner, time, and place) among Iranian pre-intermediate students. To perform this study, 30 pre-intermediate participants were non-randomly selected and divided into two equal groups of control and experimental. Then, they took a teacher-made pretest of grammar in order to determine how well they knew the adverbs of frequency, manner, time, and place before the treatment. The experimental group was taught the grammatical patterns of sentence order techniques like the use of form and functions of adverbs and their positions in the sentences. The control group received the traditional method of teaching adverbs including exercising of grammar, pattern practice, etc. Finally, the participants took the posttest. Independent and paired samples t-tests were used to compare the means of the pretest and the posttest in both groups. The findings revealed that the experimental group significantly improved in the posttest. Implications of the study suggest that using new technology, especially sentence order techniques, may enhance learners' learning regarding adverbs at the pre-intermediate level. Manuscript profile -
Open Access Article
105 - The Effect of Metalinguistic Clues on Iranian EFL Learners’ Accuracy of Writing Performance
Parisa Maeli Mahnaz SaediAccuracy in writing is one of the important characteristics of a good writer, which raises concerns about how to improve it and which type of feedback can effectively contribute to its development. This quasi-experimental study, within the theoretical framework of Focus MoreAccuracy in writing is one of the important characteristics of a good writer, which raises concerns about how to improve it and which type of feedback can effectively contribute to its development. This quasi-experimental study, within the theoretical framework of Focus on Form (FoF), investigated the effects of metalinguistic clues in dictogloss tasks on the accurate use of conditional sentences in writing discourse. Participants were 56 female EFL learners at the intermediate level, comprising two groups of experimental (N = 28) and comparison (N = 28) in a language institute in Tabriz. After checking the homogeneity of the participants by a proficiency test, they were pre-tested. In the experimental group, participants received metalinguistic clues in dictogloss tasks, while in the comparison group, participants received dictogloss tasks, without any meta-linguistic feedback. After the treatment, two groups were post-tested. ANCOVA data analysis revealed that the experimental group outperformed the comparison group in the accurate use of conditional sentences in their writing performance. The results of this study will be a valuable contribution in how to enhance students’ accuracy in written discourse by giving feedback through metalinguistic clues. Manuscript profile -
Open Access Article
106 - Teachers’ Practices and Students’ Preferences of Grammar-centered Written Corrective Feedback in Iran
Hooman SaeliThis study explored teachers’ practices and students’ preferences regarding grammar-centered written corrective feedback (WCF) in an Iranian EFL context. Semi-structured interviews were used to collect data from 14 teachers and 15 students, teaching and taki MoreThis study explored teachers’ practices and students’ preferences regarding grammar-centered written corrective feedback (WCF) in an Iranian EFL context. Semi-structured interviews were used to collect data from 14 teachers and 15 students, teaching and taking English at different proficiency levels. The data analysis identified three thematic categories in the interview responses: error correctors, amount of WCF, and WCF methods. The findings showed that the teachers mostly provided teacher-generated grammar feedback since they believed that their students preferred this type of correction. Additionally, the students preferred teacher-generated feedback. Also, the teachers mostly gave comprehensive feedback on the grammatical errors, because they thought comprehensive correction was perceived positively by their students. This, similarly, was preferred by the students. Moreover, the teachers stated that their students liked direct grammar feedback; the students also reported their preference for direct WCF. Overall, the teachers were aware of their students’ preferences, so they provided the kind of feedback their students were most likely to effectively engage with. Manuscript profile -
Open Access Article
107 - Effects of First Language Metalinguistic Comments on Task-based Instruction: Durable Gains of Third Person /-s/ by Adult Iranian EFL Learners
Soheil Rahimi Moussa Ahmadian Majid Amerian Hamid Reza Dolat AbadiThis study investigated the effect of first language (L1) metalinguistic comments on Iranian EFL learners’ acquisition of third person /-s/ as measured by the learners’ performance on a grammaticality judgment test. Accordingly, two intact university classes MoreThis study investigated the effect of first language (L1) metalinguistic comments on Iranian EFL learners’ acquisition of third person /-s/ as measured by the learners’ performance on a grammaticality judgment test. Accordingly, two intact university classes- randomly assigned to experimental and comparison groups- were homogenized based on their scores on language proficiency and grammatically judgment tests. During 6 hours of task-based instructions, the experimental group was treated by L1 metalinguistic comments and the comparison group through L2 metalinguistic comments. Using ANCOVA and t-test to compare the groups’ scores, the results indicated that although the mean accuracy scores of both groups were improved on the immediate posttest, the experimental group outperformed the comparison group on the delayed posttest.It can be postulated that L1 metalinguistic comments lead to more durable gains than L2 metalinguistic comments in EFL classrooms. The findings suggest that L1 use may aid language learners to become more cognitively conscious of L2 grammar features. Manuscript profile -
Open Access Article
108 - Assessing the Impact of Individual Differences in the Production of Speech Act of Requests in Institutional Discourse
Ashraf Haji MaibodiThis paper, anchored in interlanguage pragmatics, studied the effects of individual differences such as language proficiency, gender, and age on the production of speech act of requests in institutional discourse. To this end, 187 Persian EFL university students at thre MoreThis paper, anchored in interlanguage pragmatics, studied the effects of individual differences such as language proficiency, gender, and age on the production of speech act of requests in institutional discourse. To this end, 187 Persian EFL university students at three academic levels (undergraduates, postgraduates and PhD students) participated in this study. Triangulation was undertaken to collect and analyze the data in three phases. In phase one, through convenience sampling, the Oxford Placement Test was employed to identify the proficiency level of the students. In phase two, a three way ANOVA between subject analyses showed quantitative differences among the three groups. In the third phase, in-depth qualitative analyses of test items and retrospective verbal reports (RVRs) revealed developmental information about the cognitive and individual traits followed in pragmatic awareness. Results showed that sociocultural, socio-psychological, and socio-affective aspects of the discourse situations influenced not only students’ pragmalinguistic and sociolinguistic choices but also their negotiation of lexical and grammatical forms in planning the requests. One significant implication is that not only linguistic competence is essential for the EFL learner, acquiring pragmatic competence is also important. Manuscript profile -
Open Access Article
109 - Designing Supplementary Materials for Prospect Series and Probing their Impact on Emotional Facet and Perceptions
Mohammad Hassan Alishahi Afsaneh Ghanizadeh Akram HosseiniLearning English as a Foreign Language (EFL) in an enjoyable and challenging environment can make an appropriate context for promoting language achievement. It seems textbooks play a pivotal role in this regard. This study aimed at examining the impact of the supplement MoreLearning English as a Foreign Language (EFL) in an enjoyable and challenging environment can make an appropriate context for promoting language achievement. It seems textbooks play a pivotal role in this regard. This study aimed at examining the impact of the supplementary materials on learners' emotional stance and their perceptions of classroom activities (interest, challenge, joy, and choice). To do so, a three-phase study was designed: in phase 1, to evaluate Prospect series (textbook taught in Iranian junior high schools) based on emotional factors, a questionnaire measuring the emotional side of the series was utilized. In the second phase, taking into account the obtained results of the first phase and according to Mortiboy’s (2005) guidelines for teaching with emotional intelligence, supplementary materials were designed. In the third phase, the designed tasks and activities were implemented in a class (experimental group). The results of t-test and multivariate analysis of variance (MANOVA) indicated that the designed tasks had a positive and significant effect on learners' emotional facet, perceptions of class activity, and language achievement. Manuscript profile -
Open Access Article
110 - A Study of Syntactic Complexity via Coh-Metrix: Similarities and Differences of Ph.D. Dissertations Written by Iranian University Students and English Native Speakers
Masoud Azadnia Ahmadreza Lotfi Reza BiriaThe present study sought to identify the similarities and/or differences between texts written by Iranian university students of English teaching major and those written by English natives in terms of syntactic complexity. To this end, an automated computational web too MoreThe present study sought to identify the similarities and/or differences between texts written by Iranian university students of English teaching major and those written by English natives in terms of syntactic complexity. To this end, an automated computational web tool, namely Coh-Metrix was used to scrutinize a corpus containing 83 text excerpts extracted from 10 dissertations written by Iranian Ph.D. students as well as a comparison corpus including 94 text excerpts selected from 10 Ph.D. dissertations written by English native speakers in terms of four specific measures representing syntactic complexity. The results indicated that among the four measures, Mean Number of Modifiers and Sentence Syntax Similarity functioned as distinctive factors differentiating between the first language (L1) and second language (L2) texts, whereas Left Embeddedness and Minimal Edit Distance were found to be similar between the two corpora. The findings may have several implications for EFL practitioners. Manuscript profile -
Open Access Article
111 - Requesting in an EFL Institutional Context: Comparing and Contrasting WDCT, ODCT, and Role-Play with Natural Method
Rasoul Mohammad Hosseinpur Reza Bagheri Nevisi Abdolreza LowniPragmatic assessment has recently opened up a new line of inquiry for many interested researchers within the realm of L2 pragmatics. Accordingly, different methods have been proposed to assess pragmatic competence. Drawing on request speech act, this study aimed at comp MorePragmatic assessment has recently opened up a new line of inquiry for many interested researchers within the realm of L2 pragmatics. Accordingly, different methods have been proposed to assess pragmatic competence. Drawing on request speech act, this study aimed at comparing and contrasting Written Discourse Completion Task (WDCT), Oral Discourse Completion Task (ODCT), and Role-play with the natural method in terms of five dependent variables: length, repetitions, omissions, inversions, and exclamation particles. To this end, 27 intermediate level EFL learners were asked to make two requests with contextual features of low-status, low-imposition, and two requests with contextual features of high-status, low-imposition using each of the three elicitation techniques. Having recorded the natural talk-in interactions of all students and teachers over 15 weeks, the researchers transcribed the gathered data for further in-depth pragmatic analysis. To analyze the data, Chi-Square and binominal tests were run. The findings indicated that role-play yielded the data closest to the natural method in terms of the dependent variables and the differences between role-play and the natural method were less significant than those inherent in WDCT and ODCT. The study implies that more authentic and natural data can be elicited by incorporating features of the natural method into the other pragmatic data collection procedures, namely, WDCT and ODCT. Manuscript profile -
Open Access Article
112 - Effect of Differentiated Instruction on Linguistic and Rhetorical Features of Narrative Writing Performance across Different Levels of Proficiency
Hadis Toofani AslThis study intended to explore the linguistic and rhetorical features of written narratives produced by language learners of different levels of proficiency. A large and comprehensive number of linguistic and rhetorical features were analyzed adopted from Hinkel (2002). MoreThis study intended to explore the linguistic and rhetorical features of written narratives produced by language learners of different levels of proficiency. A large and comprehensive number of linguistic and rhetorical features were analyzed adopted from Hinkel (2002). Learners from a mixed-age group in a private language institute in Iran took part in this study. Three levels of B1, B2, and C1 learners were assigned into two conditions: Differentiated Instruction (DI, N = 84) that received individualized writing instruction according to each writer’s needs and skills and Traditional Instruction (TI, N = 76) that presented the features followed by some exercises. Results revealed that both C1 and B2 learners used more accurate linguistic features, while only C1 learners were successful in employing rhetorical features. In TI, however, C2 learners implemented a restricted number of linguistic and rhetorical features. Significant differences were found between DI and TI groups in each proficiency level. A comparison of the effect sizes, however, indicated that DI was less effective in the case of rhetorical features. Manuscript profile -
Open Access Article
113 - A Phenomenological Study of EFL Teachers' Job Burnout: The Case of Private Language Institutes in Iran
Elham Mohammadi Mansooreh AmiriQualified human resources are valuable capital for the growth and development of organizations. Among the factors influencing the quality of human resources (e.g. teachers) is Job Burnout. This study aimed at probing the underlying layers of job burnout of the teachers MoreQualified human resources are valuable capital for the growth and development of organizations. Among the factors influencing the quality of human resources (e.g. teachers) is Job Burnout. This study aimed at probing the underlying layers of job burnout of the teachers practicing in Iranian private language institutes. To do so, a two-phase design was applied including quantitative and phenomenological qualitative methods. The data were collected through the Maslach Burnout Inventory questionnaire and one-by-one semi-structured interviews. The results of the first stage demonstrated that the participants were moderately burned out. Next, 20 (10 males & 10 females) EFL teachers with at least five years of experience were invited to take part in the interview. After confirming the saturation of data, the researcher analyzed the transcriptions and four main themes, and 16 sub-themes emerged. The results encompassed the definition of burnout, its sources, instances and consequences, and possible strategies to cope with the phenomenon. Private language institute administrators and managers can benefit from the implications of this study by taking due measures like social and emotional support and forming peer support groups to reduce burnout among their employees. Manuscript profile -
Open Access Article
114 - The Comparative Effect of Dynamic vs. Diagnostic Assessment on EFL Learners’ Speaking ability
Neda Kazemi Kobra TavassoliThere has been a growing interest in the implementation of different types of assessment, including dynamic and diagnostic, in L2 settings recently. Accordingly, this study tried to explore the effectiveness of dynamic and diagnostic assessment on improving EFL learners MoreThere has been a growing interest in the implementation of different types of assessment, including dynamic and diagnostic, in L2 settings recently. Accordingly, this study tried to explore the effectiveness of dynamic and diagnostic assessment on improving EFL learners’ speaking ability. To this end, 82 intermediate-level EFL learners were selected based on their performance on IELTS (2016). The participants were then divided into three groups of dynamic assessment, diagnostic assessment, and control. In the dynamic group, the students received three speaking tests in the form of test-mediation-retest; in the diagnostic group, the participants received the same three speaking tests and feedback on their problems; and the learners in the control group went through the routine of speaking courses by focusing on the same three speaking tests. The speaking pretest and posttest were recorded and scored by two raters as well. To answer the research questions, a repeated-measures two-way ANOVA was run. The results showed an improvement in the three groups’ performance from pretest to posttest. More specifically, the diagnostic and dynamic assessment groups showed a significant improvement, however, the difference in their progress was not significant. Conclusions and pedagogical implications of the study are further explained. Manuscript profile -
Open Access Article
115 - Oral Communication Strategies Used by Iranian EFL Learners and their Relationship with the Learners’ Self-efficacy Beliefs and Anxiety Level
Servat Shirkhani Effat Alsadat Mir Mohammad MeigouniThis study examined the oral communication strategies (OCS) employed by Iranian intermediate English as a foreign language (EFL) learners and the relationship between the use of these strategies and the learners’ self-efficacy beliefs and anxiety level. To this en MoreThis study examined the oral communication strategies (OCS) employed by Iranian intermediate English as a foreign language (EFL) learners and the relationship between the use of these strategies and the learners’ self-efficacy beliefs and anxiety level. To this end, 160 participants were selected through convenience sampling. Next, three questionnaires were employed to determine the strategies the participants employ for coping with speaking and listening problems, their anxiety level, and their general self-efficacy. The results indicated that the most and the least frequently used strategies were “accuracy-oriented” and “massage abandonment” strategies when facing speaking problems and “word-oriented” and “fluency-oriented” strategies when confronting speaking problems. In addition, the results showed a significant positive relationship between OCSs and self-efficacy beliefs of the learners and a significant negative relationship between OCSs and their anxiety level. The findings imply that OCSs are helpful in both increasing EFL learners’ self-efficacy beliefs and reducing their anxiety level. Further implications of the results are discussed in the study. Manuscript profile -
Open Access Article
116 - Students’ perceptions about writing portfolios: A case of Iranian EFL students
Behrooz Ghoorchaei Mansoor TavakoliAmong alternative assessment options, portfolios have received considerable attention in the field of education, but there has been little research exploring students’ perceptions of the portfolio approach or its impact on the learning of writing (Lam, 2013). Ther MoreAmong alternative assessment options, portfolios have received considerable attention in the field of education, but there has been little research exploring students’ perceptions of the portfolio approach or its impact on the learning of writing (Lam, 2013). Therefore, this study aimed at investigating students’ perceptions about the effect of portfolio assessment as a process-oriented assessment mechanism on Iranian EFL students’ English writing and its sub-skills of focus, elaboration, organization, conventions, and vocabulary. Moreover, the study dealt with students’ perceptions about the use of portfolio assessment in EFL writing. Thirty university students were chosen as the participants. They received the treatment i.e. portfolio assessment in an essay writing course. Students’ views and reflections about portfolio assessment were elicited via “Portfolio contribution questionnaire” and individual semi-structured interviews. The results showed that most of the students perceived improvement in overall writing and the sub-skills of focus, elaboration, and organization. Furthermore, students had a positive attitude to the implementation of portfolios. The results have some implications for teaching and assessment of writing in the EFL context. Manuscript profile -
Open Access Article
117 - Effects of Parents’ Education and Academic Involvement on ESP Learners’ Self-Regulation and Language Achievement: A Structural Equation Modelling Analysis
Mahnaz Azad Shokouh Rashvand SemiyariSelf-regulated learning is among the factors receiving considerable attention in educational psychology. Moreover, parents’ education and their academic involvement have found to have their own places in learners’ academic success. Considering the importance MoreSelf-regulated learning is among the factors receiving considerable attention in educational psychology. Moreover, parents’ education and their academic involvement have found to have their own places in learners’ academic success. Considering the importance of the issue, the present study probed the relationship between parents’ education levels and their academic involvement, with Iranian ESP learners’ self-regulation and language achievement. The participants of this study were 460 Iranian university learners selected out of 575 students. As the instruments of this study, a demographic data sheet, Ryan (2005) Parental Involvement Questionnaire, as well as the modified version of Tseng, Dornyei, and Schmitt’s (2006) self-regulatory scale were used. In order to analyze the data, Structural Equation Modeling was used through the AMOS program. The results of the proposed model demonstrating parents’ education levels, parents’ academic involvement, as well as learners’self-regulation and language achievement fit well with the data. The results of SEM showed that parents’ education levels positively and significantly correlated with the learners’self-regulation. Furthermore, the findings of path analysis showed a positive and significant indirect relationship between parents’ education and learners’language achievement. Therefore, it was concluded that parents’ involvement mediated the relationship between parents’ education levels and learners’self-regulation and language achievement. Manuscript profile -
Open Access Article
118 - A Socio-demographic Study of Attitude/Motivation in Learning English as a Foreign Language
Mousa Ghonchepour Mahdiye Pakzad Moghaddam Ezatollah Kalantari Khandani Mohammad Hasan Farrokhi BarfeThis study examined attitude and motivation in teenage Iranian students learning English as a foreign language to explore whether they were instrumentally motivated or integratively. The participants were 85 eleventh-grade high school students who were in the 14 -18 age MoreThis study examined attitude and motivation in teenage Iranian students learning English as a foreign language to explore whether they were instrumentally motivated or integratively. The participants were 85 eleventh-grade high school students who were in the 14 -18 age range. Their language competence was investigated through an EFL test measuring vocabulary, grammar, writing and reading comprehension. They were also asked to fill out a two-part attitude/motivation questionnaire. The SPSS, version 25 and Pearson correlation coefficient were used to analyze data. The results proved that the male participants were equally integratively and instrumentally motivated. The female students were more integratively motivated proving the effect of gender on motivation. They had higher interest and a more positive attitude in learning English than male subjects. Better performance of females in language achievement test confirmed the major part of beginning age in learning English. Moreover, experiencing more dynamic and enjoyable teaching styles had an impact on language learning. Manuscript profile -
Open Access Article
119 - An Attitude-based Study of the Effects of Task-based Assessment on the Iranian EFL Learners' General English achievement
Farzaneh Khabbazi Babanari Mohammad Sadegh Bagheri Firooz SadighiAccording to Montano and Kasprzyk (2008), attitude is determined by the individual's beliefs about outcomes or attributes of performing the behavior (behavioral beliefs), weighted by evaluations of those outcomes or attributes. This study examined Iranian EFL learners&r MoreAccording to Montano and Kasprzyk (2008), attitude is determined by the individual's beliefs about outcomes or attributes of performing the behavior (behavioral beliefs), weighted by evaluations of those outcomes or attributes. This study examined Iranian EFL learners’ attitudes toward the Task-Based Language Assessment (TBLA) and the traditional assessment concerning their General English achievement. One hundred EFL students from Islamic Azad University of Zarghan, Fars Province with the age range of 20-35, participated in this study. The data were gathered using an attitude questionnaire. Frequency Analysis and chi-square were used to show the learners' attitudes towards the task-based assessment in General English ability. Regarding the attitude questionnaire, EFL learners had positive attitudes towards the TBLA utilization in improving their General English achievement and most of the students were satisfied with learning English through the TBLA. Manuscript profile -
Open Access Article
120 - Analyzing the Readability Level of the English Textbooks Used in Jordan
Rami Abu Abdullah KhataybehBecause of the significance of the textbooks in the teaching and learning processes, it is essential to revise them permanently. This study investigated the readability level of the 12th- grade English textbooks and also examined if the reading texts used in Action Pack MoreBecause of the significance of the textbooks in the teaching and learning processes, it is essential to revise them permanently. This study investigated the readability level of the 12th- grade English textbooks and also examined if the reading texts used in Action Pack 12 were suitable linguistically for the 12th -grade students. This study adopted the qualitative descriptive design by using the Fry Graph to calculate the readability level. The researchers chose randomly 20 texts out of 36 texts as a sample of the study. The results revealed that 80% out of the 20 texts were under the level of the 12th-grade students in Jordan. Also, the results indicated that 15 % of the texts were invalid and only 5% of the texts were within the 12th-grade students’ level. The findings also indicated that Action Pack 12 was suitable linguistically for 12th-grade students. Several recommendations are put forth. Manuscript profile -
Open Access Article
121 - CLT in Prospect Series: A Predictive Evaluation of Iranian Junior High School English Textbooks
Ahmad Goodarzi Hiwa Weisi Nouroddin YousofiTextbooks have a chief standing as an essential element of language teaching; therefore, analyzing and evaluating them is imperative to guarantee their efficiency and consistency with the objectives set and expected in language classes. Hence, this study utilizing a Com MoreTextbooks have a chief standing as an essential element of language teaching; therefore, analyzing and evaluating them is imperative to guarantee their efficiency and consistency with the objectives set and expected in language classes. Hence, this study utilizing a Communicative Language Teaching (CLT) model, examined Cognitive, Communicative, and Creature potentials of three Iranian recently published junior high school English textbooks, called Prospect Series. The results showed that the intended books aiming at following the CLT approach failed to satisfy communicative, cognitive, and creative potentials sufficiently and some crucial ingredients of CLT, such as strategy instruction, use of authentic materials, and skills integration. Additionally, the over-emphasis on Iranian culture caused sociocultural aspects of CLT to be relatively neglected in this series, and foreign cultures are roughly avoided. Although the development of the Prospects is surely a step forward toward designing high-quality Iranian English textbooks in Iranian schools, progressive modifications on textbooks are always needed to reach their greatest formats. The findings of this study have useful implications for the Iranian stakeholders in the field of teaching English as a foreign language and the authors of the Prospect series in terms of revising and modifying activities to achieve the highest congruency with CLT tenants. Manuscript profile -
Open Access Article
122 - Textbook Evaluation and Teachers’ Perceptions of Task-Based Language Teaching: A Case of Iranian Bilingual Schools
Fatemeh Pirzad Shirin Abadikhah Fatemeh KhonamriTask-based language teaching (TBLT) with its strong theoretical bases and emphasis on meaningful and interactive use of language has received substantial attention in the context of foreign language teaching. The present study investigated the extent to which TBLT was i MoreTask-based language teaching (TBLT) with its strong theoretical bases and emphasis on meaningful and interactive use of language has received substantial attention in the context of foreign language teaching. The present study investigated the extent to which TBLT was incorporated into the textbooks and the extent to which teachers were aware of its concept in the bilingual education setting in Mazandaran province, Iran. A descriptive qualitative approach, using content analysis of the textbook based on a general task framework (Ellis, 2003) and a survey through a questionnaire, was employed to determine the implementation of tasks. Findings related to the textbook analysis indicated that the number of tasks in the textbook was relatively limited for real communication. Regarding the teachers’ (n=28) perceptions of TBLT, the results of the one-sample t-test analysis revealed that the participating teachers agreed with the idea of using tasks in teaching English language. Based on the findings, it is recommended that TBLT materials should be included in the bilingual textbooks in order to enhance learners’ collaboration and interactional skills. Manuscript profile -
Open Access Article
123 - Quality in English Language Teaching: Postulating a Prospective Quality Enhancement Model
