About the journal
About the Journal
Journal of Teaching English Language Studies (JTELS) is an online, open-access, double-blind, and peer-reviewed academic journal published quarterly by the Islamic Azad University, Takestan Branch, Takestan, Iran. The journal is dedicated to disseminating reports of the findings of the original and innovative research of conceptual, theoretical, empirical, and practical nature, covering niches and issues related to current trends and topics of pedagogy and practices in the field of teaching and learning of English as an International Language (EIL) or as a Foreign Language (EFL), from either a disciplinary or multi-disciplinary perspective. Providing a medium for informed debate of the principles and practices that determine how English is learned and taught nationally or internationally, JTELS seeks to provide a forum for members of the profession worldwide, including (but not limited to) scholars, faculties, practitioners, and professionals to exchange knowledge in the form of empirical and theoretical research articles and review papers (systematical reviews, meta-analysis, and book reviews). Promoting diverse perspectives and critiques, JTELS is particularly interested in articles that challenge the taken-for-granted issues in English language pedagogy, Translation Studies, Linguistics, Literature, Discourse Analysis, Applied Linguistics, Sociolinguistics, and Psycholinguistics. The journal especially welcomes contributions focusing on learning dynamics and the experiences of efficacious language programs in Iran, connecting academicians’ visions and insights gained from related disciplines with practitioners’ everyday concerns addressing real-world problems. To care for our environment and take action on global warming and climate change, we at JTELS decided not to publish the journal in print version.
JTELS assumes that the submitted articles have not previously been published and are not being considered for publication elsewhere. The journal rigorously observes the standards and guidelines provided by the Committee on Publication Ethics (COPE), especially regarding misconduct, fraud, plagiarism, and how to take action on these issues. The journal strictly follows a Zero Tolerance Policy on Plagiarism. We recommend authors check their articles with plagiarism prevention tools (such as ithenticate.com, turnitin.com, etc.) before submitting them to JTELS. After initial editor screening, all articles undergo a rigorous double-blind peer review process. JNTELL does not charge authors for the reviewing process of articles; however, the publication charge accepted is about 20 $ per paper. Authors must transfer the copyright and conflict of interest form provided in author guide lines section to JTELS by signing the copyright form and submitting it with the main manuscript.
Recent Articles
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Open Access Article
1 - Functional Analysis of Frame Markers in Students' Essays: An Across Disciplinary Study
Azadeh Mallaki Seyed Foad Ebrahimi Mohammad Taghi FarvardinIssue 3 , Vol. 9 , Summer 2024Frame markers are a broad interactive subcategory, displaying the writer-reader relationships. They can be characterized as items to frame information about discourse components and functioning for argument sequencing, labelling, predicting, and shifting while offering MoreFrame markers are a broad interactive subcategory, displaying the writer-reader relationships. They can be characterized as items to frame information about discourse components and functioning for argument sequencing, labelling, predicting, and shifting while offering readers more discourse clarity. How to make good use of frame markers becomes one of the focuses in English writing classes. Thus, this study investigates the frequency and functions of frame markers in academic students' essays. To this end, 56 students' essays (totally 170.760 words) were selected from the Michigan Corpus of Upper-Level Student Papers (MICUSP), belonging to Philosophy and Psychology disciplines. The corpus was analysed considering Hyland's (2005) model of interactive metadiscourse into frequency and functions. The results showed that the frame markers were frequent enough to be considered in teaching writing genres. Besides, frame markers exhibited a significantly essential way, allowing writers organize their discourse according to certain audience and enabling them to observe the argument coherence and directing their thoughts toward what the author wished. Disciplinary differences concerning frequencies, types and functions of the frame markers were reported. The study results could directly be used in the syllabus designed for writing academic genres. Manuscript profile -
Open Access Article
2 - Mediating Iranian EFL Senior High School Students’ Vocabulary Acquisition: The Role of SHAD Application in Technology Enhanced Setting
