List of Articles Bahram Bagheri

• Open Access Article
  • Abstract Page
  • Full-Text
  
  1 - The relationship between Interaction Types and Language Learning Styles
  Zeinab Nazari Bahram Bagheri
  Language learning styles are among the main factors that help determine how –and how well–our students learn a second or foreign language. In the traditional classroom, the primarymode of interaction was face-to-face dialogue between the teacher and the stud More

  Language learning styles are among the main factors that help determine how –and how well–our students learn a second or foreign language. In the traditional classroom, the primarymode of interaction was face-to-face dialogue between the teacher and the student. This studypresents an analysis of the types of interaction in Jahad-e-Daneshgahi Institute, among 45EFL students in Miyaneh city, and the relationship between interaction types and languagelearning styles. The data were gathered through: Key English Test which consists of threeparts, Part A: Reading and writing, Part B: listening, Part C: speaking, and Grasha-Riechmann student learning style scales (Grasha, 1996) was used to determine the role oflanguage learning styles which consists of 5-point likert-scale instrument. . For analyzing thegathered data between interaction types and language learning styles Cronbach α was used.The questionnaires were distributed among participants in one session, Key English Test wastaken in the next session, and then the data was inserted into SPSS. Finally, Findingsindicated that there is negative relationship between interaction types and language learningstyles Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  2 - A Comparative Study of Strategy Instrument through Process vs. Product Writing on IELTS Writing Performance of Iranian EFL Learners
  Salimeh Safari Bahram Bagheri
  The present study attempted to investigate the writing performance of EFL learners through process vs. product writing on IELTS test. To do this, the researcher randomly selected 60 candidates who wanted to take the IELTS Test. They had already taken and passed several More

  The present study attempted to investigate the writing performance of EFL learners through process vs. product writing on IELTS test. To do this, the researcher randomly selected 60 candidates who wanted to take the IELTS Test. They had already taken and passed several technical courses regarding the skills in that test. After they were divided into two experimental groups, they were given a writing pre-test. Then, each of the process and product strategies were practiced with the experimental groups. The feedback that was given for the process strategy focused on the steps of writings related to that specific task with little focus on grammatical and spelling mistakes. On the other hand, there were strict corrections on grammatical and spelling mistakes of the writing tasks in product strategy. The results revealed that there was a significant difference between the pretest and posttest scores of the process and product groups. Also, there was a significant difference between the process and product strategy which indicated that process strategy was more effective than the product strategy. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  3 - The Impact of Teachers’ Self-evaluations through Rubrics versus Supervisors’ Observation on their Performance in Setting Group-work Activities
  Bahram Bagheri Elaheh Safari Pakrou
  As a tool for self-evaluation and also self-regulation, rubrics can be very useful in equipping the language teachers with an assessment device. Moreover, teachers need feedback for their professional development, but how feedback is provided is a challenging question. More

  As a tool for self-evaluation and also self-regulation, rubrics can be very useful in equipping the language teachers with an assessment device. Moreover, teachers need feedback for their professional development, but how feedback is provided is a challenging question. This study was an attempt to find the effectiveness of self-evaluation through rubrics on setting up group work activities by EFL teachers as compared with the effect of supervisors’ evaluation in this regard. Additionally, EFL teachers’ attitudes with respect to the efficacy of rubrics in setting up group work activities were examined. To this end, 10 female EFL teachers with 2 years of experience were selected and further divided into two groups. One group used rubrics for setting up group work activities and the other used post-observation feedback. Their performances were video recorded and rated by two raters. The results of statistical analysis indicated that the group of teachers who used rubrics to set up group work activities and evaluate their performance significantly outperformed the group of teachers who received post-observation feedback. Teachers’ responses to the attitude questionnaire also showed that overall teachers held a positive attitude towards the use of rubrics to self-evaluate their own performance. Manuscript profile