Zahra Kafi Khalil Motallebzadeh Hossein Khodabakhshzadeh Mitra ZeraatpishehThe literature review left the researchers with an unanswered query about whether teachers' years of teaching experience could act as an index for enhancing the quality of teaching learning output. Therefore, the purpose of this study was to propose a quality enhancemen MoreThe literature review left the researchers with an unanswered query about whether teachers' years of teaching experience could act as an index for enhancing the quality of teaching learning output. Therefore, the purpose of this study was to propose a quality enhancement model for the status of private Iranian English institutions. An ex post-factorial design was employed for the study. Thus, 250 male and female EFL teachers filled a previously developed English Language Teaching Quality Indices Survey. The reliability and validity of the survey were checked by Cronbach alpha, 95, EFA and CFA. Then, the researchers calculated the means of ELTQI constructs. The aim was to pinpoint the most prominent components that impact the quality of ELT as "must" to be indices in any educational setting. Besides, the researchers utilized the index with the highest mean as well as the ones which were highly recurrent in the literature and shared relations/predictions with teachers' years of teaching experience. Then, a model was proposed by running CFA, AMOS Software. It included factors like years of teaching experience, 21st century skills, teachers' qualifications and recruitment, teaching activities and methodologies, CPD (Continuing Professional Development) and assessment procedure. The results revealed that all the predictions were supported except for 21st century skills. Also, Teachers’ qualifications and recruitment gained the most importance from the teachers' point of view. As the pedagogical implication, proposing a prospective quality enhancement model can bring about clarity among different stakeholders, teachers, and learners of what is exactly expected of them. Manuscript profile -
Open Access Article
124 - Investigating Translation Theories Course in Iranian Universities: Students’ Expectations and Perceptions in Focus
Samaneh Shahsavarzadeh Hossein Heidari TabriziTo educate knowledgeable students in translation studies, it is essential to examine the real-world expectations of the students and investigate the teaching methods at universities. The main aim of this study was to examine MA students’ expectations of Translatio MoreTo educate knowledgeable students in translation studies, it is essential to examine the real-world expectations of the students and investigate the teaching methods at universities. The main aim of this study was to examine MA students’ expectations of Translation Theories as one of main courses in translation studies MA program in Iranian universities. To do so, MA classes of this very course were selected from different universities in Isfahan and were observed for one semester as the sample of the study. The participants were 107 MA translation students from three different universities in Isfahan, Iran. In order to collect the data, a student course evaluation questionnaire was used and the Chi-square test was run to analyze the data. The results revealed that the students were not satisfied with the course offered. They believed that theories of translation were not applicable because they did not learn how to use theories and how the theories could help them translate a text. In addition, the teaching methods were not satisfactory and did not encourage them for their future expectations. In order to reach its objectives, Translation Theories at the MA program needs revision and there must be satisfactory coordination between students’ expectations, course materials, and teaching methods. The findings of the study can help the curriculum designers to pay more attention to the learners’ needs and help them design an applicable and comprehensive course. Manuscript profile -
Open Access Article
125 - EFL Learners’ Perceptions of Ethics in the Classroom
Minoo AlemiThe present study investigated EFL learners’ perceptions of classroom ethics, and 60 EFL learners participated in an interview and an ethics questionnaire. The analysis of collected data resulted in 13 categories of classroom ethics, including ‘teacher punct MoreThe present study investigated EFL learners’ perceptions of classroom ethics, and 60 EFL learners participated in an interview and an ethics questionnaire. The analysis of collected data resulted in 13 categories of classroom ethics, including ‘teacher punctuality’, ‘fairness and discrimination’, ‘respect and politeness’, ‘being humorous and energetic’, ‘discipline’, ‘rapport’, ‘commitment to the profession and colleagues’, ‘appropriate content of discussion’, ‘responsibility’, ‘adaptability’, ‘reliability and trust’, ‘avoidance of misuse’, and ‘dress code’. The findings showed that all the learners recognized ethics as an essential part of the classrooms while their views differed in ranking some ethics. The most and the least valuable ethics for the participants were ‘punctuality’ and “dress code and appearance” in order. The most important ethics perceived by the learners were ‘punctuality’, ‘rapport’, and ‘being humorous and energetic’. The findings illustrated that the learners’ consideration of ethics was focused on the teachers’ manner and morality in the classroom. Manuscript profile -
Open Access Article
126 - An Exploration of Convergence and Divergence on the Characteristics of Successful Iranian EFL Teachers: Learners’ and Teachers’ Perspectives
Esmaeel Ali Salimi Kiyana ZhalehIn order to expand the literature on the concept of teacher success and buttress the previous findings in this regard, this study attempted to explore characteristics of successful EFL teachers from EFL learners' and teachers' perspectives. Thirty Iranian undergraduate MoreIn order to expand the literature on the concept of teacher success and buttress the previous findings in this regard, this study attempted to explore characteristics of successful EFL teachers from EFL learners' and teachers' perspectives. Thirty Iranian undergraduate EFL learners and 30 EFL teachers were interviewed and also responded to the Successful EFL Teachers Questionnaire. The content analysis of the interview data showed a number of themes emphasized mutually by the two groups; among them being knowledgeable followed by being competent at teaching and conveying knowledge were the most frequent themes. Further interview findings uncovered some themes stated exclusively by learners and some others exclusively by teachers. The descriptive statistics also revealed that the 12 subscales of the questionnaire were ranked mostly in the same order of importance by both groups, and the Mann-Whitney U test outcomes evinced significant differences regarding the perspectives of the learners and teachers only for four subscales of the questionnaire. All in all, based on the results, it was concluded that, compared to the teachers, the learners held a more restricted conceptualization of the qualities of successful EFL teachers. Accordingly, pedagogical implications were suggested in the English language teaching and learning context of Iran. Manuscript profile -
Open Access Article
127 - The Effects of Planning Time Conditions and Writing Type on the Writing Quality of Iranian EFL Writers
Hossein Pourghasemian Mohammad Baqerzadeh HosseiniIn the present study, the effects of four planning time conditions (pre-task, extended task, freewriting, and control) were investigated over the quality of expository and argumentative writings of 108 undergraduate EFL writers. The maximum time limit was 30 minutes for MoreIn the present study, the effects of four planning time conditions (pre-task, extended task, freewriting, and control) were investigated over the quality of expository and argumentative writings of 108 undergraduate EFL writers. The maximum time limit was 30 minutes for all the four groups of the study. The results revealed significantly higher writing quality in the freewriting condition in both argumentative and expository writings. The results also showed that compared with the effects of the writing mode those of the planning time conditions were more decisive on the writing quality. Moreover, argumentative writings were of higher quality than expository writings. Being placed in different writing modes was not decisive in the choice of planning time conditions. The results may have pedagogical implications for EFL writing instructors and theoretical implications for EFL writing researchers. Manuscript profile -
Open Access Article
128 - Investigating the Impact of Genre-Based Teaching (GBT) on Intermediate EFL Learners’ Listening Improvement
Ehsan Namaziandost Sajad Shafiee Meisam ZiafarThe actual classroom implementation and the possible final outcomes of the genre-based approach to listening instruction have not been completely discovered yet. Therefore, this study investigated the impact(s) of genre-based teaching (GBT) on Iranian EFL learners&rsquo MoreThe actual classroom implementation and the possible final outcomes of the genre-based approach to listening instruction have not been completely discovered yet. Therefore, this study investigated the impact(s) of genre-based teaching (GBT) on Iranian EFL learners’ listening proficiency across different proficiency levels. For this aim, 84 EFL learners were chosen. Group A (Experimental and Control Groups) included 40 participants and Group B (Proficient and Less-proficient Groups) consisted of 44 participants. Then the experimental group received the treatment which was teaching listening skill through GBT and the control group received a placebo. In the end, the researcher administered the posttest. Regarding Group A, results of one-way ANCOVA showed that the experimental group outperformed the control group indicating that GBT is a pivotal and fundamental factor for improving listening comprehension. Moreover, in Group B, the findings showed that the proficient group performed outstandingly better than the less-proficient group. The findings may denote implications for EFL listening syllabuses and provide guidelines to designers to accommodate the insights derived from the GBT viewpoint. Manuscript profile -
Open Access Article
129 - LAMP Revalidated: Iranian English-major Learners’ Attitudes and Motivations Regarding Teaching and Learning English Pronunciation
Frahad Tabandeh Elham ParvanehThe field of teaching English as a foreign language (EFL) has recently witnessed a renewed interest in pronunciation; nevertheless, this interest has been mostly directed toward pronunciation instruction even though learners’ instructional gains are heavily depend MoreThe field of teaching English as a foreign language (EFL) has recently witnessed a renewed interest in pronunciation; nevertheless, this interest has been mostly directed toward pronunciation instruction even though learners’ instructional gains are heavily dependent on their attitudes and motivations. Thus, this study aimed to examine the construct validity of learners’ attitudes and motivations for pronunciation (LAMP) inventory in Iranian EFL academic context and investigate Iranian EFL learners’ attitudes and motivations regarding teaching and learning English pronunciation. Accordingly, the LAMP inventory was administered to 364 Iranian English-major undergraduates. The result of confirmatory factor analysis showed that the 8-factor LAMP model fit the Iranian EFL context. In terms of English-major learners’ attitudes, findings revealed that although they had highly positive cognitive and conative attitudes toward pronunciation instruction, they were heavily influenced by negative affective filters acting as a hindrance to their progress. Regarding motivations, English-major learners were mostly influenced by intrinsic and curiosity drives. Nevertheless, contrary to some previous findings, the majority of the respondents showed integrativeness and strove for native-like pronunciation. Therefore, the results imply that syllabus designers and instructors for English-major learners need to place stronger emphasis on pronunciation instruction via challenging, meaning-oriented tasks and computerized methodologies. Manuscript profile -
Open Access Article
130 - EFL Teacher Educators’ Perceptions of Inquiry-based Pedagogy: A Glance through its Prerequisites and Challenges
Rasoul Salehi Parviz AlaviniaTeacher educators play a seminal role in charting a clear roadmap and shedding light on a prosperous pedagogical journey for novice teachers. Though professional development programs today act as a proper springboard for scaffolding the incomplete knowledge of fledgling MoreTeacher educators play a seminal role in charting a clear roadmap and shedding light on a prosperous pedagogical journey for novice teachers. Though professional development programs today act as a proper springboard for scaffolding the incomplete knowledge of fledgling teachers, there seems to be a dire need for expanding the scope of such in-service programs to include more elements of successful teaching such as Inquiry-Based Pedagogy (IBP). Driven mainly by this aspiration, the current study strove to explore the teacher educators’ perceptions of IBP, considering the role and importance of inquiry in EFL instruction as well as the challenges that impede the practices of IBP. To conduct the study, 100 EFL teacher-educators from three Farhangian Universities in Iran were chosen through cluster random sampling. A 40-item questionnaire and a 10-item interview protocol were the instruments utilized for data collection. Data analysis via NVivo program, Factor Analysis, and multivariate analysis revealed teacher educators’ positive perceptions of IBP. The findings offer useful implications for curriculum designers, EFL teachers, and teacher educators, particularly as regards the integration of IBP into education. Manuscript profile -
Open Access Article
131 - A Corpus Study on Linking Adverbials in Two Classroom Spoken Genres
Seyed Foad Ebrahimi Mobin MotamedLinking adverbials as cohesive features tie the ideas to form dynamic and satisfactory text. This study intended to investigate the use of linking adverbials in two spoken genres; student presentations (Class other than a seminar in which one or more students speak in f MoreLinking adverbials as cohesive features tie the ideas to form dynamic and satisfactory text. This study intended to investigate the use of linking adverbials in two spoken genres; student presentations (Class other than a seminar in which one or more students speak in front of the class or lead the discussion) and discussion sections (Additional section of a lecture class designed for maximum student participation; maybe also called recitation). To this end, the study was based on the data collected from a corpus including 11 student presentations and nine discussion sections. The data were taken from MICASE (the Michigan Corpus of Academic Spoken English) corpus and then analyzed based on Liu’s (2008) taxonomy of linking adverbials. The results indicated that in both genres additive and sequential classes of linking adverbials have received similar attention while the two genres were different in the proportion dedicated to the realizations of additive and causal/resultive classes of linking adverbials. The results pointed to differences concerning the use of subclasses adversative linking adverbials in both genres. The results of this study could have a contribution in teaching these important cohesive features in ESL classes aiming to improve students in relation to these two genres. Manuscript profile -
Open Access Article
132 - Perfectionism and Professional Development: Cross-Examining Experienced and Novice EFL Practitioners
Hamid Marashi Paniz EmraniThe role of teacher variables has become a major trend of study in the ELT literature. To this end, the focus of this descriptive study was to consider whether there is any significant relationship between novice and experienced EFL teachers’ perfectionism and pro MoreThe role of teacher variables has become a major trend of study in the ELT literature. To this end, the focus of this descriptive study was to consider whether there is any significant relationship between novice and experienced EFL teachers’ perfectionism and professional development. In doing so, 60 novice and 60 experienced EFL teachers, aged 20-50, who were graduate and/or undergraduate students of EFL related fields participated in this study. The selection was through nonrandom convenience sampling; that is, the teachers who were willing to participate in the study and were teaching at language schools which were available to the researchers were chosen. The data were collected through two questionnaires: Multidimensional Perfectionism Scale (MPS), Teaching, and Learning International Survey (TALIS). Once the researchers had both questionnaires filled by the participants, they conducted the relevant descriptive and inferential statistical analyses. The results revealed that both novice and experienced EFL teachers’ perfectionism was a significant predictor of their professional development. The main imply location of this study is that teacher education centers may wish to invest upon promoting teachers’ perfectionism in order to promote their professional development. Manuscript profile -
Open Access Article
133 - Developing EFL Learners’ Creativity in Writing Skill Through Dynamic Assessment-based Teaching
Narges Zarinkamar Reza Abdi Mehran DavaribinaThe development of students’ creative potential is one of the objectives of educational programs in TEFL. The ability of TEFL teachers to achieve this objective to shape creative learning environments for their own students’ creative potential depends on the MoreThe development of students’ creative potential is one of the objectives of educational programs in TEFL. The ability of TEFL teachers to achieve this objective to shape creative learning environments for their own students’ creative potential depends on their training in such a learning environment. This study attempted to investigate the effect of dynamic assessment-inspired teaching on the creativity of the EFL students, going through creative writing. This study tried to notice which model of dynamic assessment best affects creativity. The creative thinking scale in writing (Torrance, 1990) was used by the researchers to score the descriptors of creative thinking subscales. One-hundred EFL adult learners of both gender who aged between 20 to 22 were recruited to take part in the present study at Soure art and Architecture University, and a sequential explanatory mixed-method design was utilized. The control group received no mediation, and the other two classes received sandwich and cake models of dynamic assessment-related mediations, respectively. A semi-structured interview was conducted with 12 students and three main questions were asked. A thematic analysis was done using qualitative MAXQDA Software which showed a positive attitude of the learners toward this. The results have shown that both the sandwich and cake model of dynamic assessment influenced the creativity of the learners in their writing. Besides, the sandwich model was more beneficial than the cake model. Manuscript profile -
Open Access Article
134 - Politeness in Instagram: The Employment of Gratitude Speech Act by Male and Female English and Persian Users
Rasoul Mohammad Hosseinpur Zeinab Sadat MousaviThe present research scrutinized the use of politeness strategies in gratitude expressions of English and Persian users of Instagram. For that purpose, 200 gratitude posts were collected, 100 of which belonged to English users and the other 100 posts were composed by Pe MoreThe present research scrutinized the use of politeness strategies in gratitude expressions of English and Persian users of Instagram. For that purpose, 200 gratitude posts were collected, 100 of which belonged to English users and the other 100 posts were composed by Persian users of Instagram. This investigation alsoevaluated gender roles in the production of gratitude utterances. Seeking to discover the politeness patterns for each language on Instagram, the data were analyzed based on Brown and Levinson's (1987) taxonomy of positive and negative politeness strategies. The findings suggested some differences in the use of the second (Exaggeration), the forth (Use of in-group identity markers), and seventh (Presuppose/raise/assert common ground) positive politeness strategies, and the seventh negative politeness strategy (Impersonalizing the speaker and the hearer) between the English and Persian users which might be due to some existent cultural transfer, and regarding the gender investigation, no significant differences were observed between females and males of each language. This is indicative of the idea that Instagram has turned into a distinguished genre of language possessing certain features such as gender-free, direct, and intimate language. Manuscript profile -
Open Access Article
135 - Impact of Critical Thinking Instruction Through Argument Mapping Techniques on Iranian Male and Female EFL Learners’ Critical Thinking Ability and Reading Skill
Mohammad Ali Esfandiari Ehsan Rezvani Bahram HadianThis study addressed the impact of teaching critical thinking (CT) principles through argument mapping (AM) techniques on the CT and reading abilities of a number of Iranian male and female EFL learners who studied English at a language institute in Isfahan province. Fo MoreThis study addressed the impact of teaching critical thinking (CT) principles through argument mapping (AM) techniques on the CT and reading abilities of a number of Iranian male and female EFL learners who studied English at a language institute in Isfahan province. For this purpose, 30 male and 30 female intermediate EFL learners were chosen on the basis of their performance on the Oxford Quick Placement Test (OQPT); further, the reading section of an IELTS practice test was applied. For the collection of the required data, California Critical Thinking Skills Test(CCTST), which had been validated in Persian, was conducted twice, once before and once after the treatment. The study employed a quantitative pretest-treatment-posttest design in which AM techniques including information organization, structure reasoning, evidence consideration, assumption identification, evaluation of arguments, and communication of conclusions were introduced to the participants in 6 steps. Then, the CCTST and IELTS reading sections were administered again as the posttests. The statistical analysis of the obtained results using the paired-samples t test, based on the comparison of CT and reading ability according to the scores obtained from the pretest and posttest taken by the male and female learners, revealed the improvement in the five subcomponents belonging CT and reading ability from pretest to posttest. The present study provides insights useful for EFL teachers, learners and materials developers. Manuscript profile -
Open Access Article
136 - Perfectionism, Anxiety and English Language Achievement of Iranian EFL Learners: The Contribution of Performance Goal-Orientation
Pardis Zafarani Saeideh Ahangari Nasrin Hadidi TamjidForeign language learning is often associated with affective factors among which the constructs of anxiety and perfectionism have been recognized as important predictors of language performance. The purpose of this research was to explore the significant influence of Ir MoreForeign language learning is often associated with affective factors among which the constructs of anxiety and perfectionism have been recognized as important predictors of language performance. The purpose of this research was to explore the significant influence of Iranian EFL learners’ socially prescribed and self-oriented perfectionism in the prediction of Foreign Language Anxiety, via the contribution of a mediated variable of achievement goals. Additionally, the associations among these constructs as a predictor of English language achievement were examined. The participants were 400 EFL learners within the age range of 15-30 who enrolled in private language learning institutes in Iran. The participants’ proficiency fell within the range of upper-intermediate to advanced levels. For estimating perfectionism, the Multi-dimensional Perfectionism Scale (MPS) of Hewitt and Flett (2004) and for anxiety factor, Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (2008) was utilized. Finally, Goal-orientation was measured by using Elliot and Murayama (2008) questionnaire. The language achievement was obtained from their final exam scores. Correlation analysis and structural equation modeling (SEM) were used to investigate the data collected. The research findings revealed there exists a relationship among the participants’ perfectionism, FLCA, and English language achievement via the mediating role of performance goal-orientation. The findings have significant theoretical and practical implications for teachers, school psychologists, teacher educators, curriculum designers, and researchers. They contribute to planning learning activities and utilizing various techniques for different types of learners and learning settings to meet the program goals and objectives. Manuscript profile -
Open Access Article
137 - Tracking Modifications of Iranian EFL Teachers’ Pedagogical Beliefs in Interaction between a Pre-Service Teacher Training Program and Teaching Practices
Parisa Etela Hossein Saadabadi Motlagh Saeed YazdaniRecently, the sources of teachers’ beliefs and modifications in their beliefs have received special attention; therefore, this longitudinal study investigated Iranian EFL teachers’ pedagogical beliefs. The study attempted to track possible alterations in pedagogical bel MoreRecently, the sources of teachers’ beliefs and modifications in their beliefs have received special attention; therefore, this longitudinal study investigated Iranian EFL teachers’ pedagogical beliefs. The study attempted to track possible alterations in pedagogical beliefs after participating in a two-year teacher training program and following teaching practices. Through convenient sampling, the researchers selected 24 Iranian EFL teacher students who had teaching experiences of 3-10 years at Islamic Azad University; Shiraz Branch. They collected the required data through a teacher belief questionnaire and a semi-structured interview. The results of both quantitative and qualitative data indicated that teaching practices made a unique influence on the modifications in teachers’ pedagogical beliefs. In other words, the results emphasized the power of teaching practice in any modification in teachers’ beliefs over theoretical teaching. These findings have important implications for teacher educators who seek to modify teachers’ beliefs during teacher training programs. Manuscript profile -
Open Access Article
138 - Reticence and Willingness to Communicate to Predict Daily Class Participation Among Iranian and Iraqi-Kurdistan Kurdish EFL Learners
Hameed Hamasaid Habib Soleimani Atta HamamoradOne of the most important factors influencing the participation of English language learners is the willingness to communicate and trying to reduce reticence. The purpose of this study was to predict daily class participation based on reticence and willingness to commun MoreOne of the most important factors influencing the participation of English language learners is the willingness to communicate and trying to reduce reticence. The purpose of this study was to predict daily class participation based on reticence and willingness to communicate. The sample for the current research was selected from the students of the English language department, College of Basic Education, the University of Halabja in Kurdistan Region of Iraq, and students of the English Language Department at the University of Kurdistan, Sanandaj in Iran and the sample number was 200 people. The data of the present study came from two questionnaires consisted of two scales measuring Reticence scale, and Willingness to Communicate (WTC) scale to measure students’ predisposition towards approaching or avoiding communication. According to the results of regression analysis, reticence can be a significant predictor of students' participation in daily classroom activities. Furthermore, the results indicated that the relationship between willingness to communicate and participation in class activities in both groups of boys and girls was statistically positive and significant. The results of regression analysis also revealed that willingness to communicate can significantly and positively predict students' participation in daily classroom activities. Manuscript profile -
Open Access Article
139 - Learning Objectives of IELTS Listening and Reading Tests: Focusing on Revised Bloom’s Taxonomy
Samira Baghaei Mohammad Sadegh Bagheri Mortaza YaminiThe quantitative-qualitative content analysis study reported in this paper investigated if there was any significant difference between the listening and reading sections of IELTS tests with regard to the representation of learning objectives of Revised Bloom’s ta MoreThe quantitative-qualitative content analysis study reported in this paper investigated if there was any significant difference between the listening and reading sections of IELTS tests with regard to the representation of learning objectives of Revised Bloom’s taxonomy. For this purpose, 16 Academic IELTS listening and reading tests from Cambridge IELTS Academic: Authentic Practice Tests (IELTS 12, 13, 14, and 15) were selected as the material of the study. The content of the tests was codified based on a coding scheme developed by the researchers. The reliability of the coding was evaluated through the inter-coder and intra-coder reliability analyses. The frequency, Chi-square and Cramer's V tests were employed to analyze the data.The results indicated that IELTS listening and reading tests mostly included Understanding Factual and Conceptual Knowledge, respectively. Furthermore, the results showed that there was a substantial difference between IELTS listening and reading tests with regard to the inclusion of learning objectives. It was concluded that the listening and reading tests of IELTS assessed different learning objectives. The implications of the study suggest that IELTS candidates, teachers, and researchers should take the different learning objectives represented in IELTS listening and reading tests into consideration. Manuscript profile -
Open Access Article
140 - Exploring Language Mindsets, Goal orientations, and Responses to Failure: Proficiency Level in Focus
Forough Sadeghi Firooz Sadighi Mohammadsadegh BagheriThe priming of different mindsets is expected to guide L2 students to pursue different achievement goals in language learning that direct them to respond differently in challenging situations.This study assessed a significant predictor variable(s) of goal orientation in MoreThe priming of different mindsets is expected to guide L2 students to pursue different achievement goals in language learning that direct them to respond differently in challenging situations.This study assessed a significant predictor variable(s) of goal orientation in mindset variables and a significant predictor variable(s) of responses to failure among mindsets and goal orientations.Thequestionnaires were distributed to 68 university students.Several semi-structured interviews with 10 university students were done.T-test, multiple hierarchical regression analyses,and thematic analysis was employed to analyze the data. The results showed a significant difference between high and low proficient students regarding mindset and goal orientation. It showed that their mindset positively predicted their goal orientation, furthermore, mindset and goal orientation positively predicted responses to failure. Results of interviews showed that language learning mindset could be improved by hardworking.It was concluded that L2 studnets who held a growth mindset became more proficient; they were inspired to learn more and held more learning goals. The study may have implications forsyllabus designers and material developers. Manuscript profile -