Sayyed Rasoul Mousavi Amir Nemat TabriziIssue 3 , Vol. 9 , Summer 2024The present study investigated the expansion of academic vocabulary knowledge of English as a foreign language student making use of SHAD app compared to the traditional method of vocabulary instruction. About 60 Azarbaijani Turkish EFL students participated in the stu MoreThe present study investigated the expansion of academic vocabulary knowledge of English as a foreign language student making use of SHAD app compared to the traditional method of vocabulary instruction. About 60 Azarbaijani Turkish EFL students participated in the study. The participants belonging to intact classes from the first grade of secondary high school in Tabriz. After homogenizing the level of English knowledge of students using Oxford Placement test, they were divided into two groups of treatment group and control group. A 100 items pretest in the form of VKS was administrated to the learners to recognize the final 80 unknown words marked by the students in order to be taught during the treatment. The learners in the treatment group exposed to instruction of new words via SHAD application, and the learners in the control group learners’ new words in the traditional classroom. During treatment, the experimental group completed and presented their vocabulary homework assignment via SHAD app, while the learners in control group were required to submit the identical homework assignment making use of the paper and pencil method. After treatment, a 30-item posttest in the form of multiple-choice was presented to the groups. Data was gathered through pretest-posttest and it was analyzed through independent samples t-test. Results of t-test conveyed that the group of SHAD app meaningfully outperformed the traditional one on a vocabulary test. In addition, implication for teaching vocabulary and future studies are argued. Manuscript profile
Most Viewed Articles
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Open Access Article
1 - Probing Iranian EFL Students’ Interlanguage: Fossilized and Developmental Grammatical Errors in English
Nafiseh LashgariIssue 2 , Vol. 9 , Spring 2024This study wanted to understand the fossilized and developmental grammatical errors in Persian EFL learners’ compositions at three levels of proficiency. The researchers divided the participants into lower-intermediate, upper-intermediate, and advanced levels. The resea MoreThis study wanted to understand the fossilized and developmental grammatical errors in Persian EFL learners’ compositions at three levels of proficiency. The researchers divided the participants into lower-intermediate, upper-intermediate, and advanced levels. The researchers collected three compositions from each participant. After identifying the grammatical errors for each level, the researchers compared their frequency and mean differences across these levels to identify developmental and fossilized errors. Finally, using SPSS, five grammatical error types were identified, of which the most frequently made was the wrong selection of verb forms. Out of 5 error types, the researchers identified one as developmental (verb forms) and four as fossilized (tenses, prepositions, articles, and active and passive voices). Findings indicate that most students committed fossilized errors, showing the permanent retention of grammatical errors in their compositions. Accordingly, serious pedagogical considerations need to be given to the teaching of grammar to improve the writing competence of Iranian EFL learners. Manuscript profile -
Open Access Article
2 - Standard English or World Englishes: Issues of Ownership and Preference
Ehsan Namaziandost Soheila Tahmasbi Arsh HashemifardniaIssue 3 , Vol. 7 , Summer 2019The widespread use of English worldwide ended in Englishes which are plural when used by local language users. As these World Englishes, in contrast to that of Standard English, consider all realizations of English as equally valid, debates over non-native English norms MoreThe widespread use of English worldwide ended in Englishes which are plural when used by local language users. As these World Englishes, in contrast to that of Standard English, consider all realizations of English as equally valid, debates over non-native English norms, standards, and attitudes remain a question. Such diversities also level arguments against language ownership for communities in which English is their first language hence language models. In line with such arguments, the aims of this study were 1) to investigate, to what extent Iranian EFL learners, as a community positioned in the expanding circle of English users, present positive or negative attitudes toward World Englishes (WEs) and Standard English (SE) and 2) whether they claim ownership over English. Forty students majoring in TEFL were invited and their viewpoints were collected through three semi-structured interviews. The results revealed that most participants’ views skewed toward supporting WEs. Furthermore, they were more willing to call English as EFL learners’ property. Although they appreciated the prestigious stance of SE, they showed no negative views toward either WEs or SE. The study have pedagogical implications for teachers and practitioners. Manuscript profile -
Open Access Article
3 - Impact of Neuro-linguistic Programming (NLP) on EFL Learners' Writing Achievement and Critical Thinking
Hadi Salehi Sara KarimiIssue 1 , Vol. 8 , Winter 2023This study was an attempt to find out the impact of Neuro-linguistic programming (NLP) on EFL learners' writing achievement and critical thinking. To fulfill the purpose of this study, 60 EFL learners of institute in Shahinshahr were selected from among a total number o MoreThis study was an attempt to find out the impact of Neuro-linguistic programming (NLP) on EFL learners' writing achievement and critical thinking. To fulfill the purpose of this study, 60 EFL learners of institute in Shahinshahr were selected from among a total number of 100 learners based on their performance on the Preliminary English Test (PET). After homogenizing, they filled out the critical questionnaire developed by Honey (2000) and then they were non-randomly divided into two groups, experimental and control, each consisting of thirty EFL learners. Experimental group members were instructed based on NLP and their instruction was based on five senses (sight, hearing, touch, smell, and taste). The control group members had a routine teaching process in which no NLP methods was imposed in this group. Both groups were female and their age range was between 15-20 years old. After 16 sessions, writing posttest and critical thinking questionnaire were given to two groups to evaluate whether there is any significant difference between these two groups or not. The design of the current study was quasi-experimental posttest only design. The obtained data were analyzed both descriptively and inferentially. For descriptive statistics, mean and standard deviation were obtained and the type of the test applied for this study was independent sample t-test. The statistical analyses revealed that there was significant statistical difference between the two groups’ mean scores on the writing posttest, while there was no significant statistical difference between the two groups’ mean scores on the critical thinking posttest. As a result, it can be argued that NLP had significant impact on learners’ writing skill, but NLP had no significant impact on learners’ critical thinking level. Manuscript profile -
Open Access Article
4 - Dromophobia's Veil: Unveiling the Enigma of Hailsham in Kazuo Ishiguro's Never Let Me Go Through a Virilian Lens of Fear and Control
Seyede Keyhaneh Kafshchi Rohollah Reesi sistani Hassan ShahabiIssue 2 , Vol. 8 , Spring 2023This study offers a comprehensive analysis of Kazuo Ishiguro's Never Let Me Go within the framework of Paul Virilio's influential theories. The novel challenges conventional science fiction by seamlessly integrating speculative elements, focusing on character developmen MoreThis study offers a comprehensive analysis of Kazuo Ishiguro's Never Let Me Go within the framework of Paul Virilio's influential theories. The novel challenges conventional science fiction by seamlessly integrating speculative elements, focusing on character development, and exploring the complexities of human relationships. At its core, the narrative delves into the theme of simulation through human clones destined for organ donation. The story traces the characters' journey from their sheltered upbringing at Hailsham to the ethical dilemmas of cloning, questions about the nature of humanity, and the struggle for individual identity. Hailsham, a meticulously constructed simulation, conceals the truth about the clones' destinies, conditioning them to accept their fates. The narrative prompts reflections on determinism, free will, and autonomy, emphasizing the role of memory and narration in conferring meaning upon their lives. Never Let Me Go transcends genre boundaries to explore the human condition, love, and friendship within a dystopian context. This analysis employs Virilio's theories to enrich our understanding of the novel's intricate exploration of simulated existence and genuine humanity. Manuscript profile -
Open Access Article
5 - Effects of Synthetic Phonics and Whole Language Methods of Teaching Reading on Iranian Elementary EFL Learners’ Spelling and Pronunciation
Hadi Salehi Nasim MirdamadianIssue 2 , Vol. 8 , Spring 2023There has been a fierce controversy for decades over which approach is more effective in order to achieve the best reading instruction and there is no clear answer until today. This study mainly compared the effectiveness of Whole Language, phonics, and balanced approac MoreThere has been a fierce controversy for decades over which approach is more effective in order to achieve the best reading instruction and there is no clear answer until today. This study mainly compared the effectiveness of Whole Language, phonics, and balanced approach to develop the EFL learners’ reading in the light of spelling and pronunciation development over time. Thirty Iranian elementary EFL learners were selected from an English Language Institute in Isfahan, Iran. The participants were randomly divided into three different instructional groups, Whole Language group, phonics group, and balanced group (phonics group integrated with Whole Language group), with 10 students in each group. The students in the Whole Language group were exposed only to Whole Language method with the book Family and Friends (Starter), while those who were in the phonics group only received phonics instruction with the book Let’s Go Phonics 1. The students in the balanced group were taught through both phonics and Whole Language methods with the books Let’s Go Phonics 1 and Family and Friends (Starter). All three classes were held twice a week for 12 weeks and each class lasted 1 hour. A series of tests were designed by the researchers used to assess the participants’ word pronunciation and spelling. A series of ANOVA tests were also carried out to compare pretest and posttest scores of three instructional groups in reading spelling and pronunciation. Meanwhile, two weeks after the immediate posttest, the students were tested again in reading spelling and pronunciation. The findings suggested that for the three groups of Whole Language, phonics, and balanced methods, there were improvements on both pronunciation and spelling from pretest to immediate posttest and delayed posttest. There were also no significant differences among them on the immediate posttest, but for the delayed posttest, both phonics and balanced methods were seen to be more effective than the Whole Language method, with the slight differences between phonics and balanced groups. To sum up, this study lends its support to the synthetic phonics integrated and balanced judiciously with Whole Language approach, neither phonics nor Whole Language can be considered strong enough programs to stand alone. Manuscript profile -