Open Access Article
141 - Mother Tongue Integration into Focus-on-Form Instruction: A Case of Writing Accuracy at the Sentence Level
Nargess Nourizadeh Amir ValadiAccording to option-based conceptualizations of Focus on Form instruction (FonF), put forward by Ellis (2012), in EFL contexts employing mother tongue can be a viable option to be embedded in FonF instruction. This study investigated the use of the mother tongue in FonF MoreAccording to option-based conceptualizations of Focus on Form instruction (FonF), put forward by Ellis (2012), in EFL contexts employing mother tongue can be a viable option to be embedded in FonF instruction. This study investigated the use of the mother tongue in FonF instruction and its possible effect on language learners’ written performance. To this end, 100 language learners at elementary and intermediate levels of proficiency, in four groups of 25, participated in this study. Two experimental groups received four FonF instructive sessions mediated by their mother tongue, and for the other groups, no L1 use was allowed. After the instruction, the participants were required to take tests in which the intended grammatical structures were supposed to be produced in a written format. The results showed that the learners receiving the L1-mediated instruction outperformed their counterparts. The findings were discussed psycho-linguistic factors involved in language data processing, and they can be useful to language teachers in the EFL contexts regarding making decisions about using L1 in L2 language teaching contexts. Manuscript profile -
Open Access Article
142 - Evaluating the Presentation and Practice of Reading Skill in Vision 3 and its Workbook Using Two Frames of Reference: Categories of a Taxonomy and Perspectives of English Teachers
Mavadat SaidiTextbooks provide a framework for the English language teaching curriculum. Among different skills and components covered in the ELT materials, reading comprehension is conceived as an inalienable skill required to expand the students’ knowledge of the language. R MoreTextbooks provide a framework for the English language teaching curriculum. Among different skills and components covered in the ELT materials, reading comprehension is conceived as an inalienable skill required to expand the students’ knowledge of the language. Reading passages are accompanied by a set of questions to check the students’ comprehension and enhance their reading efficiency. Focusing on the reading sections of the newly compiled English textbook for the 12th-grade students, the current study attempted to investigate reading comprehension questions accompanying the reading passages in Vision 3 and its workbook adopting Freeman’s (2014) taxonomy. Furthermore, it elicited 80 teachers’ perspectives on the reading sections utilizing the relevant items from an eclectic checklist. To deepen the results, eight teachers also provided their comments. First, the reading comprehension questions in Vision 3 and its workbook were analyzed and assigned to the categories and subcategories proposed in the taxonomy. The frequency and percentage values showed that Language questions were the most frequent category in Vision 3 while Content questions were the most prevalent of all in the workbook. Among the subcategories of reading comprehension questions, Form questions were the commonest type in the student book whereas both Forma and Personal Response questions were the most frequent of all in the workbook. In addition, the results of the Kruskal Wallis test revealed a significant difference between the student book and its workbook in terms of the frequency of Content questions. The analysis of the teachers’ perspectives also demonstrated their discontent with the reading sections in that book that failed to provide the students authentic texts and challenging questions and activities. Notwithstanding the dramatic positive changes in Vision 3 concerning other skills and components, the findings showed that it needed to be revisited and revised considering the reading comprehension skills and sub-skills. The study raised the material developers’ consciousness about the existing reading comprehension questions in both the student book and its workbook. It further enabled the teachers to identify the missing types of questions and develop supplementary materials to enhance the students’ reading comprehension skills. Manuscript profile -
Open Access Article
143 - Exploring Contents of Peer Feedback Dynamics Using Patterns of Pair Interaction: Iranian EFL Learners' Written Discourse in Focus
Ahmadreza Jamshidipour Hamidreza Khalaji Faramarz AzizmalayeriThis study investigated the content of peer feedback dynamics using patterns of pair interaction among Iranian EFL learners in English writing class, making use of Audio Stimulated Recall (ASR) interview and the compositions. This qualitative case study was conducted co MoreThis study investigated the content of peer feedback dynamics using patterns of pair interaction among Iranian EFL learners in English writing class, making use of Audio Stimulated Recall (ASR) interview and the compositions. This qualitative case study was conducted comprising twelve EFL learners at Poldokhtar University. Three kinds of data, including semi-structured interviews, writing assignments, and the artifacts of peer feedback dynamic using patterns of pair interaction, were analyzed by software NVivo 8.0. The findings revealed that the quality of writing was improved by peer feedback dynamics using patterns of pair interaction; the content of peer feedback dynamics became more detailed and various, and the content of peer feedback dynamics focuses on the six aspects including mechanics, syntax, error correction, pragmatic functions, word choice, and style.Specifically, students perceived the contents of the writing, reinforced their critical thinking ability, and enhanced their social interaction skills. Hence, peer feedback should be implemented in L2 writing. Some implications of the study were discussed. Manuscript profile -
Open Access Article
144 - The Effectiveness of Using Multimedia in Smart Classes on Improving Reading Disorders, Word Chain, and Word Comprehension in Late Learning Students
Firuz Akhundi Yamchi Haniyeh Davatgar Asl Nader Asadi AidinlooThe present research scrutinized the effectiveness of using technology and multimedia in smart classrooms on improving reading disorders, word chain, and word comprehension in late learning students. For this purpose, 34 male students with reading disorders (dyslexia) w MoreThe present research scrutinized the effectiveness of using technology and multimedia in smart classrooms on improving reading disorders, word chain, and word comprehension in late learning students. For this purpose, 34 male students with reading disorders (dyslexia) were selected as a sample based on the Wechsler IQ test, andKoromi Nouri and Moradi’s dyslexia test. The participants were selected from primary schools in Marand city in the academic year 2019-2020. This study isquasi-experimental research with pretest and posttest. The experimental and control groups included 17 participants, which were randomly assigned to each group. Both groups were evaluated by a diagnostic reading test as a pretest. The experimental group was taught in smart classes for 12 sessions for a year and each session was 90 minutes, yet the control attended in normal classes without using any technology and multimedia. At the end of the year, both groups were re-evaluated using the posttest. The data were analyzed by ANOVA test. The results showed that teaching based on multimedia in smart classrooms improved reading disorders, word chain, and word comprehension in retarded children.The findings can be of great importance for teachers and parents. Manuscript profile -
Open Access Article
145 - (Dis)empowerment Role of Assessment in English Section of Iranian University Entrance Exam: EFL University Students Perspective in Focus
Mahbubeh Mahmudi-Nasrabadi Omid Tabatabaei Hadi Salehi Mahmud MehrabiThe University Entrance Exam (UEE) in Iran, a high-stakes test in a multiple-choice form, has a significant effect on its stakeholders. This mixed-methods study investigates how freshman TEFL pupils experienced this nation-wide type of assessment and its (dis)empowermen MoreThe University Entrance Exam (UEE) in Iran, a high-stakes test in a multiple-choice form, has a significant effect on its stakeholders. This mixed-methods study investigates how freshman TEFL pupils experienced this nation-wide type of assessment and its (dis)empowerment role-taking advantage of Messick’s framework. One-hundred freshmen university TEFL students as participants of this study were conveniently and purposefully selected from Isfahan, Shiraz, and Tehran state universities. A validated questionnaire and group interviews were utilized to collect the data of this study. The data was analyzed and described through descriptive statistical procedures. Based on the results, Freshmen TEFL students considered the UEE mainly unreliable, while they held positive views towards its validity based on the modules of Messick’s framework. The overall analysis of the results pointed to the disempowerment role of the test. Furthermore, the obtained results underscored the necessity of more performance-based modes of assessment, such as using portfolios to be included in UEE. The results of the study bear useful implications for high-stake test constructors and policymakers. Manuscript profile -
Open Access Article
146 - Revisiting Blended Learning in TPACK: A Content-Based Study of Themes and Implications
Mojgan Barekat Amin Naeimi Ashraf Haji MaibodiBlended learning is used in education to combine information and communications technology. The technology role in blended learning might be improved in cases of effectively combining different aspects such as pedagogy, content, and knowledge. TPACK framework brings tog MoreBlended learning is used in education to combine information and communications technology. The technology role in blended learning might be improved in cases of effectively combining different aspects such as pedagogy, content, and knowledge. TPACK framework brings together these conceptionsnto workable solutions for blended learning instruction. It seems crucial to have digitally literate teachers. Digital literacy is far beyond supporting teachers to understand and engage with the world; it enables them to challenge, shape, and change their worlds. With the integration of pedagogy, technology, and TPACK in teaching, utilization of the blended learning model requires an overview. This study is a systematic review of blended learning, digital literacy, and TPACK to identify the blended learning research's main themes and implications. To this end, 20 research articles on blended learning and TPACK, which were selected from applied linguistics journals published by Iranian universities, were reviewed. The findings revealed that the main themes were advantages, difficulties, proper use, disadvantages, the effect of learners' differences, teachers' characteristics, and comparison of different contexts. Besides, the most prominent theoretical implications were the importance of technology, the role of teachers, the change and development of blended learning, and the development of learners' autonomy. The findings of this study could propose a roadmap to facilitate the adoption of blended learning, which is one of the possible solutions to face the major challenges of education in the current era. Manuscript profile -
Open Access Article
147 - Ecospiritual Pedagogy: A Learning Centric Educational Practice
Siddhartha Dhungana Bharat NeupaneThis article discusses a twofold educational system, i.e. ecospiritualism that intertwines ecopedagogy and spiritual intelligence. It explores a discourse on ecological and spiritual dimensions from secondary resources referring to the East and West practices. The discu MoreThis article discusses a twofold educational system, i.e. ecospiritualism that intertwines ecopedagogy and spiritual intelligence. It explores a discourse on ecological and spiritual dimensions from secondary resources referring to the East and West practices. The discursive thematic analysis constitutes ecospiritual pedagogy since the future world needs an integration between human and non-human facts of existence. It incorporates eastern spiritual values; concepts of ecopedagogy; western practice in spiritual intelligence; Leopold's idea on integration of land and people; and spiritual basis of science of neuroplasticity. After getting through thematic analysis, it will conclude with the three possible ecospiritual pedagogic practices. At first it ensures teacher's spiritual rigor with a higher order of tripartite consciousness, i.e. tamas, rajas and sattva. Secondly, it focuses on pedagogic procedure leading through the three yogic practices, i.e. karma, bhakti and jnana. At last, it ensures supreme affinity between human and non-human existence by bringing contents and activities in amalgamation. Moreover, it proposes necessary research to concretize educational resources by suggesting adopting local spiritual and ecological practices and values from their own traditions. Manuscript profile -
Open Access Article
148 - How Linguistically Anxious Are Chinese EFL Students ? A case study of some migrant students in Xijiao School, Ningbo, China
Zhang Jianmin Ma ChenStudies of foreign language anxiety normally focus on either students at college or high schools, but this investigation concentrated on two junior schools: one consisting of migrant students; the other of urban students. It is intended to compare hypothesized differenc MoreStudies of foreign language anxiety normally focus on either students at college or high schools, but this investigation concentrated on two junior schools: one consisting of migrant students; the other of urban students. It is intended to compare hypothesized differences between the two types of students concerning language anxiety. The research used the Foreign Language Classroom Anxiety Scale (FLCAS) to measure the level of language anxiety of all the participants. Using the same procedures and standards to collect data from two schools, it investigated whether EFL migrant students experience a higher degree of language anxiety than their urban peers. After looking at the three main components of foreign language anxiety-communication apprehension, test anxiety, and fear of negative evaluation, it is concluded that foreign language anxiety of migrant students was more significantly experienced by most of the migrant students in question as compared with their peers. The study went a step further to investigate the possible factors leading to language anxiety among migrant students. The data from interviews and the questionnaire conducted on these students showed that lack of continued and coherent instruction, teachers’ unawareness, parents’ inadequate attention, and stress from peers are found to be the major factors. New geographical and social surroundings were additional factors leading to a higher level of language anxiety which aggravates their low self-esteem and poor language performance. The study is of practical significance to language teachers as they might use the findings to guide their daily teaching. Manuscript profile -
Open Access Article
149 - A Qualitative Study of Experience in Forming Teachers’ Cognition on the Concept of Language Noticing
Zahra Zargaran Mohammad Khatib Parviz Birjandi Masoud Yazdani MoghadamAwareness, in language learning, is a focused area of debate encompassing many different aspects of language teaching research, especially that of grammar. Although the learner’s awareness has been widely taken into account, noticing, which embraces the meaning of MoreAwareness, in language learning, is a focused area of debate encompassing many different aspects of language teaching research, especially that of grammar. Although the learner’s awareness has been widely taken into account, noticing, which embraces the meaning of awareness, is something that lacks empirical data and literature in teacher’s cognition when it comes to second language teaching studies. Therefore, this qualitative study aimed to explore the teachers’ theoretical and practical cognition in conceptualizing and using noticing in teaching and practicing language; in addition, the congruency between teachers’ theoretical beliefs and actual practices were investigated. To this end, a total of 30 novice and experienced teachers were interviewed and the role of teaching experience as an overarching concept affecting teachers’ beliefs and performance was detected by using constant comparative analysis. Findings revealed seven conceptual themes out of the collected data as pedagogical effects, type of input, skill type, when to notice, noticing techniques, time allocation, and measurement. Then, six teachers from the same sample group were observed for possible inconsistencies in their teaching practices and their cognition about the concept. The discrepancies between the teachers’ stated beliefs and actual practices revealed that teaching experience has a relative impact on teacher’s performance. Manuscript profile -
Open Access Article
150 - Designing and Validating an Evaluation inventory for the Effect of Hidden Curriculum on Teacher Identity
Somaye Shirani Zohre MohamadiHidden curriculum might have a substantial effect on teachers’ identity although the two variables might have been under-researched, and there appears to have been no instrument to uncover the issue more specifically. The present study aimed to develop and validat MoreHidden curriculum might have a substantial effect on teachers’ identity although the two variables might have been under-researched, and there appears to have been no instrument to uncover the issue more specifically. The present study aimed to develop and validate a potential inventory to examine the effect of the Hidden Curriculum on Teacher Identity (HCTI). To do so, 350 Iranian English as Foreign Language (EFL) teachers volunteered to be interviewed in semi-structured interviews to elicit the hidden factors that potentially affect teacher professional identity construction. The final inventory was a questionnaire with 51 items which was subject to reliability and construct validity issues. Reliability and factor analysis results indicated that the questionnaire enjoyed high psychometric properties. Besides, factor analysis indicated 44 items loaded on three components of 1) Hidden Curriculum and Self-Efficacy Dimension of EFL Teacher Identity, 2) Hidden Curriculum and Pedagogical Dimension of EFL Teacher Identity, and 3) Hidden Curriculum and Social Dimension of EFL Teacher Identity. Findings contributed to the effective roles that hidden curriculum could play in shaping and developing teachers’ identity. Manuscript profile -
Open Access Article
151 - Comparative Study of Hedges Utilization by Iranian and Native American Researchers in Applied Linguistics
Sharareh Sadat Sarsarabi Samaneh ZolfaghariAcademic writing, similar to the other types of writing, would be operative if authors employconventions which the other associates of their community recognize familiar and conclusive. Principally, writing includes generating a text that we accept the reader will under MoreAcademic writing, similar to the other types of writing, would be operative if authors employconventions which the other associates of their community recognize familiar and conclusive. Principally, writing includes generating a text that we accept the reader will understand and believe, and reading includes drawing on conventions according to what the author is demanding to do. It is widely believed that, one of the most important aspect of scientific discourse is to consider data and the results obtained from the gathered data. The sentences of a written discourses signify the writers’ opinions (Stubbs,1986), academic authors are required to offer their statements thoughtfully, and specifically to satisfy expectations of discourse community, and to start a dialogue with their readers. The purpose of the present study was to examine the frequency and types of hedging devices in Discussion and Result sections of applied linguistics articles. To this end, 20 articles were selected form the leading journal; 10 by native English speaker EFL scholars and 10 by Iranian EFL scholars. After categorizing hedging devices based on Salager-Meyer’s (1994) taxonomy, and recording the type and frequency of hedges, it was found that there was no significant difference between Iranian and American writers in terms of utilizing hedging devices in their discussion and result sections. Manuscript profile -
Open Access Article
152 - Iranian EFL Young Learners’ Responses to the Implementation of Collaborative and Individual Reading Activities in Reading Sessions
Mania Koohafkan Faramarz Azizmalayeri Hossein AhmadiThis qualitative study investigated EFL young learners’ responses to reading activities in reading sessions. It was an attempt to examine students’ responses towards the implementation of individual and collaborative reading activities in teaching reading as MoreThis qualitative study investigated EFL young learners’ responses to reading activities in reading sessions. It was an attempt to examine students’ responses towards the implementation of individual and collaborative reading activities in teaching reading as a foreign language in reading sessions. To this purpose, 16 Iranian EFL young learners at a primary bilingual school in Tehran together with their English teachers contributed to the study. They were both randomly selected from available teachers and students in Tehran. The learners were around eight years old. The study lasted for 12 weeks. The method used in this study was qualitative. Teachers’ reflective journals, some participant observations, and face-to-face interviews with teachers were the instruments used in this study. The data elicited from the interview transcripts and observations transcription were analyzed inductively. The narrative analysis of interview transcription was coded into themes. The results indicated that collaborative and individual reading activities in reading sessions have a positive effect on young learners’ reading comprehension. Moreover, the students showed noticeable responses to the implementation of collaborative reading activities in reading sessions. Manuscript profile -
Open Access Article
153 - Citation Practices in Applied Linguistics Research Articles: A Comparison of International and Iranian Journals
Yasamin Ebadi Behruz Lotfi Gaskaree Mohammad DoostyIn academic writing, citation employs different phraseological patterns to serve a number of significant functions. The purpose of this study was to examine the citation practices in Iranian and international applied linguistics journals to determine how differently or MoreIn academic writing, citation employs different phraseological patterns to serve a number of significant functions. The purpose of this study was to examine the citation practices in Iranian and international applied linguistics journals to determine how differently or similarly the two groups of journals use the citation in their writings. The data consisted of a corpus of 120 articles published by Iranian and international applied linguistic journals. WordSmith Tools (Scott, 2009) computer software was used to extract the citation patterns in different sections of the articles. Then, employing Petric’s (2007) and Thompson and Trimble’s (2001) frameworks, the phraseological patterns and rhetorical functions of citation practices were analyzed quantitatively and qualitatively. The results showed that Iranian researchers, unlike international researchers, tended to use integral citations by emphasizing the writers rather than information; yet, international researchers preferred non-integral citations. The results also revealed that there is a relationship between articles sections and the type of citations applied. Moreover, the analysis of citations based on Petric's (2007) framework demonstrated that Iranian and international writers prefer using attribution function. In conclusion, the study argued that the phraseological patterns used to report these functions should receive more attention to avoid plagiarism. Manuscript profile -
Open Access Article
154 - ICT Comes to ESP Course: Iranian Students and Teachers’ Perceptions of ICT Integration into ESP Instruction
Bahareh Keshtiarast Hadi Salehi Omid Tabatabaei Roya BaharlooieThe present study aimed to examine ESP teachers and students’ perceptions of using Information and Communication Technology (ICT) in English for Specific Purposes (ESP) to identify advantages and potential challenges in using ICT in the Iranian ESP context. The sa MoreThe present study aimed to examine ESP teachers and students’ perceptions of using Information and Communication Technology (ICT) in English for Specific Purposes (ESP) to identify advantages and potential challenges in using ICT in the Iranian ESP context. The sample under study was 100 undergraduate students and three TEFL teachers. An adapted questionnaire and a semi-structured interview were employed for data collection. The results showed that although most of the participants had positive perceptions of benefits of ICT integration in ESP instruction, lack of infra-structures, insufficient time, lack of syllabus consist of ICT-based materials, lack of teachers’ competence, lack of positive attitudes, and social and cultural barriers prevented them from using ICT. The results of this study have practical implications for changing from the status quo ESP teaching in Iran to ICT-based ESP teaching and for enriching ESP courses through incorporating ICT-based materials in the ESP curriculum. Manuscript profile -
Open Access Article
155 - The Impact of a Custom-Made Vocabulary Application on the Vocabulary Recognition of Iranian EFL Learners
Faramarz Kazemainy Hamed Barjesteh Nassim Golaghaei Atefeh Nasrollahi MouzirajiVocabulary Guru (VG) is a custom-made mobile application (app) developed based on the task model and agile methodology via qualitative needs analysis. This investigation intended to assess the impact of VG on EFL learners’vocabulary recognition. First, 84 academic MoreVocabulary Guru (VG) is a custom-made mobile application (app) developed based on the task model and agile methodology via qualitative needs analysis. This investigation intended to assess the impact of VG on EFL learners’vocabulary recognition. First, 84 academic vocabularies were selected, based on their frequencies defined by the Corpus of Contemporary American English (COCA) (Davies, 2017) and the Academic Core Vocabulary Website (Davies & Gardner, 2019). From 141 university students, 60 intermediate female students were selected who were randomly assigned to an experimental group and a control group. The experimental group practiced the target vocabularies via VG, whereas the control group learned them via the conventional method. A vocabulary recognition test was developed and administered twice to both groups. Finally, two paired samples t-tests and two independent samples t-tests were utilized to estimate within and between-groups differences. The findings revealed that the experimental group outperformed the control group significantly. Manuscript profile -
Open Access Article
156 - Effects of Critical Thinking on Writing Cause and Effect Essays by Iranian EFL Learners
Mehran MemariThe goal of the current study was to investigate the effects of critical thinking skill on EFL learners’ cause and effect essay writing and their attitudes towards it. To achieve this goal, 60 Iranian upper-intermediate EFL learners were randomly divided into two MoreThe goal of the current study was to investigate the effects of critical thinking skill on EFL learners’ cause and effect essay writing and their attitudes towards it. To achieve this goal, 60 Iranian upper-intermediate EFL learners were randomly divided into two equal control and experimental groups. After evaluating their knowledge of writing, the conventional teaching methods were used for the control group while an eight-step method was used to promote the critical thinking skill for the experimental group. Then the participants sat for the second test to assess the effect of critical thinking instruction and to compare the groups with each other. Elicitation of their attitudes towards the method was done by the questionnaire. The results revealed that the critical thinking instruction had meaningful consequences on the cause and effect essay writing of the participants, and the participants had positive attitudes towards the training. The findings of the research can recommend useful suggestions for the instruction of writing and critical thinking skills. Manuscript profile -
Open Access Article
157 - Foreign Language Classroom Anxiety, Positive Orientation, and Perceived Teacher and Student Emotional Support among Iranian EFL Learners
Shiva Azizpour Javad GholamiResearch has demonstrated that many factors underlie foreign language classroom anxiety. This correlational study is an attempt to investigate the relationship between foreign language classroom anxiety (FLCA), positive orientation, and perceived teacher and student emo MoreResearch has demonstrated that many factors underlie foreign language classroom anxiety. This correlational study is an attempt to investigate the relationship between foreign language classroom anxiety (FLCA), positive orientation, and perceived teacher and student emotional support among Iranian EFL learners and examine the predictive power of positivity and perceived teacher and student emotional support on FLCA of Iranian EFL learners. To this end, 213 Iranian teenage and adult beginner EFL learners (127 teenagers and 86 adults) filled out the FLCA scale (Horwitz, Horwitz, & Cope, 1986), the positivity scale (Caprara, Alessandri, Trommsdorff, Heikamp, Yamaguchi, & Suzuki, 2012), and the teacher and student emotional support scales (Johnson & Johnson, 1983). Afterward, the researchers examined the correlations among variables, and multiple regression was run to find out the predictive power of positive orientation and perceived teacher and student emotional support on classroom anxiety. The findings revealed that there were significant relationships among all variables. Further, positivity and perceived teacher and student emotional support significantly predicted FLCA levels of Iranian teenage and adult beginner EFL learners. It is noteworthy that EFL teachers require formal training to establish rapport and positive relationships with their students, minimize their FLCA, and create a friendly, supportive, and non-threatening learning environment in their EFL classes in Iranian language schools. Manuscript profile -
Open Access Article
158 - An Account of Iranian EFL Learners’ Reading Comprehension in a Culture-Based Instructional Environment: Does Gender Play a Role?