Open Access Article
6 - On the Relationships of Iranian EFL Learner’s Crystallized and Fluid Intelligences with their Vocabulary Size
Samaneh Maroufolzakerin Akram FaravaniIssue 2 , Vol. 8 , Spring 2023The aim of the present study was to investigate the relationships of Iranian EFL Learner’s Crystallized and Fluid Intelligences with their Vocabulary Size. The Participants of the study were 100 male and female learners from Islamic Azad University of Mashhad in T MoreThe aim of the present study was to investigate the relationships of Iranian EFL Learner’s Crystallized and Fluid Intelligences with their Vocabulary Size. The Participants of the study were 100 male and female learners from Islamic Azad University of Mashhad in TEFL course that are ranged from 20 to 40 years old. To administer the study, an experimental and quantitative analysis was conducted and the relationship between variables was measured using three instruments namely, Baddeley’s (1968) Grammatical reasoning Test for Fluid intelligence, Persian C-Test (2015) for crystalized intelligence, and Nation’s (2012) vocabulary size Test. Data were analyzed using SPSS version 21. First, correlational analyses were conducted to find out correlation coefficients between the variables. Then, multiple coefficient tests were done to find Beta weight of variables. The results obtained from correlational analyses showed that there is a significant relationship between crystallized intelligence and vocabulary size, while there is no significant relationship between learners’ fluid intelligence and their vocabulary size. Besides, regression analyses showed that the model consisting of both crystallized and fluid intelligences explains a small but significant portion (8%) of the variance in vocabulary size. It was also concluded that fluid intelligence does not significantly predict vocabulary size, but crystallized intelligence significantly predicts vocabulary size. The study implies that crystalized intelligence should be considered in language learners’ curriculum to achieve the teaching and learning purposes. Manuscript profile -
Open Access Article
7 - Involvement Load of Vocabulary Tasks IELTS preparation Vocabulary Course Books
Maryam Sadeghi Garmaroudi Mohammad AghajanzadehIssue 2 , Vol. 8 , Spring 2023The importance of vocabulary is undeniable. EFL learners need sufficient lexicon in order to be a competitive speaker. Lots of strategies have been proposed. The concept of involvement load was first introduced by Hulstijn and Laufer (2001). They believed that deeper ex MoreThe importance of vocabulary is undeniable. EFL learners need sufficient lexicon in order to be a competitive speaker. Lots of strategies have been proposed. The concept of involvement load was first introduced by Hulstijn and Laufer (2001). They believed that deeper explanation of lexical information will result in better retention of them. The present study aimed at finding the involvement load indexes of vocabulary tasks used in two popular IELTS vocabulary books. It also intended to find the most applied vocabulary learning strategies by IELTS learners. Data were gathered from the intensive analysis of 20 selected task of “Oxford Word Skills” and “Advanced Vocabulary In Use”. Also 50 IELTS candidates were asked to fill a questionnaire. The results showed that books applied a variety of activities. The maximum index was 4 and the minimum was 1. The analysis showed that consolidating was used for the tasks with higher involvement load indexes. Tasks with lower involvement load indexes had other strategies like discovery. Data analysis revealed that learners implied different strategies in learning vocabularies. The most popular strategy was germane to determination strategies, which are clustered under discovery Strategy. Manuscript profile -
Open Access Article
8 - A comparison of self - assessment of English reading comprehension with teacher assessment on the students of Kish Institute of Science and Technology of Ilam