Ehsan Namaziandost Sajad ShafieeOne of the major issues in language learning classrooms is familiarity with the cultural perspective of reading materials. Learners' insufficient knowledge of the target culture of language brings about some difficulties to understand the target reading materials. Conse MoreOne of the major issues in language learning classrooms is familiarity with the cultural perspective of reading materials. Learners' insufficient knowledge of the target culture of language brings about some difficulties to understand the target reading materials. Consequently, learners' motivation to learn the new language would be diminished. Thus, the current study aimed to investigate the impact of teaching cultural materials on improving Iranian EFL learners’ reading comprehension across two genders. To this end, 150 upper-intermediate male (n = 75) and female (n = 75) EFL learners out of 250, were selected through administering an Oxford Quick Placement Test (OQPT). The participants of each gender were randomly assigned into three equal groups: group A (Target Culture = TC), group B (Source Culture = SC), and group C (Culture-Free = CF). Then, a reading comprehension pretest was administered to assess the participants’ reading comprehension at the beginning of the course. After the pretest, the researchers practiced the treatment on the three groups. Each group received reading comprehension materials that reflected a particular culture. During the treatment, some reading passages related to American and English culture (for group A), Persian culture (for group B), and culture-free materials (for group C), were taught. Finally, a posttest of reading comprehension was administered after the treatment. The results showed that teaching culturally oriented materials improved the Iranian EFL learners’ reading comprehension better. Furthermore, the findings demonstrated that there was no significant difference between male and female learners’ reading comprehension posttest. In light of the findings, a number of conclusions are drawn and several implications are put forward. Manuscript profile -
Open Access Article
159 - The Contributions of Input Enhancement of Collocations to the Reading Comprehension Performance of Iranian Field-Dependent and Field-Independent Learners
Tahere Mohammadi Alireza AmjadiparvarThe present study aimed at examining the possible impact of input enhancement of collocations on the reading comprehension among Iranian Field-Dependent (FD) and Field-Independent (FI) students. Firstly, 120 intermediate female EFL learners took a Nelson proficiency tes MoreThe present study aimed at examining the possible impact of input enhancement of collocations on the reading comprehension among Iranian Field-Dependent (FD) and Field-Independent (FI) students. Firstly, 120 intermediate female EFL learners took a Nelson proficiency test and the results were used to select 90 students who were given Group Embedded Figures Test (GEFT) to distinguish the FD learners from the FI ones. Ultimately, 28 FD and 28 FI learners were left. These learners were classified into four groups, two of which consisted of 14 FD, and the other two comprised 14 FI learners. One FD and one FI group served as the experimental groups while the other two were control groups. A reading pretest was given to all groups and the researchers incorporated techniques of input enhancement of collocations in the texts covered in the experimental groups. In control groups, the same materials with no enhancement were administered. Having finished the eight treatment sessions, the researchers gave all four groups the reading comprehension posttest whose results were used to examine the research questions. Since the two independent variables of the current study were categorical, and the dependent variable and covariate were continuous, ANCOVA was employed to do the data analysis. Based on the statistical analysis outcome, input enhancement of collocations had a significant impact on the reading comprehension performance of Iranian field-dependent learners. Yet, it had no significant effect on the Iranian FI learners’ reading comprehension performance. Finally, the findings showed that input enhancement of collocations had a significant effect on the reading comprehension performance of Iranian FD and FI EFL learners differently; that is, FD learners outperformed the FI ones. The findings of the study imply that teacher training courses should include some training on input enhancement techniques and cognitive styles so that teachers’ awareness regarding input enhancement andtheir cognitive styles were raised. Manuscript profile -
Open Access Article
160 - Learning Styles and Attention Control; the Case of Iranian Female EFL Learners
Hamid Gholami Ensieh Aramesh Samira GolshaniThis study aimed to find out the most dominant learning style among Iranian EFL learners and the potential differences in attention control of the learners with various learning styles. In doing so, the Grasha-Richmann scale and a Victoria Stroop test were applied. A on MoreThis study aimed to find out the most dominant learning style among Iranian EFL learners and the potential differences in attention control of the learners with various learning styles. In doing so, the Grasha-Richmann scale and a Victoria Stroop test were applied. A one-way ANOVA and then a post hoc test was run to find out the possible differences among learners with various learning styles in terms of attention control. The findings revealed the most preferred style was the Independent style, by contrast, the participative was the least frequent one. In addition, the avoidant learning style was not found in EFL learners' preferences. A one-way ANOVA test was run to find out the attentional control differences in learners with various styles. The results indicated a significant difference among learners in terms of attention control and also language learners with independent learning styles performed better on the attentional control test. Manuscript profile -
Open Access Article
161 - Comparing the Effectiveness of Employing Convergent and Divergent Tasks to Improve Iranian EFL Learners’ Writing Skill and Reading Comprehension Ability: Does Gender Matter?
Amirnader Elahi Davood Mashhadi Heidar Valeh ValipourTask-based language learning offers learners the rich input they need to study the target language and contributes to developing intrinsic motivation in the classroom (Ellis, 2020). Thus, the present study explored the effect of employing convergent and divergent activi MoreTask-based language learning offers learners the rich input they need to study the target language and contributes to developing intrinsic motivation in the classroom (Ellis, 2020). Thus, the present study explored the effect of employing convergent and divergent activities to improve male and female learners’ reading comprehension and writing abilities. To fulfill the purpose, a quasi-experimental study was designed and, through a homogeneity test, 32 female and 28 male students at the intermediate level were chosen. Then, they were randomly divided into four experimental groups. They underwent the teaching based on convergent and divergent activities principles. Accordingly, the results of ANCOVA indicated that male learners benefited from divergent activities, whereas convergent activities were significantly beneficial to female learners. More importantly, the result of MANOVA depicted that there was a statistical difference across gender. A follow-up Scheffe’s post-hoc test was also conducted to locate the exact areas of differences. Results showed that female learners in convergent groups obtained the highest mean scores for writing and reading posttests. Finally, pedagogical implications suggested that EFL practitioners should address the gender differences in learning style preferences to design effective input-based and output-based tasks to encourage the learners to participate in an active learning environment. Manuscript profile -
Open Access Article
162 - The Potential of Using Kahoot to Empower EFL Learners : An Experience of Game-based Learning
Mohammad Bagher Khatibi Alireza BadelehThese days, educationists and students are growing enthusiasm for digital learning which is based on pedagogical games. A review of the body of research confirms that these online instructional games are efficient at getting the learners involved in the learning process MoreThese days, educationists and students are growing enthusiasm for digital learning which is based on pedagogical games. A review of the body of research confirms that these online instructional games are efficient at getting the learners involved in the learning process. The present research investigates using an online educational game-based platform called Kahoot to enhance learning English for Academic Purposes (EAP) and sustains the hypothesis that it enriches the traditional, teacher-centered classrooms by having EFL learners more engaged, motivated, and involved. Applying a mixed-method study, around 100 EFL undergraduates were surveyed and evaluated based on a semester-long involvement in Kahoot games in an EAP course. The subjects were interviewed for their perceptions of using Kahoot and also evaluated statistically by their performance on the achievement test of the course. The findings of the project confirm an enhancement of the EFL learners' language skill performance. Furthermore, Kahoot helped EFL learners experience a high degree of engagement in comparison with traditional teaching methods. Besides, new horizons toward the future of application of Kahoot in EFL learning are discussed. Consequently, both parts of the study i.e., qualitative and quantitative, approved that playing Kahoots, as a platform for game-based learning, was highly engaging, educationally helpful, and motivating. Manuscript profile -
Open Access Article
163 - Shedding Light on Ecological Critical Language Awareness Construct: A Questionnaire Development and Validation Study in the Iranian EFL Context
Ghazaleh Cheraghpour Samvati Parviz Maftoon Mojgan RashtchiThe study of ecolinguistics to date has been reserved for the field of discourse analysis. However, applying ecolinguistics in pedagogical contexts is a promising way to increase learners’ critical language awareness. To realize this potential, one needs validated MoreThe study of ecolinguistics to date has been reserved for the field of discourse analysis. However, applying ecolinguistics in pedagogical contexts is a promising way to increase learners’ critical language awareness. To realize this potential, one needs validated measures to quantify learners’ critical language awareness in ecological contexts to conduct research in this field. In the absence of any instrument to measure language learners’ ecological critical language awareness, the researchers of this study developed and validated a questionnaire. An exploratory sequential mixed methods design with two phases was employed. In the exploratory and qualitative phases, the researchers defined the construct and developed a questionnaire based on the underlying factors of the construct. After taking several steps to ensure its content validity, the questionnaire was administered to 200 intermediate-level EFL learners who were selected through convenience sampling. In the quantitative phase, the participants were exposed to ecolinguiscally-informed teaching materials in an English pedagogical context. The collected data were analyzed, and Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Cronbach alpha coefficient for reliability indices, and model evaluation estimates were run to ensure the measure’s reliability and validity. EFA substantiated the initial components of the six-factor tentative construct. CFA gave statistical support to the six components as well. All components enjoyed high-reliability estimates. The calculated model-fit estimates verified the CFA model as a valid measure of ecological critical language awareness. The developed measure paves the way for further empirical investigation of ways to raise learners’ ecological critical language awareness in EFL contexts. Manuscript profile -
Open Access Article
164 - Iranian EFL learners' Spiritual Intelligence and Their Language Learning Autonomy
Masoumeh Azadi Parviz Maftoon Minoo AlemiLearning a second/foreign language is a complicated process involving many factors and elements to occur effectively. It requires an investigation of variables and issues related to EFL learners in the process of learning. A limited number of studies have been performed MoreLearning a second/foreign language is a complicated process involving many factors and elements to occur effectively. It requires an investigation of variables and issues related to EFL learners in the process of learning. A limited number of studies have been performed concerning student-related factors to realize EFL learners’ spiritual intelligence and its relation to language learning. The study helped fill this gap by exploring the correlation between EFL learners’ Spiritual Intelligence (SI) and Learner Autonomy (LA). A total of 365 EFL students were chosen from different branches of Islamic Azad University. Two validated and reliable questionnaires on SI (Azadi et al., in press) and LA (Dixon, 2011) were distributed among the participants. The SI questionnaire is a 27-item self-report measure consisting of four main factors, and the LA questionnaire contains 38 questions covering six factors. The correlation between the two variables was determined through Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed a significant relationship between SI and LA. Manuscript profile -
Open Access Article
165 - The Effect of Brain Dominance on Task-based Reading Comprehension among Iranian EFL Learners
Armin Hormozi Zohreh Gooniband Shooshtari Sediqeh VahdatOne of the decisive factors affecting language learners’ learning is brain dominance. The present research was conducted to investigate the effect of brain dominance on task-based reading comprehension of Iranian EFL learners. To this aim, 50 intermediate Iranian MoreOne of the decisive factors affecting language learners’ learning is brain dominance. The present research was conducted to investigate the effect of brain dominance on task-based reading comprehension of Iranian EFL learners. To this aim, 50 intermediate Iranian EFL learners were selected as the study sample. The instrumentation included the ECPE test of proficiency, a hemispheric dominance questionnaire and a reading comprehension post-test. The four tasks of Problem Solving, Information Gap, Jigsaw, and Decision Making were chosen. Statistical analysis revealed that the difference in the performance of the three groups of right-, left-, and whole-brainers was insignificant on all of the presented tasks. Thus, it was found that brain dominance, as an independent variable, is not a correlate of success and achievement on task-based reading comprehension, as a dependent variable. Manuscript profile -
Open Access Article
166 - The Effect of Teachers’ Use of L1 on EFL Learners’ Anxiety and Enjoyment in Emergency Online Language Classrooms
Reza Bakhsheshi Atigh Mohammad Mohammadi Salva Kazemipour KhabbaziEmergency online teaching and learning due to the COVID-19 pandemic has called for new research. The pandemic situation has increased the importance of creating a low-anxiety atmosphere and enhancing learners’ enjoyment levels. As a result, this study aimed to inv MoreEmergency online teaching and learning due to the COVID-19 pandemic has called for new research. The pandemic situation has increased the importance of creating a low-anxiety atmosphere and enhancing learners’ enjoyment levels. As a result, this study aimed to investigate the level of language learners’ emotions; that is, foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) in online education together with the effect of teachers’ L1 use on these two effects. Participants were 81 intermediate English as a foreign language (EFL) learners in four intact classes, in two of which the teacher used both their first language (L1) and English, while in the other two, he only used English as the medium of instruction. They then completed a questionnaire, consisting of two parts, one designed by Horwitz et al. (1986) and the other one by Dewaele and MacIntyre (2014), which reveal the levels of FLCA and FLE, respectively. The paired t-test indicated higher levels of FLE compared to FLCA reported by the participants. The correlation analysis pointed to a significant negative correlation between FLE and FLCA, implying that as enjoyment increases, anxiety level decreases. Furthermore, according to the independent t-test, learners in both groups reported similar levels of FLE and FLCA. Thus, it could be concluded that teachers’ use of L1 did not affect the levels of FLE and FLCA in online education. The current study provides significant pedagogical implications for EFL practitioners. Manuscript profile -
Open Access Article
167 - Investigating the English Specific Needs of the M.A Students of Ancient Iran History
Sedigheh Vahdat Asra Basiri Zohreh Gooniband Shooshtari Farshid NaderiThis study investigated the different aspects of the English for Specific Purposes Needs of M.A students of Ancient Iran History studying at the Department of History in Iranian universities. The participants were selected from the universities of Iran based on convenie MoreThis study investigated the different aspects of the English for Specific Purposes Needs of M.A students of Ancient Iran History studying at the Department of History in Iranian universities. The participants were selected from the universities of Iran based on convenience sampling. The Needs Analysis was designed on a qualitative and quantitative survey, using the semi-structured interviews and the questionnaires. 45 M.A students and 5 ESP instructors expressed their views through questionnaires and interviews. The results revealed that the students asked for the inclusion of the four language skills in their ESP courses. That is, a new ESP course focusing on the integration of all four skills should be developed. The instructors, however, echoed the reading skill as the predominant need for students to achieve a higher standard in academic and future careers. The interviews showed that the ESP courses were not sufficient to account for the specific needs of the students since these courses were not prepared according to the learners’ needs. The students expressed that they needed to master English because they had to use English sources during their academic studies. However, the ESP courses did not fully prepare the students to embark on their studies because it did not sufficiently take into account the learners’ needs. The students were dissatisfied with the current ESP courses of Ancient Iran History and asked for the urgent revision of ESP materials. The ESP instructors’ responses to the interviews indicated dissatisfaction with the students’ poor language skills, lack of motivation, and the insufficiency of the needs-responsive ESP coursebook. Giving more weight to English in the M.A entrance exam was suggested by instructors as one possible solution as this may increase the students’ level of motivation which may lead to the improvement of their language proficiency. The findings of this study can help researchers and ESP practitioners make particular pedagogic decisions.It presented a detailed description of the process of the Needs Analysis as a prerequisite step to design an ESP coursebook for English specific courses of the Ancient Iran History field at M. A level. Manuscript profile -
Open Access Article
168 - Self-Reflection vs. Group-Reflection Training: The Investigation of Iranian In-Service EFL Teachers’ Performance Development
Sajjad Fathi Ahmad Mohseni Hossein RahmanpanahThe current study investigates the effect of self- and group-reflection training on Iranian in-service EFL teachers’ performance development. From all available participants teaching at the International College of Tehran University of Medical Sciences, 40 in-serv MoreThe current study investigates the effect of self- and group-reflection training on Iranian in-service EFL teachers’ performance development. From all available participants teaching at the International College of Tehran University of Medical Sciences, 40 in-service EFL teachers were selected. An observation checklist, a semi-structured interview, and the Skype app were employed. There were two groups, i.e., a self-reflection group (N=20) and a group-reflection group (N=20; five subgroups with four members). A mixed-methods design was used in this study. Before the training phase, the pre-test (observation checklist) was administered. During the training phase, the self-reflection group members were exposed to self-reflection practice. In addition, the group-reflection participants were exposed to the group-reflection practice. The instruction was presented in 16 sessions twice a week for two months. After the training phase, the post-test (observation checklist) was administered. Moreover, participants were given a semi-structured interview on their reactions to their teaching efficacy. The obtained data were analyzed through SPSS software version 23. The analysis of data revealed that implementing the principles of self-reflective and group-reflective instructions had statistically significant effects on Iranian in-service EFL teachers’ teaching performance. Also, participants believed that reflective practice in both forms had constructive effects on their teaching performance. This study has pedagogical implications for English language teachers, EFL learners, and teacher educators who seek to find more effective teaching methodologies and help them to construct their own meaning of teaching. Manuscript profile -
Open Access Article
169 - A Review of Literature Perspective on the Role of Identity in English Language Learning
Jamshid Mashhadi Mehran Memari Amir SakiAssuredly, learning a language other than the mother tongue is among the most complicated processes. It is a strikingly long-drawn-out experience that depends upon physical, mental, and emotional aspects. The second language trainees should change between their underst MoreAssuredly, learning a language other than the mother tongue is among the most complicated processes. It is a strikingly long-drawn-out experience that depends upon physical, mental, and emotional aspects. The second language trainees should change between their understanding of self as a person speaking the first language and awareness of themselves as second language learners and this pushes them to think of how they ‘identify’ themselves. No longer have pedagogues the mere role in the worldwide education medium. Among the latest factors being studied broadly around the globe is the notion of identity. In fact, it allows for how a person figure in his or her rapport to the world and makes sense of prospect for subsequent times. Identity points up how language constructed by a variety of relationships. Bodies of reports have been carried out undertaking the research methods referring to identity showing the role of identity in learning English. This paper undertakes an analysis of the review of the studies related to two fields of identity and language. The topics in the literature are discussed over the last decades. Finally, some implications are given on identity in SLA indicating how English language learning can be affected by identity. Manuscript profile -
Open Access Article
170 - Examining Differential Item Functioning (DIF) For Iranian EFL Test Takers with Different Fields of Study
Shokouh Rashvand Semiyari Saeideh AhangariDifferential Item Functioning (DIF) takes place when different groups of test-takers with the same level of ability perform differently on a single test. It means some other factors might arise due to group membership. The object of this article was to examine DIF in th MoreDifferential Item Functioning (DIF) takes place when different groups of test-takers with the same level of ability perform differently on a single test. It means some other factors might arise due to group membership. The object of this article was to examine DIF in the MSRT (MCHE) test items. This is an English proficiency test that comprises a total of 100 questions including listening comprehension (LC), structure and written expressions (SWE), and reading comprehension (RC) sections. To this end, 200 pre-intermediate to intermediate Iranian EFL learners with the age range of 25 to 32 in two different fields of study (100 Humanities and 100 sciences) were randomly selected for the analysis. The Item Response Theory (IRT) Likelihood Ratio (LR) approach was used to identify items displaying DIF. The scored item of 200 test-takers was subjected to the IRT Three-Parameter Model presenting the probability that a randomly selected test taker with an ability of theta (θ) answered an item correctly, using item difficulty (b parameter), item discrimination (a parameter), and pseudo-guessing (c parameter). The results of the independent samples t-test for means comparison of two groups indicated that Science test-takers outperformed the Humanities, especially in SWE and RC sections. It can be inferred that the exam was statistically easier for the Science test-takers at 0.05 level. The findings identified 15 DIF items as well. The implications and suggestions for further studies were also reported. Manuscript profile -
Open Access Article
171 - Prediction of Foreign Language Anxiety and School Achievement by Family Characteristics in High School Students
Ayatollah Karimi BaghmalekMany learners experience foreign language anxiety in our schools today. Reported consequences of being anxious toward foreign language anxiety include the avoidance of language learning and decline in language achievement. The aim of the present study is to predict fore MoreMany learners experience foreign language anxiety in our schools today. Reported consequences of being anxious toward foreign language anxiety include the avoidance of language learning and decline in language achievement. The aim of the present study is to predict foreign language anxiety and school success by family characteristics in high school students. The sample comprised 214 high school students from Ahvaz in academic years 2020 to 2021. The Foreign Language Anxiety Scale (FLAS) was administered to the student’s group sample and family characteristics were explained by observable socioeconomic background such as age, education and income. The results revealed that among the family characteristics variables, only parent’s education had a negative correlation with foreign language anxiety and multivariate regression for this model revealed that a combination of age, income and education could be a good predictor for foreign language anxiety. The second part of results also exposed that parent’s income and parent’s education had a significant positive correlation with school achievement and multivariate regression for this model also revealed that a combination of family characteristics can be a good predictor for school achievement. The second part of results also exposed that parent’s income and parent’s education has a significant positive correlation with school achievement and multivariate regression for this model also revealed that combination of family characteristics can be a good predictor for school achievement. Manuscript profile -
Open Access Article
172 - Early Career vs. Long Career Iranian EFL Teacher’s Identity Perception
Hamid Allami Nazila SoleymaniLanguage Teachers’ awareness of their identity can affect their professional development and efficiency. Research proves that such awareness is subject to change over time due to the institutional and dynamic educational contexts. This study aimed at investigating MoreLanguage Teachers’ awareness of their identity can affect their professional development and efficiency. Research proves that such awareness is subject to change over time due to the institutional and dynamic educational contexts. This study aimed at investigating the perception of identity by the early career vs. long career Iranian EFL teachers. A Likert-scale questionnaire consisting of 30 items was developed and administered to 120 novice and experienced teachers to inquire about teacher identity. Factor analysis was employed to obtain six factors of interpretable structure including career identity, interactional identity, institutional identity, professional identity, situated identity, and personal identity. The most significant factor perceived by both novice teachers and experienced teachers was situated identity and the least significant was recognized to be the institutional identity. The results showed that there is a medium relationship between years of teaching experience and identity. A small relationship was also found between teachers' gender and identity. Manuscript profile -
Open Access Article
173 - The Evolution of EMI Research in European Higher Education
Alireza Sabzehparvar Kaveh JalilzadehThe monograph "The Evolution of EMI Research in European Higher Education," authored by Molino et al. (2022), is essential for academics concerned with Applied Linguistics, World Englishes, English as an International Language, English as a Lingua Franca, and, more impo MoreThe monograph "The Evolution of EMI Research in European Higher Education," authored by Molino et al. (2022), is essential for academics concerned with Applied Linguistics, World Englishes, English as an International Language, English as a Lingua Franca, and, more importantly, English-Medium Instruction (EMI). The book meticulously presents cutting-edge research on EMI in European tertiary education over the past two decades. It offers a thorough comparative analysis across five different countries, namely Denmark, Croatia, Italy, the Netherlands, and Spain, in order to identify gaps in our knowledge of pertinent theories, research, and practice. The book compiles the collaborative efforts of the writers on a database of over 200 resources that have been annotated and includes a variety of publications in different formats, types, and languages, as well as details on relevant research topics, methods, and conclusions. The nine-chapter book delves into different aspects of EMI implementation, including policies, attitudes, language use, assessment, training, learning outcomes, intercultural communication, and identity. This comprehensive book enables in-depth debates on both the most extensively investigated and the least-explored EMI topics in order to chart a course for future study both in the context of European higher education and beyond. The primary objective of this volume is to adopt a global viewpoint on the various phases of EMI deployment across settings and the development of research interests. Manuscript profile -
Open Access Article
174 - The Role of Contemplative Teaching in EFL Learners' Speaking Development and Self-Regulation: Learners’ Attitudes
Sahar Ahmadpour Hassan Asadollahfam Davud KuhiAs an effective instructional approach, contemplative teaching has been shown to improve language learning. Nevertheless, its impact on the development of L2 speaking and self-regulation particularly from the perspective of learners has not been examined so far. For thi MoreAs an effective instructional approach, contemplative teaching has been shown to improve language learning. Nevertheless, its impact on the development of L2 speaking and self-regulation particularly from the perspective of learners has not been examined so far. For this purpose, 62 English as a foreign language (EFL) learners in a language institute in Iran were selected to participate in the study. Participants in the experimental group were exposed to contemplative instruction using the relevant practices, whereas those in the control group received no such instruction. A mixed-methods approach was used in this study for data collection and the obtained data were analyzed through t-tests. The results of statistical analyses failed to demonstrate the effect of the contemplative teaching approach on the speaking skill development of learners. Furthermore, contemplative teaching did not affect the self-regulation behaviors of learners receiving it. And, while learners appreciated some aspects of the contemplative approach, they had concerns about its applicability in teaching speaking. The implications of this study for the teachers who wish to practice contemplative teaching are presented. Manuscript profile -
Open Access Article
175 - The Effect of Interactive Metalinguistic Feedback on the Iranian Middle School Students’ Argumentative Writing in English: A Mixed Methods Research
Aliakbar Tajik Neda Hedayat Neda GharagozlooThe subject of corrective feedback in writing in English has always been a contentious issue among Second Language Acquisition (SLA) researchers despite an extensive body of research investigating the matter. This mixed-methods study aimed to examine the effectiveness o MoreThe subject of corrective feedback in writing in English has always been a contentious issue among Second Language Acquisition (SLA) researchers despite an extensive body of research investigating the matter. This mixed-methods study aimed to examine the effectiveness of Interactive Metalinguistic Feedback (IMF) on the Iranian middle school students' ability in argumentative writing. To this aim, based on a multi-stage sampling, from 5 middle schools in Varamin, six classes were selected randomly; finally, 40 EFL students were sampled from the courses as the main participants of this study. A researcher-made writing test and a self-assessment questionnaire were utilized to collect the quantitative data. The participants were grouped into Interactive Metalinguistic Feedback Class (IMFC) and Control Class (CC) and they were given a writing test as a pretest to ensure their homogeneity in terms of initial writing ability. After a 12-session treatment, a writing posttest was given to them. Furthermore, a self-assessment questionnaire was administered to collect data on students' attitudes toward the IMF in the learning-teaching process. To assemble the qualitative data, an interview accompanied by observation was conducted after the treatment to complement the quantitative results. The experimental findings of this current study revealed that IMF had a significant effect on the growth of argumentative writing ability among EFL students. The results of the qualitative part also indicated that social learning, situated learning, and dialogic interaction through IMF encouraged students to develop their writing skills as they co-constructed knowledge with others. Manuscript profile -
Open Access Article
176 - Is task-based language teaching in evidence in tertiary level English as an additional language? An exploration into teachers’ practices related to task uses
Ling Ling GuanOver the last two decades, task-based language teaching (TBLT) has been promoted as more effective for language acquisition than conventional communicative pedagogic practices in a variety of literature. However, it is unclear whether TBLT principles are integrated into MoreOver the last two decades, task-based language teaching (TBLT) has been promoted as more effective for language acquisition than conventional communicative pedagogic practices in a variety of literature. However, it is unclear whether TBLT principles are integrated into English as additional language (EAL) teachers’ beliefs and how they made use of ideas announced in the TBLT literature at tertiary level in New Zealand. This exploratory study investigated whether TBLT is evident in three tertiary EAL teachers’ classes and how these teachers used tasks in language classes in New Zealand. Repeated semi-structured interviews and classroom observations were employed in this case study research. A key finding is that teachers were using a Communicative Language Teaching model rather than what they claimed to be TBLT. Furthermore, teachers did not prioritize a particular task feature, which was to have a non-linguistic outcome at the end of the task. This study contributes to our understanding of teachers’ beliefs and practices with regard to TBLT in New Zealand. Manuscript profile -
Open Access Article
177 - The Survey of the Advantages of Literature Genres in TEFL
Saeid RahimipourLanguage teaching has followed lots of ups and downs. The application of literature to language teaching has been under suspicion for many years. This paper via theoretical argument approach and based on library search has tried to show the possible and potential benefi MoreLanguage teaching has followed lots of ups and downs. The application of literature to language teaching has been under suspicion for many years. This paper via theoretical argument approach and based on library search has tried to show the possible and potential benefits of using literature and literary genres in TEFL. Specifically, it has tried to present the most agreed-upon ideas regarding the application of literary genres to TEFL from students’ viewpoints. This reveals a better selection of the most applicable genres in applied linguistics. It highlights the accompanying characteristics of literary genres to be tailored for the implementation in English language teaching courses. Hinging on the survey of a host of articles and books and centralizing on the real practice, observation, and real utilization of literature and literary genres by the researcher in Farhangian University classes, it has endeavored to present the most commonly agreed-upon features and characteristics of literature and its genres to provide curriculum designers, managers, instructors, and even students with hints and guidelines to turn to the use of literature and its genres courageously and warmly. Implicitly, the survey suggests the deployment of literature and literary genres in academic settings and more specifically Farhangian University. Manuscript profile -
Open Access Article
178 - A Study of Comparative Effects of Textual Enhancement Techniques on Iranian EFL Learners’ Vocabulary Noticing
Reza Rezvani Mohsen KhanzadeResearch on second language acquisition generally suggests that input needs to be noticed before turning into the intake. Therefore, the current paper explored the comparative effects of textual enhancement on Iranian EFL learners’ vocabulary noticing. Thirty stud MoreResearch on second language acquisition generally suggests that input needs to be noticed before turning into the intake. Therefore, the current paper explored the comparative effects of textual enhancement on Iranian EFL learners’ vocabulary noticing. Thirty students from an intact class of general English course participated in this study. During the semester, an extended paragraph from which 18 target words were perceptually enhanced using boldfacing and Emoji stickers or were left untouched was distributed to the participants using the smartphone Telegram application. After 45 minutes, they received a set of post-reading vocabulary questions through Telegram and were asked to type the answers and send them back to the examiner. The results of Repeated Measures ANOVA indicated that both textual enhancement techniques had a significantly positive effect on their vocabulary noticing. The paper discusses the findings and implications for both EFL teachers and language learning materials developers. Manuscript profile -
Open Access Article
179 - The Effect of Functional-based Approach vs. Structural-based Approach on the Accuracy of Certain Grammatical Structures on Iranian EFL Learners
Kazem Najmi Masoumeh Salarpour Mohamad AhmadiThe present study aimed at examining the possible effects of the functional-based approach vs. structural-based approach on the accuracy of certain grammatical structures on Iranian EFL learners. In many textbooks taught in Iran, grammar is reflected as an important too MoreThe present study aimed at examining the possible effects of the functional-based approach vs. structural-based approach on the accuracy of certain grammatical structures on Iranian EFL learners. In many textbooks taught in Iran, grammar is reflected as an important tool for the enhancement of language proficiency. Reading the table of contents of many textbooks, one can find out that functions have been written for each grammatical structure. Nevertheless, observing classes, one can see little to no emphasis on the functional use of the grammatical structure. To achieve the main goal of this study, 41 male and female learners with the age range of 15 to 30 were selected from among 60 learners as homogeneous lower-intermediate participants of the study by Oxford Placement Test (OPT). They received different interventions in the two experimental groups of functional (N = 20) and structural (N = 21) being divided non-randomly based on their OPT scores. The Functional group was taught grammar using the functional approach while the structural group experienced grammar instruction using the structural approach for four sessions. Analyzing the obtained data of role-play tests performed on both groups and at both pretest and posttest using paired samples t-test and ANCOVA uncovered that both structural and functional-based approaches can enhance the acquisition of grammatical accuracy, Manuscript profile -
Open Access Article
180 - Exploring the Effect of Task-Based Language Teaching on Reading Comprehension: Evidence from Iranian Intermediate EFL Learners
Maryam Riazi Ahmadsaraei Abbas Pourhosein GilakjaniThe current research investigated the impact of task-based language teaching (TBLT) on Iranian intermediate EFL learners’ reading comprehension ability. To this end, a total of sixty EFL learners were chosen based on their performance on Oxford Quick Placement Tes MoreThe current research investigated the impact of task-based language teaching (TBLT) on Iranian intermediate EFL learners’ reading comprehension ability. To this end, a total of sixty EFL learners were chosen based on their performance on Oxford Quick Placement Test (OQPT). Next, the researchers divided them into one experimental and one control group. At the beginning of this study, a pretest reading was run for both groups to examine their reading before introducing the treatment. Then, the experimental group was treated for ten sessions, which received training reading comprehension skills based on TBLT, whereas the control group received a placebo (teaching reading via the existing method). At the end of the study, both groups took part in the reading post-test. The researchers analyzed the data using Independent and Paired Samples T-test methods. The results represented that TBLT had a statistically significant effect on reading comprehension of Iranian intermediate learners. The results demonstrated that there was a statistically significant difference in post-test scores between the control and experimental groups. That is, the experimental group performed better than the control group in the post-test of reading comprehension ability and the progress in the experimental group was higher than the control group. Pedagogical implications are provided for EFL teachers and material designers to incorporate TBLT activities into curriculum development as a tool to aid learners’ reading comprehension skill. Manuscript profile -
Open Access Article
181 - Scrutinizing the Supremacy of Age & Proficiency Level in Learning Content Vocabulary via Concept Mapping among Iranian EFL Learners
Azadeh Sarabandi Marjan Vosoughi Neda Moezzi pourIn this study, the researchers investigated the possible effect of teaching content words through using Concept Mapping (CM) strategy plotted on two cognitive variables: language proficiency and age within some eighty Iranian young and old English language learners with MoreIn this study, the researchers investigated the possible effect of teaching content words through using Concept Mapping (CM) strategy plotted on two cognitive variables: language proficiency and age within some eighty Iranian young and old English language learners with higher and lower proficiency levels (Elementary vs. Intermediate) who were conveniently selected and classified into four classes. Their age range varied from 10 to 25 years old. After five sessions of treatment, the researchers gave the post-test. The results could not identify priority in the predictability power for any of the two age and proficiency variables F (2, 77) = 1.96,p< .15,R2= .04. The findings can be helpful for English teachers as well as syllabus designers to use CM strategies for teaching vocabulary and including such materials in the sources regarding age and proficiency level as cognitive variables related to CM implementation. Manuscript profile -
Open Access Article
182 - The Relationship between EFL Learners’ L2 Motivational Self System and Academic Resilience
Sepideh Basir Sholeh KolahiThe present study aimed at investigating any significant relationship between EFL learners' L2 Motivational Self System (L2MSS), its components: Ideal L2 self, Ought to L2 self, L2 learning experience and Academic Resilience. The participants of the study included 123 I MoreThe present study aimed at investigating any significant relationship between EFL learners' L2 Motivational Self System (L2MSS), its components: Ideal L2 self, Ought to L2 self, L2 learning experience and Academic Resilience. The participants of the study included 123 Iranian male and female EFL learners. The instruments were two questionnaires tapping L2MSS and its components and Academic Resilience. The researchers also interviewed 10 participants in an attempt to triangulate the data collection procedure. The results of statistical analysis indicated that there was a significant and positive relationship between EFL learners' L2MSS and Academic Resilience. It also showed that EFL Learners’ L2MSS could be a significant predictor for their Academic Resilience. Nevertheless, there was no significant relationship between EFL learners' Ideal L2 self, Ought to L2 Self, L2 learning Experience and their Academic Resilience. The results of the interviews confirmed the findings of the quantitative phase of the study. Manuscript profile -
Open Access Article
183 - Task-Based Speaking Assessment in an EFL Academic Context: A Case of Summative and Formative Assessment
Reza Bagheri Nevisi Rasoul Mohammad HosseinpurConsistent with the paradigm shift in language assessment from psychometrics to educational assessment, from an examination culture to an assessment culture, the present study was an attempt to compare and contrast the two forms of speaking assessment: Summative and for MoreConsistent with the paradigm shift in language assessment from psychometrics to educational assessment, from an examination culture to an assessment culture, the present study was an attempt to compare and contrast the two forms of speaking assessment: Summative and formative and to see how much consistency existed between the two. To this end, 46 undergraduate Iranian EFL students participated in the study. To achieve the formative assessment, some pedagogic speaking tasks were designed and EFL learners’ speaking abilities were assessed over a three-month period based on pre-determined criteria. As for the summative assessment, a semi-structured interview was conducted at the end of the course, and learners’ performances were assessed by two different raters based on the same criteria. To analyze the data, descriptive statistics, MANOVA, and Pearson correlation were utilized. The results indicated a significant agreement between formative assessment of the first-rater and summative assessment of the second-rater. The findings revealed that from both formative and summative perspectives, pronunciation posed the least challenge whereas coherence and range presented the greatest difficulty to EFL language learners. The study implies that the formative and summative assessment procedures will have to be integrated within classroom settings with more emphasis on the former. Manuscript profile -
Open Access Article
184 - Investigating Iraqi EFL Teachers’ and Students’ Attitudes Towards English Book of Grade 6 of Primary School: Task-Based Language Learning in focus
Sedigheh Vahdat Zohreh Gooniband Shooshtari Kadhim Waheeb KadhimThis study investigated the attitudes of teachers and students toward the Iraqi primary school sixth grade task-based English textbook. Two hundred students and two hundred English teachers were invited to provide their opinions through questionnaires and interviews. Sp MoreThis study investigated the attitudes of teachers and students toward the Iraqi primary school sixth grade task-based English textbook. Two hundred students and two hundred English teachers were invited to provide their opinions through questionnaires and interviews. Specifically, the focus was on the suitability of English textbook tasks in terms of the target age group, culture, customs, traditions, class duration, classroom capacity, the availability of teaching aids, as well as the capability of teachers to interact and communicate the textbook material to students to achieve the desired learning outcome. Two instruments were used in this study. The first instrument was two questionnaires to investigate the teachers’ and students’ attitudes toward the English textbook of sixth-grade primary level based on TB, and the second instrument was a semi-structured interview to investigate teachers’ attitudes. The semi-structured interview was used to survey the participants’ attitudes, feelings and intractability with the task-based English text. The results of questionnaires pointed to the negative attitudes of the teachers and students toward the English textbook of grade 6. Moreover, both the teachers and students faced difficulty understanding and following the tasks in the textbook, leading to their confusion and waste of time. That is, the tasks were believed to be difficult to complete, perform or even redo out of the class. Finally, the textbook content appeared unsuitable for both teachers and students in terms of cultural norms and their application in local daily life situations. The study concluded with recommendations for the Iraqi Ministry of Education to modify the textbook content to match the group age-targeted 12 years old, their cultural standards, the classroom capacity, and teaching aids. Manuscript profile -
Open Access Article
185 - The Role of Extensive Listening Tasks in the Use of Discourse Markers by Iranian Intermediate EFL Learners in their Oral Production of Stories
Mahboobeh Abedi Abbas Bayat Hossein AhmadiSpeaking is challenging for EFL learners as it calls for grammatical competence and discourse knowledge, including Discourse Markers (DM), which help them speak naturally. This study sought to investigate the effect of extensive listening tasks on the use of DMs in spea MoreSpeaking is challenging for EFL learners as it calls for grammatical competence and discourse knowledge, including Discourse Markers (DM), which help them speak naturally. This study sought to investigate the effect of extensive listening tasks on the use of DMs in speaking by Iranian intermediate EFL learners. Sixty intermediate EFL learners were randomly assigned into two experimental and control groups. The participants' oral production was checked in the two groups before the treatment, and the frequency and types of DMs were detected. For the treatment, the participants in the experimental group were required to listen to different short stories as part of out-of-class activities for three months. However, the control group did not receive extensive listening tasks. A posttest was administered only one day after the last treatment session to realize the impact of the treatment on the participants' use of DMs. After four weeks, a delayed posttest was administered to examine the participants' long-term DM use. The data collected from the posttest and delayed posttest were then analyzed using independent paired samples t-tests. The findings indicated that extensive listening tasks did not impact the use of DMs in speaking by Iranian EFL learners at the intermediate level. The results of the delayed posttest did not yield any significant difference either. Manuscript profile -
Open Access Article
186 - Factors Contributing to Student Attrition at English Language Institutes in Iran
Shabnam Ettehad Masoud Zoghi Hanieh Davatgari-aslThe study intended to fill the research gap related to academic attrition by identifying factors contributing to learners' attrition at English language institutes (ELIs). Given the classification of voluntary and compulsory attrition factors, attempts were made to dete MoreThe study intended to fill the research gap related to academic attrition by identifying factors contributing to learners' attrition at English language institutes (ELIs). Given the classification of voluntary and compulsory attrition factors, attempts were made to determine which of these two sets of pressures could predict the attrition decision of EFL learners at ELIs. To this end, 148 enrolled students (81 males and 67 females) from seven ELIs participated in this research. Based on their self-reported proficiency accounts, the participants were considered beginner, pre-intermediate, and intermediate-level students. They completed the survey response online via Google forms, a computer-generated web-based program. Results based on hierarchical regression analysis indicated that the voluntary variables could contribute more to the predictive model for student attrition at ELIs than the compulsory factors. More specifically, the attrition decisions were more conscious and firmer for ELI students with a lower level of motivation for academic success, satisfaction with the quality of education, and satisfaction with instructors. However, the analysis did not find satisfaction with the institute environment and social integration in the institute as predictors of attrition decisions. This study concludes that voluntary pressures among ELI students are the most important predictors of attrition decisions. Manuscript profile -
Open Access Article
187 - E-learning Opportunities in English Language Teaching Based on the National Curriculum Document
Majid HamdaniThe national curriculum is a document that determines and explains the master plan of the curriculum and the framework of the country's curriculum system to achieve the goals of education in Iran and causes the unification and coherence of all program components and the MoreThe national curriculum is a document that determines and explains the master plan of the curriculum and the framework of the country's curriculum system to achieve the goals of education in Iran and causes the unification and coherence of all program components and the modernization and reconstruction of curricula based on the philosophy of education of I.R.Iran. Besides, it legalized whole activities in the educational system to achieve educational goals. In order to evaluate the opportunities of e-learning in English language teaching based on the national curriculum, the content of this document was analyzed using the opinions of three education experts. To do this, eleven codes agreed upon by experts were used. In the end, it was identified that important opportunities for the curriculum include richness and design, application of technology, media, and educational technology. Thus, the national curriculum document clearly refers to e-learning opportunities in the use of educational media and technologies. Manuscript profile -
Open Access Article
188 - Development and Initial Validation of Foreign Language Anxiety Scale (FLAS)
Foroogh MahigirThe study attempts to investigate the nature of foreign language for developing an instrument to measure anxiety of foreign language for use with high school students in Iran. By using the four domains of foreign language, a preliminary 35-item questionnaire was develop MoreThe study attempts to investigate the nature of foreign language for developing an instrument to measure anxiety of foreign language for use with high school students in Iran. By using the four domains of foreign language, a preliminary 35-item questionnaire was developed and tested based on high school students. The Participants for factor analysis were 350 teachers, representing 14 schools in Ahvaz. These samples were cluster randomly selected and grouped based on their sex, age, academic levels, the status of the school, etc. The survey instrument used in this study for the validity of the scale is Multifactor Language Questionnaire -FLA (Horwitz et al., 1986). The properties of reliability and validity have borne significant results which show this instrument can be considered suitable to determine the position of foreign language in high school students. Factor analysis was made from which 24 items were extracted which had a factor loading of >0.5 on the four domains. Analysis of data in this study supported the inclusion of four factors namely foreign test anxiety, foreign writing anxiety, foreign teacher anxiety, and foreign pronunciation anxiety. These findings are discussed together with recommendations for upcoming studies. Manuscript profile -
Open Access Article
189 - The Effect of Teaching Vocabulary via Textbook versus Social Media on Creativity Level of Iranian EFL Learners
Sara Norouzi Sedeh Omid TabatabaeiThis article aimed at investigating the effect of teaching vocabulary via textbooks and social media on the creativity level of Iranian EFL learners. To this purpose, 40 Iranian EFL learners at the intermediate level be involved in a pretest-posttest study after taking MoreThis article aimed at investigating the effect of teaching vocabulary via textbooks and social media on the creativity level of Iranian EFL learners. To this purpose, 40 Iranian EFL learners at the intermediate level be involved in a pretest-posttest study after taking the (OQP) test. They were between 13 to 18 years old. The creativity questionnaire was administered as the pretest and posttest. All the participants were at the same level of proficiency and both groups (experimental & control) contained male and female learners. Each group involved 20 participants. Both groups received an explanation about the purpose and an explanation of how they should act. The experimental group was taught vocabulary items via Telegram while the control group learned the new words through traditional methods. After taking the posttest and analyzing the data, the results showed that the experimental group outperformed the control group in terms of creativity. Thus, it can be concluded that the training program could have positive effects on the experimental group for creativity improvement and the traditional way was not effective. Finally, it was revealed that gender had no significant effect in using social media to improve creativity. Social media include various creative activities that could help learners inside and outside the classroom effectively. Manuscript profile -
Open Access Article
190 - The Effect of Dynamic Assessment on the EFL Learners’ Complaint Speech Act Developmental Trajectories: The Application of Rasch Model
Zahra Rezaee Parisa Daftarifard Morvarid LavasaniDynamic assessment (DA) has been recently used to dominate the realm of pragmatic research. This study investigated the effect of dynamic assessment on EFL learners’ complaint speech act performance, as the most face-threatening one. Thirty-three participants were MoreDynamic assessment (DA) has been recently used to dominate the realm of pragmatic research. This study investigated the effect of dynamic assessment on EFL learners’ complaint speech act performance, as the most face-threatening one. Thirty-three participants were selected using the convenience method of sampling. They formed two groups of NDA (non-dynamic assessment) (n = 15) and DA (dynamic assessment) (n =18) and the participants were all lower-intermediate on the Oxford Placement Test. The learners in both groups took a discourse completion test (DCT) as the pretest and posttest. At intervals, the participants in the experimental group took an intervention within the DCT test over five sessions. The gradually constructed hints which were constructed using both literature and experts’ view were given upon the participants’ response. The results of the study using the Rasch model and Classical True Score Theory revealed that DA groups significantly outperformed NDA groups. Furthermore, most of the participants in DA group made considerable changes from the pretest to the posttest. Rasch model reveals that the learners had idiosyncratic zigzagged changes as was predicted by Vygotsky. The findings of the study can shed light on language teaching and materials development for the complaint speech act. Manuscript profile -