Mohsen Bahramvand Ali JamaliIssue 2 , Vol. 8 , Spring 2023Learner-centered classes refer to engage students in their process of learning as well as their evaluation, while, the classical way to teach and assess students was teacher based. Accordingly, the current study investigated to compare the impact of teacher assessment a MoreLearner-centered classes refer to engage students in their process of learning as well as their evaluation, while, the classical way to teach and assess students was teacher based. Accordingly, the current study investigated to compare the impact of teacher assessment and self - assessment on reading comprehension on Iranian EFL learners. The current research was carried out in Kish Institute of Science and Technology of Ilam. To investigate, there were 30 EFL learners, out of a population of 79, selected based on Oxford Quick Placement Test (OQPT) in the level of intermediate. Prior to the treatment, Likert scale questionnaire applied by the teacher to assess the participants’ ability to figure out and answer reading questions. To set out the study, the participants were classified into two different groups namely; base group (teacher assessment); experimental group (self - assessment) included 15 participants in each group. In continue, these two groups received a pre-test. Additionally, after performing the treatment course, which was included 10 sessions (two sessions a week) that per each session 45 minutes allocated, the students of two groups were given the post-test. It was followed with giving the follow-up test after a week from finishing given post-test to two groups. To analyze the data, SPSS was performed. The instruments used in this study were Likert scale questionnaire, OQPT Test ,and Quiz Sheets .All in all, regarding to the outcome of this research ,students play magnificent role in their learning and evaluation process. Manuscript profile -
Open Access Article
9 - The Effects of Age, Gender, and Experience on Grit, Anxiety, and Commitment of Kurdish EFL Secondary School Teachers
Bahroz Mawlood Jaleh Hassaskhah Hezha AbdallahIssue 3 , Vol. 8 , Summer 2023This mixed methods study examined the effects of three demographic variables, namely, grit, anxiety, and commitment, on Kurdish EFL teachers in Sulaimani Province secondary schools. To this end, using snowball purposive sampling, 73 Kurdish EFL secondary school teachers MoreThis mixed methods study examined the effects of three demographic variables, namely, grit, anxiety, and commitment, on Kurdish EFL teachers in Sulaimani Province secondary schools. To this end, using snowball purposive sampling, 73 Kurdish EFL secondary school teachers, 42 male and 31 female, aged between 22 and 50 with an experience range between 1 to 28 years, participated in the study and completed the questionnaire. Expanding the quantitative results, interviews with 10 participants were conducted to further the information and support the quantitative results. Descriptive statistics were utilized to analyze the quantitative data, specifically, the one-way analysis of variance (ANOVA), independent sample t-test, and Pearson’s correlation. A thematic analysis was conducted for the collected interview data. The quantitative findings indicated that age, gender, and experience significantly affected Kurdish EFL secondary school teachers’ grit, anxiety, and commitment. Results of the qualitative data revealed that Kurdish EFL secondary school teachers consistently pursue their educational goals and show unwavering persistence in the face of challenges. They also handle their anxiety by compartmentalizing personal issues and controlling their impulses to maintain a positive teaching environment, reflecting their understanding of the importance of teaching and their interest in developing their students. Lastly, Kurdish EFL secondary school teachers exhibit high levels of commitment to both the educational community and institutional standards, even when challenges appear. The results of this study are beneficial for policymakers, English language teachers, and also EFL learners. Manuscript profile -
Open Access Article
10 - The Need to Develop Authentic Materials in Teaching Grammar Communicatively for Iranian High School Students: (Theoretical perspectives)
Aliakbar TajikIssue 2 , Vol. 8 , Spring 2023Teaching and learning grammar in Iranian high schools based on the communicative approach of the newly published textbooks tend to lead students to apply the grammatical pattern in sentence patterns not to apply them in communication. That is, the grammatical materials MoreTeaching and learning grammar in Iranian high schools based on the communicative approach of the newly published textbooks tend to lead students to apply the grammatical pattern in sentence patterns not to apply them in communication. That is, the grammatical materials used in the newly published textbooks have been used for the specific purpose of providing grammar practice. The idea of authentic material in language teaching is supported by many professionals in the field of language pedagogy. Authentic material provides the learners with many significant advantages and promotes them with high motivation and interest in language learning and lead to improving communicative competence. In a research done on authenticity of Iranian English high school textbooks by F. Zarrabi (2015) the feedback received from the teachers’ and the students’ responses, the home-made textbooks lack the authenticity of natural English in terms of content and presentation. The materials are not generally presented from the easy to hard order and they are mainly void of cultural and communicative points. Therefore, the study is primarily aimed at discussing the effects of using authentic material in teaching grammar communicatively and examining the need for English language teachers and course designers to develop authentic materials for grammar instruction communicatively for Iranian EFL students. The results of the study indicate that the need for English language teachers to use authentic materials in teaching grammar to give the opportunity to the students to expose to the real use of language. Manuscript profile