Open Access Article
191 - On the Effectiveness of Using Flipped Classroom in Teaching Grammar to Iranian Advanced Students of ELT
Seyyed Pedram Allahveysi Mohammad AliakbariThis paper aimed to investigate the impact of employing flipped classrooms in teaching grammar on Iranian advanced EFL students through an experimental research design. Two groups were created on Skype application. The groups of the participants were grouped via tossing MoreThis paper aimed to investigate the impact of employing flipped classrooms in teaching grammar on Iranian advanced EFL students through an experimental research design. Two groups were created on Skype application. The groups of the participants were grouped via tossing a coin. There were 20 participants in each group. Both groups received instructions through Skype. They also had groups on Telegram, Signal, and WhatsApp to receive assignments for the members of the control group and instructions for the inverted classroom. The members of the control group received the instruction traditionally on Skype, whereas, the participants of the experimental group received the instruction in an inverted approach. Statistical test of ANCOVA was employed to investigate the differences among the participants after the 20th session to analyze the data. The results showed that learners who received instructions through the flipped classroom could outperform the control group in grammar achievement and accuracy. Manuscript profile -
Open Access Article
192 - A Study of the Research Article Discussion Section Written by Native Authors: Hyland’s (2005) Metadiscourse Model in Focus
Jafar Asadi Seyed Hesamuddin Aliasin Rasool Morad-JozAcademic writing in general and writing research articles in particular have long been considered a crucial mode of discourse, which is due to its challenging requirements for writers. Metadiscourse resources aid the reader in reading comprehension through coherence and MoreAcademic writing in general and writing research articles in particular have long been considered a crucial mode of discourse, which is due to its challenging requirements for writers. Metadiscourse resources aid the reader in reading comprehension through coherence and cohesion. This study attempts to analyze research article discussion sections written by native authors regarding metadiscourse markers. To this end, 40 research article discussions by native writers from humanities were selected and analyzed. The purpose of the study is to discover the number and types of metadiscourse markers and rhetorical techniques used in composing these texts. The study continues on a qualitative research design, through text analysis, on the basis of Hyland’s (2005) Metadiscourse Model. The findings indicated that the writers used the interactive metadiscourse markers twice as often as the interactional ones. This research could have a direct bearing on teaching writing and material design to enable EFL learners to use an optimal extent of these resources effectively. Manuscript profile -
Open Access Article
193 - The Effect of Mobile-mediated Dynamic Assessment on EFL Learners’ L2 Vocabulary Knowledge
Afrooz Rezaei Fatemeh Behjat Mohammad Sadegh BagheriThis study examined the effect of mobile-mediated dynamic assessment (DA) to enhance English as a foreign language (EFL) learners’ vocabulary learning. To this end, 78 pre-intermediate level EFL learners learning English at a language institute were selected based MoreThis study examined the effect of mobile-mediated dynamic assessment (DA) to enhance English as a foreign language (EFL) learners’ vocabulary learning. To this end, 78 pre-intermediate level EFL learners learning English at a language institute were selected based on their availability to the researcher. The participants were randomly assigned to three equal groups (one control and two experimental). Next, the vocabulary pre-test was conducted for all participants to observe their development throughout the instruction. WhatsApp was used in one of the experimental groups (mobile-mediated DA), and 26 students entered a talk group where DA was applied. The second experimental group received DA in class (in-class DA). The control group assessed the participants’ zone of actual development (ZAD) at various points in the course. Concerning the experimental groups, a scale of prompts was used to mediate the learning process when students made an error, and the researcher acted as a mediator. The results showed that mobile-mediated DA was successful in enhancing EFL students’ vocabulary learning. Moreover, a reduction in the prompt's mean score at the end of the course suggested that fewer prompts were required to divert the participants’ attention to the error. The findings of this study can lead to a better understanding of the pedagogical importance of mobile-mediated DA. Manuscript profile -
Open Access Article
194 - Mediating Role of E-mind Mapping in Adopting a Self-Regulated Language Learning Strategy Among Iranian EFL Learners
Nasim Nasr-Esfahani Azizeh Chalak Hossein Heidari TabriziOne of the affective factors contributing to the EFL learners’ learning outcome is their preferred language learning strategy. This study aimed to investigate the possible role of E-mind mapping as a modern node-link teaching technique in adopting a specific self- MoreOne of the affective factors contributing to the EFL learners’ learning outcome is their preferred language learning strategy. This study aimed to investigate the possible role of E-mind mapping as a modern node-link teaching technique in adopting a specific self-regulated language learning strategy (SRLLS) among Iranian EFL learners. Based on quasi-experimental research, 64 EFL learners were conveniently selected and randomly divided into two groups, namely, experimental and control groups. The valid and reliable Self-Regulated Foreign Language Learning Strategy Questionnaire was conducted for all of the participants in the pre and post-test but with different item orders. The intervention consisted of 15 sessions each 90 minutes in which E-mind mapping was utilized in the experimental group but conventional teaching was employed in the control group. Descriptive statistics and the t-test was used to analyze the collected data. The results revealed that before conducting the study the most preferred SRLLS among participants were cognitive strategy but after using E-mind mapping techniques, the preferred strategy in the experimental group changed to metacognitive strategy. Also, the Iranian EFL learners’ use of meta-effective and meta-sociocultural-interactive strategies, which were previously infrequent, improved. Thus, the results indicated that the E-mind mapping technique was effective in adopting a particular SRLLS among EFL learners. The findings emphasize some successful initiatives to build learners' self-regulated strategies through strategy training incorporated into educational programs and special curriculum designing. Manuscript profile -
Open Access Article
195 - Psychometrics Revisited: Recapitulation of the Major Trends in TESOL
Mohammad Ali Salmani NodoushanA test is a tool for making quantified value judgments and/or comparisons, and a good test is a bias-free gauge that does its value judgments and quantifications with precision. This requires that the test be at least reliable. In applied linguistics in general, and TES MoreA test is a tool for making quantified value judgments and/or comparisons, and a good test is a bias-free gauge that does its value judgments and quantifications with precision. This requires that the test be at least reliable. In applied linguistics in general, and TESOL in specific, the question of test reliability has always been at the forefront of all test construction activities. As high-stakes gate-keeping tests gained more and more importance in a globalizing post-industrial world, the statistical procedures used to estimate their reliability indices, too, became more and more complex and precise. Classical Test Theory (CTT) is no longer preached, and test developers and testing agencies have resorted to Generalizability Theory (G-Theory) and Item Response Theory (IRT) as their main dishes; more recently, they have decided to spice up their activities with Differential Item Functioning (DIF). This paper seeks to provide the less-versed reader with a short and simple account of these topics. The aim of this paper is to turn the tumid prose describing complex mathematical and statistical topics in psychometrics and measurement into readable English so that students less versed in the field can make sense of them, and university professors can use the paper as a simple and informative source in their teaching activities. Manuscript profile -
Open Access Article
196 - The Dynamic Trajectory of L2 Development in the Speech of Early Iranian Learners of English Based on Processability Theory
Fatemeh Alizadeh Afsar Rouhi Hossein Sadegh OghliAdopting processability theory (Pienemann, 1989), the present study sought to trace the dynamic trajectory of the morphosyntactic development in the English speech of 24 Iranian learners. The participants recruited were interviewed in the initial experiment and the fina MoreAdopting processability theory (Pienemann, 1989), the present study sought to trace the dynamic trajectory of the morphosyntactic development in the English speech of 24 Iranian learners. The participants recruited were interviewed in the initial experiment and the final experiment sessions. The data were obtained through some simple communicative tasks which mediated the interviews the participating learners gave. English speech fragments elicited were submitted to a distributional analysis and emergence criteria. They appeared to be collectively explained by the processability theory hierarchy, notwithstanding their idiosyncratic structures. While regularities speak to universal stages, individual variations are an indication of constraints imposed by the developing L2 system. The findings of the present study have pedagogical implications for syllabus designers and teachers alike, which are discussed in due space. Manuscript profile -
Open Access Article
197 - Transitivity Processes in Quantitative Versus Qualitative Applied Linguistics Research Articles' Discussions
Marzieh Bagherkazemi Zahra Dehini Maryam Jalali Moghaddam Bita Ghalandar-ZehiTransitivity and its associated clausal semantic processes are assumed to bear textual representations of reality and encode authors' conceptions of the world in linguistic terms. Given this and the differential epistemologies featuring quantitative and qualitative rese MoreTransitivity and its associated clausal semantic processes are assumed to bear textual representations of reality and encode authors' conceptions of the world in linguistic terms. Given this and the differential epistemologies featuring quantitative and qualitative research, the transitivity analysis of their associated academic reports gains salience. This study involved the comparative transitivity analysis of the discussion sections of 40 quantitative and qualitative applied linguistics research articles. Relative distributions of the six transitivity processes in systemic functional linguistics (relational, material, verbal, mental, existential, and behavioral) were investigated through a series of Chi-Square tests. Moreover, the most frequent processes in quantitative and qualitative discussions were in terms of their semantic associations. The results showed that mental, relational, and behavioral processes were the most frequent in both quantitative and qualitative discussions. In addition, qualitative research articles' discussions housed more mental and material processes, while quantitative research articles' discussions involved a significantly higher number of relational, verbal, and behavioral processes. However, frequent processes were semantically similar in the two corpora. The results are discussed regarding the ideological and generic associations of quantitative and qualitative research. The findings have implications for academic writing instruction and shed light on linguistically encoded reality in quantitative and qualitative research articles. Manuscript profile -
Open Access Article
198 - Using a Messenger Bot as a Tool for Providing Written Corrective Feedback: Examining L2 Development and Learners’ Attitudes
Maryam Abdollahzadeh Mohammad Golshan Hamid AllamiThe current study aimed to examine the effect of written corrective feedback (WCF) provided via a messenger bot on Iranian English as a foreign language (EFL) learners’ use of definite/indefinite articles. It also explored learners’ attitudes toward using th MoreThe current study aimed to examine the effect of written corrective feedback (WCF) provided via a messenger bot on Iranian English as a foreign language (EFL) learners’ use of definite/indefinite articles. It also explored learners’ attitudes toward using the messenger bot, which worked as a medium for providing WCF on the TOEFL iBT speaking task II. Seventy male and female TOEFL candidates (mean age: 26, range: 18-34) chosen through convenience sampling participated in the study. Before the treatment, the participants in all groups were given a proficiency test and a speaking pre-test. Then, they were randomly assigned to one of the three groups: one received WCF on their errors in the use of articles through the bot (MB group, n=30); the second one received WCF in traditional classes (TF group, n=20); and the participants in the third group received no feedback and followed the normal course of instruction (NF group, n=20). Subsequently, all groups participated in a post-test The results of the mixed between-within subjects, ANOVA, showed that the MB group significantly outperformed the other two groups and there was not a significant difference between the TF and NF groups. The participants’ attitudes toward receiving WCF through the bot were elicited through in-depth semi-structured interviews. The transcribed interviews were then analyzed using the first two phases of the grounded theory, and two main themes of pedagogical applications and technological issues emerged. The implications stemming from the findings concerned the efficacy of using the messenger bot in providing corrective feedback. Manuscript profile -
Open Access Article
199 - Iranian EFL Learners’ Attitudes toward the Impact of Nonverbal Parameters upon their Learning Process
Omid AzadNonverbal cues include communicative markers like gestures, eye contact, nodding, tone of voice, and intonation among others which are associated and concomitant with language either consciously or unconsciously while playing significant roles in communication. The rela MoreNonverbal cues include communicative markers like gestures, eye contact, nodding, tone of voice, and intonation among others which are associated and concomitant with language either consciously or unconsciously while playing significant roles in communication. The related literature demonstrates that nonverbal cues have great potential in foreign language learning. In this regard, it was predicted that EFL learners' attitudes toward nonverbal cues could affect their learning process significantly. This descriptive-analytical study was conducted to investigate students' attitudes toward their instructors' use of nonverbal cues in their communication and the extent to which using these elements could facilitate students' learning process. Utilizing a questionnaire as our instrument, we collected data from 50 undergraduate senior students of Linguistics at the University of Gonabad. Our rationale for choosing senior college students was to identify their attitudes toward their instructors' use of nonlinguistic cues since the beginning of their academic career at the university. Our findings revealed that our students had positive attitudes toward teachers' recruitment of nonlinguistic cues in their communication. Moreover, the parameter of gender was not found to affect students' attitudes with both males and females having positive attitudes toward the significance of nonverbal clues in communication. However, the parameter of learners' background experience of utilizing nonverbal clues in their native language was strongly related to their attitude toward EFL learning. Considering the predominant role of nonverbal communication in Iranian EFL settings, it was recommended that their recruitment in English teaching be taken more seriously. Manuscript profile -
Open Access Article
200 - Enhancing ELT Instructors’ Effectiveness Through Reflection :A Structural Equation Modelling Approach
Sharareh Sadat SarsarabiIn the last few years, the idea of reflection has been extensively employed in different teacher education programs to assist teachers in the process of explaining their ideas about their teaching activities and improving their teaching practices. The present study aime MoreIn the last few years, the idea of reflection has been extensively employed in different teacher education programs to assist teachers in the process of explaining their ideas about their teaching activities and improving their teaching practices. The present study aimed at examining the relationship between EFL instructors’ reflective teaching and effective teaching. To this end, 120 ELT instructors from different colleges and universities in Khorasan Razavi province were asked to participate in the study. The participants were asked to fill in two reliable questionnaires to measure their reflective and effective teaching. The results of the data analysis exhibited a positive correlation between reflective teaching and effective teaching and the results of the Pearson correlation also demonstrated that there are positive meaningful relationships between instructors’ reflective teaching and all four subscales of effective teaching. Specifically, the highest correlation is observed between instructors' reflective teaching and their self-awareness. A meaningful correlation was also demonstrated between effective teaching and teaching experience. Manuscript profile -
Open Access Article
201 - The Effect of Flipped Classroom on EFL Learners' Speaking Complexity, Accuracy, and Fluency: A Mixed-Methods Study
Maedeh Davari Behdokht Mall-AmiriThis study investigated the effect of the flipped classroom on intermediate EFL learners' speaking complexity, accuracy, and fluency, employing a sequential mixed methods design. To achieve this, two female intact classes at the intermediate level at Rasan English Langu MoreThis study investigated the effect of the flipped classroom on intermediate EFL learners' speaking complexity, accuracy, and fluency, employing a sequential mixed methods design. To achieve this, two female intact classes at the intermediate level at Rasan English Language School in Isfahan, Iran, participated in the study. One of these classes was randomly assigned as an experimental group (N=16) and the other one as a control group (N=16). A PET was administered to both groups before the intervention to ensure that the participants were homogeneous. Next, the experimental group was taught based on a flipped classroom. The control group, however, was taught conventionally. The speaking section of the PET as pretest and posttest was given to the groups to measure the speaking components. MANOVA was applied to compare speaking complexity, accuracy, and fluency mean scores of the two groups. The effect of the flipped classroom on speaking complexity and fluency was significantly positive, while it was non-significant for speaking accuracy. At the qualitative stage, data from an interview with the experimental group participants were utilized to find out the participants' attitudes toward the flipped classroom. Manuscript profile -
Open Access Article
202 - 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
203 - The Effects of Gender, Age, and Educational Level on Language Achievement in AR-integrated Language Learning
Aylar Norouzifard Mohammad Bavali Mostafa Zamanian Ehsan RassaeiThe current study investigated the integration of one recent technology, i.e., Augmented Reality (AR), in language education and its effect on language achievement. To this end, the investigators designed and implemented a quasi-experimental pretest and posttest study i MoreThe current study investigated the integration of one recent technology, i.e., Augmented Reality (AR), in language education and its effect on language achievement. To this end, the investigators designed and implemented a quasi-experimental pretest and posttest study involving two stages. The initial stage examined if Augmented Reality improved language achievement in EFL learners. The second one explored the existence of any interaction between such an effect and variables of learners’ gender, age, and educational background. The participants were 40 adult beginner-level adult learners in a language institute in Shiraz, Iran, and were randomly divided into control and experimental groups. In contrast, those in the control group studied the conventional materials. Data was collected through achievement tests included in the course materials package and analyzed with ANCOVA via SPSS. The findings revealed that language achievement was significantly enhanced for the experimental group. Moreover, results indicated that only educational background showed a meaningful relationship with the way learners benefit from using AR in improving their language achievement among the three moderator variables. The findings have implications for researchers and language instructors, and policymakers. Manuscript profile -
Open Access Article
204 - Reflections on Conversation Analytic Research in ELT
Hamid Allami Fatemeh Mozaffari Hossein Ali ManzouriStudying L2 classroom interaction can potentially help teachers and researchers to analyze classroom discourse in order to gain insights into class-based learning and promote teachers' awareness of their teaching. To measure, analyze and describe the interaction and the MoreStudying L2 classroom interaction can potentially help teachers and researchers to analyze classroom discourse in order to gain insights into class-based learning and promote teachers' awareness of their teaching. To measure, analyze and describe the interaction and the behavior of participants in classrooms several approaches can be used. One of the most powerful methodologies in Applied Linguistic research and L2 classroom interactions has recently been conversation analysis. This short pape r reports on several conversation analytic studies with a focus on English as a foreign language (EFL) classroom discourse and discusses the values of conversation analysis as a reflexive methodology for research on second or foreign language classroom discourse. The implications outlined are for language teaching and learning, classroom interaction, professional development of English language teachers, teacher education, and everyday talk. Manuscript profile -
Open Access Article
205 - On the Efficacy of Technological Pedagogical Content Knowledge (TPACK) Workshops: Academic Behavior and Perceptions in Focus
Rana Najjari Gholam-Reza Abbasian Massood YazdanimoghaddamThis research examined EFL teachers' and their learners' perceptions regarding teachers' Technological Pedagogical Content Knowledge (TPACK) proficiency after implementing TPACK workshops in the Iranian context. TPACK workshops were administered by 15 EFL teachers and 4 MoreThis research examined EFL teachers' and their learners' perceptions regarding teachers' Technological Pedagogical Content Knowledge (TPACK) proficiency after implementing TPACK workshops in the Iranian context. TPACK workshops were administered by 15 EFL teachers and 45 EFL learners by applying the TPACK model (Koehler & Mishra, 2006) and learning by doing (Hegelheimer & Chapelle, 2004). The data analyses showed statistically significant differences between the participants' perceptions regarding TPACK intervention in pre and post-workshop stages and positive augmentations of TPACK workshops on academic behavior of EFL teachers. Therefore, the study provides a novel viewpoint regarding the importance of the participants' perceptions in blending technology into English teaching practice and suggests the actual beliefs and perceptions of Iranian EFL teachers and learners towards incorporating technology into English language teaching and Computer-Assisted Language Learning (CALL) and teachers' academic behavior changes after implementation of online TPACK workshops as a professional development program. Manuscript profile -
Open Access Article
206 - A Comparative Study of the Effects of Equal and Expanding Spacing Schedules on L2 Receptive and Productive Vocabulary Retrieval
Roya Khoii Kobra Fallah AbedSpaced repetition seems to play a significant role in the learning and retention of words in foreign language settings. This experimental study investigated the impact of expanding and equal spacing conditions on receptive and productive English vocabulary retrieval. Th MoreSpaced repetition seems to play a significant role in the learning and retention of words in foreign language settings. This experimental study investigated the impact of expanding and equal spacing conditions on receptive and productive English vocabulary retrieval. The participants consisted of 63 pre-intermediate EFL learners in three intact classes randomly assigned to one control and two experimental groups. A Vocabulary Knowledge Scale (VKS) was used to select 20 unknown word pairs (each word and its synonym) for teaching purposes and check the effects of the treatments at the end of the study. The word pairs were later divided into two 10-item A and B sets because of the counterbalanced design of the study. The first experimental group studied set A under an equally spaced condition (2-2-2) and set B under an expanding spaced condition (0-1-5) with the same absolute spacing value. The second experimental group studied them in the reverse order, thus counterbalancing the effect of encounter order. The control group studied the target items under the no-spacing or massed condition (0-0-0). The statistical analyses of the three groups’ posttest scores indicated that all the three groups had improved their receptive and productive vocabulary retrieval. However, an equally spaced schedule had led to a significantly higher mean score only on the receptive items of the posttest and, therefore, better vocabulary retrieval. Therefore, it is suggested that EFL teachers consider spacing in general and the equal spacing condition in particular as important elements in facilitating both receptive and productive vocabulary learning. Manuscript profile -
Open Access Article
207 - Professionalism as a Predictor of Reflective Teaching and Criticality of EFL Teachers
َAdel Dastgoshadeh Kaveh JalilzadehThe professional development of EFL teachers is supposed to include and be related to many of the teacher’s characteristics that develop during their professional teaching practice. EFL teachers' critical thinking and reflective teaching can also be influenced by MoreThe professional development of EFL teachers is supposed to include and be related to many of the teacher’s characteristics that develop during their professional teaching practice. EFL teachers' critical thinking and reflective teaching can also be influenced by their developing cognitive and meta-cognitive professional skills and competencies. This study investigated the relationship between the professional development of EFL teachers and their reflective teaching and critical thinking. It also investigated whether any component(s) of professional development would best predict reflective teaching and critical thinking. To this end, 45 Iranian EFL teachers in Sanandaj participated in the study. They completed three questionnaires as follows. One was a Teachers’ Professional Development Questionnaire to measure the participant teachers’ professional development. The second questionnaire was a Teachers’ Reflective Thinking Questionnaire to assess the participants’ reflective thinking. The third questionnaire was a Critical Thinking Appraisal Form to measure the participants’ critical thinking. Pearson’s product-moment correlation coefficient was calculated to check the correlation of professional development and its subscales with reflective teaching and critical thinking. Multiple standard regression was run to check whether any component(s) of professional development would predict reflective teaching and critical thinking. The results indicated that out of the three components of professional development, namely, subject-matter field, dedicated field, and pedagogical field, it was the pedagogical field that significantly correlated with and predicted both reflective teaching and critical thinking. Manuscript profile -
Open Access Article
208 - Politeness Strategies Used in the Iranian and American Newspapers: The Case of Iran's Nuclear Deal
Rasoul Mohammad Hosseinpur Maryam Sadat Sadat HosseiniThe appropriate employment of language by politicians can settle many of the current global problems and crises. Iran’s nuclear deal with all its complexities and subtleties is one of the most contentious global issues that demands a lot of tact and prudence on the part MoreThe appropriate employment of language by politicians can settle many of the current global problems and crises. Iran’s nuclear deal with all its complexities and subtleties is one of the most contentious global issues that demands a lot of tact and prudence on the part of the politicians to be resolved. Politicians could draw upon different politeness strategies to employ appropriate speech, save the face of others, gain their trust, and resolve problems. Considering the significance of this issue, this corpus based descriptive research investigated the politeness strategies employed in the editorials of Iranian and American newspapers. Fifty news articles from the Tehran Times and New York Times published from May 2019 to June 2022 were investigated according to Brown and Levinson’s (1987) politeness strategies. These news articles were relevant to Iran's nuclear deal. The findings indicated that the most frequent politeness strategy in the Tehran Times news was the positive politeness strategy and the most frequent politeness strategy in the New York Times news was the negative politeness strategy. Finally, the results of the chi-square test revealed that there is a significant difference in the frequency of politeness strategies use in both newspaper articles. The findings highlight the sociocultural dependency of the politeness concept and imply that cultural differences affect preference for the choice of types of politeness strategies. Manuscript profile -
Open Access Article
209 - 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
210 - Iranian EFL Learners' Attitudes toward the Application of Different Models of Dynamic Assessment to Listening Comprehension Instruction
Mahshid Ghanaat Fariba Rahimi Esfahani Sajad Shafiee Mehrdad SepehriSimultaneous evaluation of the impact of different types of dynamic assessment on EFL learners' listening comprehension has never been conducted as far as the related literature discloses. Most of the studies connected with the dynamic assessment and various language sk MoreSimultaneous evaluation of the impact of different types of dynamic assessment on EFL learners' listening comprehension has never been conducted as far as the related literature discloses. Most of the studies connected with the dynamic assessment and various language skills have focused on speaking and writing performance. The present qualitative study aimed to examine Iranian EFL learners' attitudes toward the application of three models of dynamic assessment; namely, Interactionist Dynamic Assessment (I-DA), Group Dynamic Assessment (G-DA), and Computerized Dynamic Assessment (C-DA to Listening Comprehension Instruction. For this purpose, the Preliminary English Test (PET) was administered to 140 Iranian EFL female learners in four English Language Institutes in Ahvaz, Iran, who were chosen through availability sampling, and 80 of them were selected as homogeneous participants of the study. Then, they were given a perception questionnaire intended to elicit their insights about applying the different types of dynamic assessment. Three parallel questionnaires were constructed, each consisting of 15 items, and asking the learners about the efficacy of interactionist dynamic assessment in the I-DA group, group dynamic assessment in the G-DA group, and computerized dynamic assessment in the C-DA group. The descriptive analysis of the respondents' answers revealed that the degree of the IDA, GDA, and CDA learners' positive attitudes towards the application of DA reached statistical significance. This finding implies that EFL teachers may need to deliberate on the positive influence of different dynamic assessment models on EFL learners' listening comprehension improvement and, therefore, provide them with more opportunities to interact. Manuscript profile -
Open Access Article
211 - Lived Experiences of Iranian Archivists in a Phenomenological Study of a Multimedia-assisted Task-based ESP Course
Zahra Zarghami Roya KhoiiThis study investigated the effects of implementing multimedia on the lived experiences of Iranian archivists in an ESP course for Archival Science in Iran. The participants consisted of 23 archivists working in the National Library and Archives of Iran. Multimedia-assi MoreThis study investigated the effects of implementing multimedia on the lived experiences of Iranian archivists in an ESP course for Archival Science in Iran. The participants consisted of 23 archivists working in the National Library and Archives of Iran. Multimedia-assisted task-based instruction was employed during a 10-session ESP course. Due to the nature of phenomenological studies, at the end of the semester, the researchers conducted semi-structured, one-to-one interviews with all the participants to learn about their attitude toward implementing multimedia in ESP learning and to gain useful insights about their experiences during the learning process. The researchers followed the data analysis technique of familiarization, horizontalization, highlighting, and clustering as well as descriptive and Vivo coding. The process of data analysis revealed seven main themes of skill development, practical, challenging, personal, work-related, platform-related, and course-related experiences. Thus, it was concluded that the use of technology-based instruction in ESP courses could positively affect ESP learners' experiences of professional language learning, which could persuade ESP stakeholders to meticulously examine the expectations and perceptions of learners in order to hold successful ESP courses. Manuscript profile -
Open Access Article
212 - Developing and Validating a Scale for Assessing Iranian EFL Teacher Educators’ Perspectives towards Twenty-first Century Skills
Mahboobeh Khosrojerdi Khalil Motallebzadeh Hamid Ashraf Gholam Reza ZareianTeacher education had been addressed in various studies. Although many studies attempted to measure teachers' twenty-first century skills, there is still a gap that prompted us to investigate the area from the teacher-educators' perspectives. To accomplish the purpose, MoreTeacher education had been addressed in various studies. Although many studies attempted to measure teachers' twenty-first century skills, there is still a gap that prompted us to investigate the area from the teacher-educators' perspectives. To accomplish the purpose, this mixed-method study aimed to develop and validate a scale to assess Iranian EFL teacher-educators’ perceptions of twenty-first century skills. To this end, the developed scale was answered by 15 teacher educators through a semi structured interview. After transcribing and analyzing the interview responses, the researcher developed a tentative version of a twenty-first century skills scale which included 26 items. Finally, the researcher distributed the scale among 351 EFL teacher educators. The results of the Exploratory Factor Analysis indicated that the scale enjoyed high validity and reliability. The extracted factors making up three components included agreement, challenges, and implementation. Based on the rotated component matrix, some changes in the organization of the items were made. This study has implications for language teachers, and teacher trainers to design teacher training courses as well as professional development programs. Manuscript profile -
Open Access Article
213 - 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
214 - The Effects of Instructor’s Comments on Our Academic Writing: The Case of Iranian M. A. Students of TEFL
Hamed Zarabi Nima Yamrali Nadia GharaniAcademic writing is a significant component of all graduate programs, but the majority of students lack basic writing skills. This problem is especially frustrating for M.A. students of TEFL who have to write academic articles in English because it necessitates time-con MoreAcademic writing is a significant component of all graduate programs, but the majority of students lack basic writing skills. This problem is especially frustrating for M.A. students of TEFL who have to write academic articles in English because it necessitates time-consuming, extracurricular work that can occasionally be infuriating. The present study was carried out in the form of an action research project to explore the impact of process-based teaching of writing on the attitudes of 10 Iranian M. A. candidates of TEFL towards writing academically. The participants were TEFL candidates in Gonbad Kavoos, Iran. A qualitative method employing a collaborative action research model was used to find out how Iranian M. A. students of TEFL viewed the process writing approach. Phases of the course's procedure included receiving and putting into practice the instructor’s feedback on the texts' rationality, content, consistency, tone, and grammar and sending their finished writing assignments by deadlines. Each student had a schedule for in-person discussions about their progress. According to the results, the students believed that the teaching method helped them improve their writing abilities. The implications include creating a forum for oral feedback between teachers and students to supplement written feedback, fostering a sense of responsibility in students by helping them to self-organize, and recognizing that graduate students may require assistance with very fundamental writing abilities and knowledge. Manuscript profile -
Open Access Article
215 - Estimating Pragmatic Competence of EFL Learners' Listening Comprehension via Gricean Cooperative Principles
Mohammad Reza Afshar Bahman Gorjian Elkhas Veysi Sasan Sharafi Mansoureh ShekaramizUnderstanding the pragmatic meanings of the utterances in exchanges is a serious challenge among English language learners. This study aimed to estimate the pragmatic competence of EFL learners’ listening comprehension concerned with cooperative principles (CPs) o MoreUnderstanding the pragmatic meanings of the utterances in exchanges is a serious challenge among English language learners. This study aimed to estimate the pragmatic competence of EFL learners’ listening comprehension concerned with cooperative principles (CPs) of TOEFL candidates taking the listening modules. The maxims of quantity, quality, relation, and manner helped test takers uncover the indirect or figurative meanings of the speakers' intended meaning of utterances. The design of the study was exploratory-quantitative and interpretative. The participants were 150 high and low achievers of MA students majoring in TEFL. The research instrument was a 50-item listening test that was randomly selected from the Educational Testing Service (ETS). The participants took the listening test in the fall semester of 2022. Data from the listening test were collected and analyzed via t-test and ANOVA. Findings showed understanding CPs was effective in the learners’ listening performance. Furthermore, results indicated high and low achievers' recognition of quantity and manner principles was significantly different. However, there was no such difference in learners’ comprehension regarding the maxims of quality and relevance. Implications of the study suggest that EFL learners must focus more on the pragmatic meanings of quantity and manner rather than quality and relevance maxims. Manuscript profile -
Open Access Article
216 - Choice Theory and L2 Learners’ Engagement, Satisfaction, and Performance
Shahram Ebrahimi Ahmadabad Afsar Rouhi Hossein SadeghoghliThe current study sought to explore the effect of instruction primarily informed by choice theory on the engagement, performance, and satisfaction of EFL students in school settings. Central to choice theory is the claim that all human behaviors are rooted in choices pr MoreThe current study sought to explore the effect of instruction primarily informed by choice theory on the engagement, performance, and satisfaction of EFL students in school settings. Central to choice theory is the claim that all human behaviors are rooted in choices primarily driven by internal instincts and five basic psychological needs, namely survival, freedom, power, love belonging, and fun. To conduct the present study, 159 Iranian male students of English were randomly split into an experimental and a control group. The experimental group was exposed to the choice theory skills program, whereas the control group experienced routine classroom activities over a semester. A questionnaire with four dimensions was used to quantify participants' degree of engagement; a battery of tests developed by the school board of examiners was administered to check their academic performance; and a questionnaire with five criteria assessed their satisfaction with the program. The engagement of the two groups was compared through an independent samples t-test, their satisfaction with the program was checked through a second independent samples t-test, and their performance scores were analyzed through one mixed between-within-subjects ANOVA. Indices obtained for engagement, satisfaction, and performance showed that students who received activities in congruence with their internal instincts had significantly better indices of engagement, better academic performance, and higher indices of satisfaction with the experiment. Based on the results obtained choice theory is recommended to be integrated into instructional materials. Manuscript profile -
Open Access Article
217 - 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
218 - Rhetorical Moves Used in MA Students’ Theses in TEFL and Nursery
Maryam Jamalzade Jahromi Ehsan Hadipourfard Leila AkbarpourAbstracts in research papers are one of the focal parts of academic research, and they are one of the first things that a reader reads to determine the value of the research. Furthermore, acknowledgments appreciate those who have helped in writing a thesis. The present MoreAbstracts in research papers are one of the focal parts of academic research, and they are one of the first things that a reader reads to determine the value of the research. Furthermore, acknowledgments appreciate those who have helped in writing a thesis. The present study investigated rhetorical moves in the acknowledgment and abstract sections of Iranian English language teaching and nursery students' M.A. theses. In addition, it investigated if there were any significant differences between rhetorical moves observed in the acknowledgment and abstract sections of Iranian TEFL and nursery students' M.A. theses in these two fields. Some of the 80 theses from the two disciplines, 40 each, were investigated. Hyland's (2000) models of the abstract rhetoric structure and acknowledgment structure were adopted to investigate the corpora under study. The results revealed that different steps and moves were used in theses from both disciplines. However, the results of Chi-square tests revealed that the differences between different moves and steps of these acknowledgments and abstracts from the two disciplines were insignificant. The findings have some implications for post-graduate students to be more aware of their addressees and language teachers to teach students about genre-based writing. Manuscript profile -
Open Access Article
219 - Reflection of Pragmatic Knowledge in Iranian High School English Textbooks (Vision Series)
Fateme Jamshidian Omid Tabatabaei Hadi Salehi Hossein Vahid DastjerdiPragmatic competence is an essential language pedagogy component represented in English textbooks. The paper attempts to examine the extent to which pragmatic knowledge was reflected in Iranian high school English textbooks (Vision series). Hence, Halliday’s (1973 MorePragmatic competence is an essential language pedagogy component represented in English textbooks. The paper attempts to examine the extent to which pragmatic knowledge was reflected in Iranian high school English textbooks (Vision series). Hence, Halliday’s (1973) model and Halliday, et al.’s (1964) model were used to investigate subcategories of functional knowledge and sociolinguistic knowledge. The data was described by descriptive statistics. The findings revealed the Iranian culture-deprived representation (e.g., traditional customs, and ceremonies such as Nowruz, Chaharshanbesori, and Yalda). Moreover, the results highlighted only a limited number of pragmatic components implicitly introduced in the Vision series, and attention was given to their representation and problematic distribution. Furthermore, the English sociocultural patterns were limited and attempts were made to reflect the Iranian culture and convection of daily communication. Thus, some pedagogical implications were offered to improve the Vision series, using authentic pragmatic content instead of proclaiming the fictitious prescription of its authors. Manuscript profile -
Open Access Article
220 - Roles of Visual and Linguistic Metadiscourses in Developing Persuasive Infographic Resumes
Omid Allaf-AkbaryAn infographic resume is an effective medium of exchanging information from job applicants to employers, and it greatly affects and persuades employers to take action. The current study examines both how frequently linguistic and the visual metadiscourse markers (MMs) a MoreAn infographic resume is an effective medium of exchanging information from job applicants to employers, and it greatly affects and persuades employers to take action. The current study examines both how frequently linguistic and the visual metadiscourse markers (MMs) are employed in infographic resumes and the role they take in creating persuasion. A corpus of 30 infographic resumes totaling about 2463 words was extracted from digital content marketers, software engineers, and service advisors. To compare the employment of the two metadiscourse types, and find out the way visual metadiscourse perfectly coordinated with linguistic metadiscourse in creating persuasive interaction and evoking employers to hire the job applicants, we built on Hyland’s (2019) metadiscourse model and Kumpf's (2000) visual metadiscourse to analyze the corpora. Results indicated that boosters and attitude markers demonstrated higher frequencies than other linguistic MMs and were considered to be meaningful and influential ways of persuasive language. In addition, it was shown that all visual metadiscourse categories were mostly established in the data examined. The findings revealed that both linguistic and visual metadiscourse is significant in establishing the discourse, attracting the audience, and satisfying the employers’ curiosity. They were proved to be essential in persuasive language. Manuscript profile -
Open Access Article
221 - The Role of “Instruction” in the Development of Intercultural Communication among Iranian Language Teachers
Vahid Ghorbai Hamidreza DowlatabadiThis paper explored the effect of instruction on the intercultural communicative competence (ICC) level of Iranian language teachers in four dimensions: skills, attitude, knowledge, and awareness. One hundred language teachers were chosen through convenience sampling an MoreThis paper explored the effect of instruction on the intercultural communicative competence (ICC) level of Iranian language teachers in four dimensions: skills, attitude, knowledge, and awareness. One hundred language teachers were chosen through convenience sampling and divided into two groups of experienced and novice teachers based on their teaching experience. All participants were chosen from state schools in Golestan province and they all taught English at English institutes and high schools. Oxford Placement Test (OPT) and ICC questionnaire were used to find the language proficiency level and ICC level of language teachers respectively. ICC questionnaire was carried out before and after instruction to determine the effect of instruction on ICC. The instruction lasted for 20 hours across ten sessions. The results of the study disclosed that the teachers' level of language proficiency was upper-intermediate. Also, it was revealed that instruction was effective as the ICC level of the teachers was below average before instruction and was improved after instruction. Therefore, the results of this study showed that instruction had an eye-catching effect on improving four dimensions of intercultural communicative competence of language teachers. Manuscript profile -
Open Access Article
222 - Students ̓ Attitudes Toward Using Infographics on Learning Vocabulary in the EFL Classes
Shahla Tavanapour Azizeh Chalak Hossein Heidari TabriziInfographics are visual representations of information intended to be presented quickly and clearly. The present study aimed to investigate students ̓ attitudes toward using infographics in learning vocabulary in EFL classes. To this end, the participants were selected MoreInfographics are visual representations of information intended to be presented quickly and clearly. The present study aimed to investigate students ̓ attitudes toward using infographics in learning vocabulary in EFL classes. To this end, the participants were selected through available sampling and the study was conducted at Pand Institute in Abadan, Khuzestan, Iran during the summer of 2022. All of them were females and their ages ranged from 20 to 30. In this quantitative descriptive study, a questionnaire (Alrwele, 2017) was given to the learners to determine their attitudes toward using infographics as teaching tools in the educational context. The participants were asked to answer the questions to indicate to what extent they agreed or disagreed with each statement on a five-point Likert Scale. The content and face validity of the questionnaire were confirmed by two experts at the Ph.D. level. The collected data were computed through descriptive statistics and one sample t-test. Most learners agreed with all 19 statements, all of which were positive comments about using infographics. Thus, a general trend of a positive attitude could be observed in the responses provided by the learners in the EFL class. Most students enjoyed the use of infographics within EFL contexts. Therefore, incorporating infographics into teaching could be a dynamic way for learners and engage in learning more. This finding could help language developers, syllabus designers, and teachers to develop programs and create books based on infographics. Manuscript profile -
Open Access Article
223 - Effects of Instructional Games on the Vocabulary Learning and Retention of Iraqi Primary School Students
Fatemeh Karimi Oday Kareem Shakir ShareefUsing instructional games in vocabulary learning is beneficial, but their effects in the Iraqi EFL context have been overlooked. This study investigated the effects of instructional games on Iraqi primary school students’ vocabulary learning and retention. To fulfill th MoreUsing instructional games in vocabulary learning is beneficial, but their effects in the Iraqi EFL context have been overlooked. This study investigated the effects of instructional games on Iraqi primary school students’ vocabulary learning and retention. To fulfill the objectives of the study, a quasi-experimental study with a pretest-posttest design was adopted. The present study's participants were 40 Iraqi primary school students selected based on a convenience sampling. The participants were divided into two groups, one experimental (N= 20) and a control group (N=20). The students in the experimental group (EG) received vocabulary instruction in the form of game-based teaching. The control group (CG) was instructed using conventional teaching procedures. In this study, a textbook (Family and Friends 2) was used as the material, and two tests were utilized as the measurement instruments. It was found that the group of Iraqi primary school students who were instructed through the games considerably outperformed the group of students who received the traditional teaching in the classroom. Furthermore, the results revealed that the Iraqi primary school students who received vocabulary through instructional games had much better vocabulary retention than those who underwent the traditional teaching methods. The findings might have some implications for the material developers and EFL teachers in Iraq. Manuscript profile -
Open Access Article
224 - Developing and Validating an English Language Teacher Commitment Questionnaire (ELTCQ) in Iran High Schools
Akram Bagheri Masood Siyyari Mojgan RashtchiThe notion of teacher commitment has grabbed much attention in the mainstream, and L2 teacher education as teaching has become more complex by recent sociocultural changes in educational practices. Consequently, several instruments have been developed to operationalize MoreThe notion of teacher commitment has grabbed much attention in the mainstream, and L2 teacher education as teaching has become more complex by recent sociocultural changes in educational practices. Consequently, several instruments have been developed to operationalize the construct. The instruments developed so far have addressed the construct generically. To be sure, this line of inquiry is still untouched in the ELT profession. The present exploratory mixed methods study attempted to develop a questionnaire to measure English language teachers’ commitment. In doing so, an initial 61-item questionnaire was developed conducting a comprehensive literature review and using interviews with domain experts and English language teachers. Then the trial instrument was administered to a sample of 352 teachers for Exploratory Factor Analysis (EFA), reducing the instrument to 32 items. The subsequent Confirmatory Factor Analysis (CFA) obtained from another sample of 577 individuals substantiated a seven-factor model as a robust and valid tool for measuring English language teacher commitment. The seven-factor model of teacher commitment included cognitive language teaching ability, language classroom environment, job satisfaction, opportunities for professional development, language teaching planning and support, language teaching self-image and beliefs, and language teaching exhaustion. ELTCQ can be used for measuring English teachers’ commitment. Researchers, administrators, and teacher trainers can use the questionnaire to improve the quality of in-service courses and examine teacher qualities for future professional predictions. Manuscript profile -
Open Access Article
225 - Investigating the Relationship between Teacher Resilience, Teacher Immunity and Emotional Intelligence among Iranian EFL Teachers
Fahimeh Rezapoor Aysheh MohammadzadehTeacher resilience and teacher immunity are important qualities which are of high significance in today’s scope of EFL teacher education and teacher psychology. The present study explored whether there are any correlations or associations between teacher resilienc MoreTeacher resilience and teacher immunity are important qualities which are of high significance in today’s scope of EFL teacher education and teacher psychology. The present study explored whether there are any correlations or associations between teacher resilience, teacher immunity and emotional intelligence among Iranian EFL teachers. So, 90 EFL teachers from different English language institutes in Gorgan, Iran were chosen through convenience sampling procedure. To collect the data, three instruments: Teacher Resilience Questionnaire, Language Teacher Immunity Questionnaire, and Emotional Intelligence Questionnaire were used. The correlation test, Pearson, was run in order to examine the relationship between teacher emotional intelligence and teacher immunity, teacher emotional intelligence and teacher resilience and the relationship between teacher immunity and teacher resilience. The results indicated a significant relationship between Iranian EFL teachers’ emotional intelligence and teacher immunity. In addition, findings revealed a positive relationship between emotional intelligence and teacher resilience too and also a positive and significant relationship between teacher immunity and teacher resilience as well. As pedagogical implications, teachers who suffer from lower resilience and immunity should be informed on various ways of improving them including increasing their practicing on emotional intelligence. Manuscript profile -
Open Access Article
226 - How Motivation and Collaborative Learning Impact Vocabulary Learning: The Case of Iranian High School Learners
Masoumeh Kouhsarian Behrooz Ghoorchaei Omid Mazandarani Nematullah ShomoossiIt has been shown that collaborative learning can potentially boost the learning of a second language. This study aimed to investigate the effect of collaborative learning on the motivation of EFL learners and their vocabulary learning. The quasi-experimental design was MoreIt has been shown that collaborative learning can potentially boost the learning of a second language. This study aimed to investigate the effect of collaborative learning on the motivation of EFL learners and their vocabulary learning. The quasi-experimental design was used to investigate the research questions. Two groups of intermediate EFL learners took part in the study; the first group of learners (n= 30) was instructed through the traditional routine (i.e. grammar-translation) while the second group (n=30) was instructed by collaborative task-based instruction. All participants were requested to fill out a motivation questionnaire twice during their course (once at the beginning and once at the end). Participants of both groups were also asked to answer the vocabulary test which was designed based on their course content to assess their vocabulary development throughout the semester (once at the beginning and once at the end). The independent samples t-test was used to analyze the data. The findings indicated that engaging them in collaborative learning significantly improved their motivation and vocabulary scores. The results highlight the value of cooperative learning and open new routes in empowering teachers and teacher educators. Manuscript profile -
Open Access Article
227 - The Impacts of Vocabulary Instruction via Synchronous and Asynchronous Social Networks on Iranian EFL Learners' Reading Comprehension
Servat Shirkhani Samaneh ShiranThe significant role of technology in improving second language skills and components has been recently addressed extensively. In the same vein, this quasi-experimental pretest-posttest design study aimed to compare the effects of synchronous and asynchronous social net MoreThe significant role of technology in improving second language skills and components has been recently addressed extensively. In the same vein, this quasi-experimental pretest-posttest design study aimed to compare the effects of synchronous and asynchronous social networks in teaching vocabulary to improve English as a foreign language (EFL) learners' reading comprehension. For this purpose, 61 EFL learners were chosen using the convenience sampling method and were randomly assigned to two experimental groups. Before the treatment, a researcher-made reading comprehension test was run as the pretest. Then WhatsApp was employed as the synchronous network for teaching vocabulary for the first group and Instagram as the asynchronous network for the second. The first group had to be online at a specific time, but the second group was given two days to see the posts. The strategies for teaching vocabulary were the same in both groups. After the treatment, another reading comprehension test was administered as the posttest. The statistical analysis indicated significant effects for both networks and a significant difference between the two experimental groups, showing that the asynchronous social network was significantly more effective in enhancing learners' reading comprehension than the synchronous one. The results imply that teachers can benefit from synchronous and asynchronous social networks as good platforms for teaching new words and improving learners' reading comprehension. Manuscript profile -
Open Access Article
228 - A Comparative Study of the Effects of the TBLT Method and ENGAGE Model on Iranian EFL Learners' CAF in Writing Performance
Javad Gholami Mohaddeseh Salimpoor Aghdam Mahnaz SaediThe ever-growing needs for writing ability in English in the global context has given priority to finding more effective ways to teach L2 writing. A thorough analysis of the pertinent literature indicated a dearth of empirical research in ELT regarding the effect of app MoreThe ever-growing needs for writing ability in English in the global context has given priority to finding more effective ways to teach L2 writing. A thorough analysis of the pertinent literature indicated a dearth of empirical research in ELT regarding the effect of applying the ENGAGE model on the writing skills of L2 learners. Therefore, the current study sought to ascertain how the ENGAGE Model and Task-based Language Teaching (TBLT) method affected the complexity, accuracy, and fluency (CAF) of Iranian EFL learners' writing performance. Sixty-seven Iranian female EFL learners aged 18 to 25 at Urmia University language center were chosen for the quasi-experimental study based on their level of proficiency on the standard Oxford Quick Placement Test (OPT) in 2022. The participants were randomly divided into three groups and instructed based on the principles of the ENGAGE model (n = 22), TBLT model (n = 24), and control group (n = 21). Pretesting, intervention, and post-testing were all the processes that the study participants underwent. The null hypotheses were tested after the data were analyzed by applying multivariate ANCOVA (MANCOVA) measures. The study of the post-test data revealed that the ENGAGE model, as opposed to TBLT, had a more significant effect on the overall L2 CAF in Iranian EFL learners' ability to write essays. The results of the present study can be applied by ELT experts and curriculum designers in EFL and ESL settings. English learners and instructors can use the ENGAGE model to address linguistic and metalinguistic issues. Manuscript profile -
Open Access Article
229 - 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
230 - The Impact of Online Metadiscourse Markers Instruction on Iranian EFL Learners' Expository Writing: A Mixed Methods Study
Mozhdeh Tahmasbi Majid Fatahipour Neda GharagozlooFocusing on metadiscourse markers during EFL writing classes has garnered research attention, yet few studies were conducted on online expository writing. This study explores the effect of metadiscourse markers instruction on expository writing of 80 male and female EFL MoreFocusing on metadiscourse markers during EFL writing classes has garnered research attention, yet few studies were conducted on online expository writing. This study explores the effect of metadiscourse markers instruction on expository writing of 80 male and female EFL learners in the school context, selected through convenience sampling and an interview followed with a smaller number of participants. Initially, the eighty participants were assigned to experimental (n=40) and control (n=40) groups after checking homogeneity in terms of English proficiency level. The participants in the experimental group received explicit instruction of markers, whereas the control group received the conventional curriculum-based writing instruction that included similar material/topics, except for the explicit focus on metadiscourse markers, all through a uniform digital platform mandated in the state-run schools. The frequency/use of metadiscourse markers in the writing assignments of the participants per session and the total was noted, and then a corpus of 80 collected essays was analyzed by a trained rater and researcher to both analyze whether metadiscourse markers instruction had any significant effect on expository writings and to determine which metadiscourse markers showed up in the texts written by students more. Finally, a semi-structured interview was conducted with eight EFL instructors to explore their attitudes. Statistical test of Analysis of Covariance showed a significant effect of metadiscourse markers instruction on EFL learners’ expository writing. Another finding was that participants employed interactional metadiscourse markers frequently. Implications for policy-makers, students, and teachers indicate that free access to online writing resources improves learning perceptions/outcomes. Manuscript profile -
Open Access Article
231 - 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 -
Open Access Article
232 - Non-Native EFL Teacher Educators’ Pedagogical Roles: Language Institute Managers’ Perceptions
Zahra Zamani Minoo Alemi Zia TajeddinThe pedagogical roles of teacher educators (TEs) in recruiting and educating future language teachers have recently gained attention among language researchers and scholars. Hence, this study set to investigate the pedagogical roles of Iranian non-native teacher educato MoreThe pedagogical roles of teacher educators (TEs) in recruiting and educating future language teachers have recently gained attention among language researchers and scholars. Hence, this study set to investigate the pedagogical roles of Iranian non-native teacher educators (TEs) in educating preservice and in-service EFL teachers from the viewpoint of language institute managers. To this end, following a qualitative survey research design, a total of 30 institute managers were selected via the snowball sampling method and engaged in semi-structured, in-depth interviews. The participants’ responses were voice recorded and then thematic analysis was conducted to extract the main themes and subcomponents. The findings of the study showed that institute managers assigned three main instructional roles to TEs: holding preservice/in-service teacher education courses, revising the assessment system, and designing effective language syllabuses. Accordingly, language institute managers believed that effective TEs should not only be responsible for running teacher education courses but also engage in the evaluation process by checking and revising the testing procedures and designing and developing relevant instructional syllabuses in cooperation with educational managers of the institutes. The pedagogical findings of the study are also discussed. Manuscript profile -
Open Access Article
233 - The Effect of Assistive Technology on Vocabulary Learning of Students with Visual Impairments
Afsaneh Saeedakhtar Nasrin Khodaee Afsar Rouhi Reza AbdiThe present study sought to investigate the role of assistive technology (AT) in English vocabulary learning by students with visual impairment (VI) in an English as a foreign language (EFL) context. It also endeavored to elicit their attitudes towards AT through a semi MoreThe present study sought to investigate the role of assistive technology (AT) in English vocabulary learning by students with visual impairment (VI) in an English as a foreign language (EFL) context. It also endeavored to elicit their attitudes towards AT through a semi-structured interview. To this end, 22 students with VI were divided into an experimental and a control group. Before the experiment, their initial vocabulary knowledge was measured through a pretest. Over five sessions, the experimental group was assigned to learn the target vocabulary items via a screen reader, i.e., non-visual desktop access (NVDA). In the absence of NVDA, the control group was exposed to the same vocabulary items by implicit instruction. Then, both groups received a posttest. The results of an independent samples t-test run on the data obtained from the post-test demonstrated that the experimental group built significantly larger vocabulary items than the control group. Responses given to a semi-structured interview revealed that learners prompted by AT acknowledged that the assistance afforded by NVDA, as a supplementary tool, facilitated learning the target vocabulary items. Based on the findings of the present study the incorporation of AT into the instructional materials of students with VI is recommended. Manuscript profile -
Open Access Article
234 - Impact of Dynamic Assessment on ADHD Learners’ Knowledge of L2 Vocabulary and Working Memory: A Case Study
Hadiseh Salehi Roya Khoii Ali Akbar ArjmandniaWithin the field of second language learning, the need to provide equal access to L2 education has directed modern educators’ attention to the potentials of Dynamic Assessment (DA) for students with learning disabilities. The purpose of the present single case study was MoreWithin the field of second language learning, the need to provide equal access to L2 education has directed modern educators’ attention to the potentials of Dynamic Assessment (DA) for students with learning disabilities. The purpose of the present single case study was to explore the effects of interactionist DA on ADHD L2 learners’ knowledge of vocabulary and working memory capacity. A 13-year-old female EFL learner with the combined type of ADHD voluntarily participated in this study as an elementary student. During each session, a few new vocabulary items were taught through providing mediations relying on a regulatory scale from the most implicit to the most explicit emerging from the interactions between the mediator and the learner. The microgenetic analysis of DA protocols led to the development of an inventory of mediations consisting of different forms of implicit and explicit prompts. The results of the study demonstrated that DA could contribute to the learner’s vocabulary knowledge with a number of fluctuations in some DA sessions, while it did not improve her working memory capacity. The findings of this study provide further insight into teachers’ perception of how ADHD learners can learn an L2 and, at the same time, call for policy makers’ and materials developers’ greater attention to the progressive mediations required to help ADHD learners develop a higher level of self-regulation functioning through dialogic and social interactions. Manuscript profile -
Open Access Article
235 - 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
236 - Tackling Iranian Epileptic EFL Learners’ Foreign Language Anxiety and Vocabulary Learning via a Social, Meta-cognitive, and Problem-Solving Skills Training Package: Online and Traditional Contexts in Focus
Vale Jalali Mina Rohanizadeh Neda Fatehi RadThe problems of epileptic EFL learners are more serious than those of normal learners. Mostly, in the context of language learning, they perform weakly in productive and verbal skills. This study investigated whether a social, meta-cognitive, and problem-solving skills MoreThe problems of epileptic EFL learners are more serious than those of normal learners. Mostly, in the context of language learning, they perform weakly in productive and verbal skills. This study investigated whether a social, meta-cognitive, and problem-solving skills training package affects foreign language anxiety, and vocabulary learning of epileptic EFL learners. The participants were selected through purposive sampling from among those referring to the Long Term Video EEG Monitoring Center in Kerman. To collect the data, the FL Anxiety Scale, TOEFL Vocabulary Test, Quick Placement Test, and the Social, Meta-cognitive, and Problem-solving Skills Training Package were recruited. To analyze the data, descriptive statistics, and ANCOVA were run. The findings of the study showed that the effectiveness of the mentioned training package on Iranian epileptic EFL learners’ FL anxiety and vocabulary learning in online was more effective than in the traditional context. The results have implications for the epileptic EFL learners and EFL teachers. Manuscript profile -
Open Access Article
237 - 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
238 - 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
239 - 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
240 - Designing and Validating a Model for Successful English Learning: How Socially-Mediated Testing Can Make a Difference
Fatemeh Sadat Alamdar Shahram Afraz Fazlollah SamimiIn this study, the investigator sought to explore the perceptions and attitudes of Iranian English as a Foreign Language (EFL) learners towards the use of Socially Mediated Testing (SMT) in their English learning process. The primary aim was to identify the factors that MoreIn this study, the investigator sought to explore the perceptions and attitudes of Iranian English as a Foreign Language (EFL) learners towards the use of Socially Mediated Testing (SMT) in their English learning process. The primary aim was to identify the factors that significantly influence their learning experience when using SMT. The research process began with in-depth interviews of 50 EFL learners, aiming to gain a qualitative understanding of their thoughts and experiences with SMT. Based on the insights obtained from these interviews, the researcher developed a questionnaire tailored to capture the nuances of these learners' experiences. This questionnaire, consisting of 25 items, was then distributed to a larger sample of 475 EFL students. In the end, the researcher was able to identify four variables after using exploratory factor analysis to identify the factors. The 25-item questionnaire was then given to 785 EFL students, who chose each item on a Likert scale. The factor structure of the instrument was verified by the researcher using structural equation modeling (SEM). To determine if the suggested model matched the data, the researcher used the measurement with the best fit. The fit indices were estimated using the original EFA structure, which contained four factors and 25 elements. As a result, the researcher created a model that can be used as a respectable foundation for SMT research that will take place in Iran in the future, where such specific insights are unavailable in this politically distinct EFL setting. Manuscript profile -
Open Access Article
241 - Does Integrating Augmented Reality App into Task-based Reading Instruction Pay?
Mahan Attar Valiollah YousefiConsidering the significant role of innovated technology in learning processes, the present study focuses on the use of Augmented Reality (AR) in students’ reading skills. Practitioners have started to use AR in different areas of language learning though a few st MoreConsidering the significant role of innovated technology in learning processes, the present study focuses on the use of Augmented Reality (AR) in students’ reading skills. Practitioners have started to use AR in different areas of language learning though a few studies examined the use of AR in reading skills. To this end, the present study explored the effect of integrated AR app into learners’ task-based reading instruction (TBRI). Using Test of English as a Foreign Language (TOEFL) diagnostic test, 30 homogeneous senior high school students were selected, randomly divided in two groups of 15 each in Hamedan, Iran. Adopting the pre-test-post-test design with a control group, all participants were given a pretest including 5 sections and 30 items. The validity of questions was confirmed by 12 TEFL specialists, and their reliability coefficient was also confirmed using Cronbach's alpha test. During an academic term-long instruction of reading, the experimental group was taught using integrated AR app, iStormAR, into task-based instruction while the control group underwent task-based instruction with no AR app. Following the treatment, both groups took a previously validated post-test including 5 sections and 30 items. After collecting the data, the results were analyzed using analysis of covariance (ANCOVA). The findings emphasized the effectiveness of learning affordances of integrated AR app into TBRI, specifically in finding main idea questions, requiring that syllabus writers, material developers, and teachers consider the prominent potentials of AR technology for the development of students’ English language. Manuscript profile -
Open Access Article
242 - Enhancing Speaking Proficiency and Terminology Learning Among ESP Learners Through Edutainment Activities
Shiva Grami Azizeh Chalak Hossein Heidari TabriziConsidering the needs of most English for a Specific Purpose (ESP) learners, speaking proficiency and terminology learning are two challenging objectives of their English learning. This anxiety is boosted when it comes to technical environments because it needs a range MoreConsidering the needs of most English for a Specific Purpose (ESP) learners, speaking proficiency and terminology learning are two challenging objectives of their English learning. This anxiety is boosted when it comes to technical environments because it needs a range of specific vocabulary, resulting in lower scores than expected. Edutainment or the integration of entertainment with education is supposed to be helpful. Regarding a quasi-experimental study, 60 Iranian ESP learners studying nursing were conveniently selected and distributed into experimental (EG) and control (CG) groups. During the intervention phase, participants in the EG were taught the instructional materials based on Edutainment activities ranging from simple crossword puzzles to complex simulative games. Participants in the CG received the same content through mainstream English learning tasks. The instruments included an Oxford Placement Test (OPT), speaking proficiency, and terminology tests. Descriptive and inferential statistics were used to analyze the outcomes. The results indicated that EG participants significantly outperformed CG regarding speaking proficiency and terminology learning. While Edutainment was significantly effective in enhancing the mentioned domains, it was more beneficial in speaking proficiency compared to terminology learning. The outcome may benefit ESP teachers, learners, and curriculum developers considering the integration of education and entertainment. Manuscript profile -
Open Access Article
243 - Improving EFL Learners' Writing Accuracy and Fluency through Task-based Collaborative Output Activities and Scaffolding Techniques
Khosro Zohrevandi Hossein Ahmadi Hamid KhalajiPrevious research indicates that task-based collaborative output activities (TBCOA) and scaffolding techniques (ST) lead to improvements in English as a foreign language (EFL) learners’ writing skill. However, there seems to be a lack of research on the comparativ MorePrevious research indicates that task-based collaborative output activities (TBCOA) and scaffolding techniques (ST) lead to improvements in English as a foreign language (EFL) learners’ writing skill. However, there seems to be a lack of research on the comparative effects of these activities and techniques on EFL learners' writing accuracy and fluency. Therefore, the present study aimed to investigate the comparative impacts of two types of TBCOA (debating and dictogloss) versus two types of ST (teacher and peer scaffolding) on Iranian intermediate EFL learners' writing accuracy and fluency (A&F). This research followed a quasi-experimental design. A sample of 80 intermediate-level EFL learners, selected through convenience sampling from a Language School in Malayer, constituted the participants of the study. The learners were divided into four groups (each with 20 members). The homogeneity of the participants in terms of writing A&F was checked through a pretest at the outset of the study. Paired-sample t-tests were run to examine the possible significant changes in scores from the pretest to the posttest in each group. Furthermore, the effects of debating vs. dictogloss, teacher scaffolding vs. peer scaffolding, and overall TBCOA vs. overall ST were compared through ANCOVA, with the pretest scores being treated as the covariate. It was found that debating significantly led to more improvement than dictogloss in the learners' writing A&F. Moreover, teacher scaffolding was more effective than peer scaffolding. Regarding overall TBCOA and ST, the latter was significantly more effective. This research provides implications for EFL writing instruction. Manuscript profile -
Open Access Article
244 - Relationship between Learning Style Preferences and Nationality Background: A Case Study of Iranian and Iraqi University EFL Students
Sediqeh Vahdat Zohreh Gooniband Shooshtari Faezeh MohammadnejadThis study investigated the relationship between learning style preferences and the nationality background of Iranian and Iraqi University EFL students. A total number of 40 male and female participants, 20 Iraqi and 20 Iranian, majoring in EFL, took part in this study. MoreThis study investigated the relationship between learning style preferences and the nationality background of Iranian and Iraqi University EFL students. A total number of 40 male and female participants, 20 Iraqi and 20 Iranian, majoring in EFL, took part in this study. To conduct the study, a qualitative-quantitative method was used which encompassed two kinds of data-gathering instruments: a questionnaire and a semi-structured interview. The first instrument was Cohen, Oxford, and Chi's (2001) online learning style survey questionnaire which assessed the participants’ general approaches to learning, and the second instrument was a semi-structured interview that asked some other questions not covered by the questionnaire. Prior to using the learning style survey questionnaire, a pilot study was conducted to validate and refine the questionnaire. Statistical procedures such as descriptive statistics which consisted of Mean, Skewness, Kurtosis, and Standard Deviation were used. Moreover, the Chi-square, Cramer’s V, and T value were used to analyze the collected data. The obtained results revealed that the relationship between learning style preferences and nationality background was meaningful and the learning styles of students from these two nationalities were different from each other. From a quantitative standpoint, Iranian learners were more open-oriented learners, while Iraqi participants were more closure-oriented in their learning process. The results also revealed that not only the Learning Style Preferences (LSPs) were different across groups, but also were various for individuals in each group. The results of this study offer valuable insights for teachers who are working with learners from diverse nationalities. Manuscript profile -
Open Access Article
245 - Collective Efficacy of TEFL Students in Collaborative Content Learning Classroom
Rogayeh Eslami Mahnaz Saeidi Touran AhourCollaborative content learning (CCL) has recently gained prominence in the research literature as a process of learning that contributes to effective learning of the content of the courses in EFL contexts. This quantitative ex-post facto research was conducted among TEF MoreCollaborative content learning (CCL) has recently gained prominence in the research literature as a process of learning that contributes to effective learning of the content of the courses in EFL contexts. This quantitative ex-post facto research was conducted among TEFL students at the MA level selected based on purposive and convenience sampling. It was an attempt to investigate the attitudes of TEFL students toward the contribution of CCL to collective efficacy (CE). To this end, sixty male and female participants in the master's program participated in the study. The participants have already been exposed to implementing CCL based on its principles and have been familiar with the underlying assumptions of CCL. Statistical analysis of students' responses to the CE questionnaire revealed that most learners believe that CE in CCL is important in EFL teaching and learning context, and learners have positive attitudes towards working collaboratively on the content. They stated that working collaboratively on the content positively changes their group members' learning and leads to successful learning because it encourages them when a similar group successfully conducts a task. The study's findings suggest the beneficial role of CCL in raising students' awareness of skillful collaboration for maximum learning of the content and for their CE. Manuscript profile -
Open Access Article
246 - AI-English Language Generated Content: Navigating the Fine Line Between Originality and Plagiarism
Masoud Neysani Seyedeh Elham Elhambakhsh Ahmadreza NikbakhtThe era of AI-generated content has introduced a profound transformation in the realms of creativity, authorship, and intellectual property rights. This study examined two research aspects. Firstly, it explored the impact of AI- English language-generated content on the MoreThe era of AI-generated content has introduced a profound transformation in the realms of creativity, authorship, and intellectual property rights. This study examined two research aspects. Firstly, it explored the impact of AI- English language-generated content on the traditional boundaries of authorship, creativity, and intellectual property rights. Secondly, it investigated the ethical and legal challenges associated with AI's influence on TEFL content generation and how the academic communities address these concerns. The research team employed a mixed-methods approach. Twenty-Eight individuals, organizations, and professionals made up the target population of the current study. The researchers interviewed experts in the fields of AI, law, and English language material development. The researchers analyzed real-world cases of AI-TEFL generated content usage, particularly within academic settings. The findings revealed that AI-generated content challenges conventional notions of authorship and creativity by introducing autonomous AI creators while also augmenting human creativity. The ambiguous landscape of intellectual property rights necessitates adaptive legal frameworks. While AI challenges established norms, it also offers opportunities for collaboration and inspiration. To address these issues, collaborative frameworks, ethical guidelines, and transparency were proposed as integral solutions. Respondents emphasize collaborative efforts to address the ethical and legal concerns associated with AI's influence on content generation within the academic communities. The implications extend to various sectors, including academia, creative industries, and legal systems. This study underscores the pressing need for a delicate balance between AI's creative potential and the preservation of ethical and legal standards in the evolving landscape of content creation. Manuscript profile -
Open Access Article
247 - In Memory of Professor Farzad Sharifian (1964-2020): A Selected Bibliography
Hossein Heidari Tabrizi Azizeh ChalakIn the early hours of 12 May 2020, Professor Farzad Sharifian unexpectedly passed away after a short illness. We in RELP have absolutely missed Farzad Sharifian (RIP) as one of our vibrant and valued Editorial Board members and a wholly decent, wonderful gentleman. High MoreIn the early hours of 12 May 2020, Professor Farzad Sharifian unexpectedly passed away after a short illness. We in RELP have absolutely missed Farzad Sharifian (RIP) as one of our vibrant and valued Editorial Board members and a wholly decent, wonderful gentleman. Highly awarded as a competent researcher, Farzad was a leading, prolific scholar and an outstanding, inspirational figure in Cultural Linguistics, an internationally recognized, flourishing field of inquiry that he successfully developed on the foundation laid by Palmer (1996). Farzad will undoubtedly live on not only in his numerous presentations and publications but also in the hearts and minds of all those who, like us, respected Farzad personally or professionally (across his discipline) nationally and internationally, including his family, friends, academic fellows, and former students. To celebrate his incredible, life-long contributions to the field, RELP decided to publish a selected bibliography of his seminal, influential works, the majority of which were devoted to Cultural Linguistics, disseminated in the form of books, book chapters, and journal articles. The list is by no means claimed to be comprehensive; his conference presentations and interviews are not included here either. Our meticulous colleagues are invited to help us add to and update it by contacting RELP via the official email of the journal: relp@khuisf.ac.ir or our personal emails. May God bless his soul! Manuscript profile -
Open Access Article
248 - Effects of Social Networking on Iranian EFL Learners’ Vocabulary Acquisition
Fatemeh Khansarian-Dehkordi Ahmad Ameri-GolestanThe study aimed to scrutinize social networking effects on Iranian EFL learners’ vocabulary acquisition. Eighty Iranian EFL learners at the intermediate level participated in a pretest-posttest study after taking the placement test. They were then divided into an MoreThe study aimed to scrutinize social networking effects on Iranian EFL learners’ vocabulary acquisition. Eighty Iranian EFL learners at the intermediate level participated in a pretest-posttest study after taking the placement test. They were then divided into an experimental group whose participants were supposed to equip their mobile phones or tablet PCs with a social networking application, that is, Line and form an online group to take part in eighteen virtual instructional sessions. Participants of the control group, however, underwent classroom learning during which target words were presented through routine classroom activities. Results of the independent-samples t-test in the posttest indicated that participants of the experimental group outperformed those of the control group. Results have important implications for both pedagogy and theory, especially socio-cultural theories of second language development. Manuscript profile