فهرس المقالات L2 proficiency

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  1 - Relationship Between VIA Character Strengths and Iranian EFL Learners' General L2 Proficiency
  Matin Iraji Omid Tabatabaei Mehdi Vaez-Dalili
  This study focused on the relationship between VIA (Values in Action) character strengths and the general second language (L2) proficiency of Iranian upper-intermediate EFLlearners. The researchers aimed to investigate the reletionship between six VIA virtues (courage, أکثر

  This study focused on the relationship between VIA (Values in Action) character strengths and the general second language (L2) proficiency of Iranian upper-intermediate EFLlearners. The researchers aimed to investigate the reletionship between six VIA virtues (courage, justice, humanity, temperance, wisdom, and transcendence) and learners' general L2 proficiency. The study involved 300 Iranian EFL learners enrolled in five language institutes in Isfahan, Iran. The participants' proficiency level was assessed using an Oxford Quick Placement Test (OQPT). Language proficiency was evaluated through the International English Language Testing System (IELTS) and a questionnaire was used to measure VIA characteristics. The data were analyzed using Pearson correlation. The findings showed a significant positive relationship between various subcategories of VIA characteristics and general L2 proficiency. These subcategories included wisdom, creativity, curiosity, judgment, love of learning, courage, perseverance, honesty, humanity, love, kindness, social intelligence, justice, fairness, leadership, temperance, forgiveness, humility, prudence, self-regulation, transcendence, appreciation, gratitude, hope, humor, spirituality, and L2 proficiency. These results have implications for educational practitioners, such as school counselors, instructors, educational policymakers, and researchers, as they highlight the importance of VIA character strengths in promoting language learning achievement. تفاصيل المقالة
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  2 - The Impact of Topic Interest and L2 Proficiency on EFL Incidental Vocabulary Learning Across Genders
  Shaban Najafi Karimi Mokhtar Haghnia Amir Marzban
  The current study attempted to investigate the impact of topic interest and L2 proficiency on Iranian EFL learners’ incidental vocabulary learning in terms of their gender. There were 107 (F = 56, M = 51) EFL learners of English at the pre-intermediate and interme أکثر

  The current study attempted to investigate the impact of topic interest and L2 proficiency on Iranian EFL learners’ incidental vocabulary learning in terms of their gender. There were 107 (F = 56, M = 51) EFL learners of English at the pre-intermediate and intermediate levels of linguistic proficiency, selected through convenience sampling in this quasi-experimental study. The participants were divided into four experimental groups based on their proficiency level and gender, that is, Male Intermediate High-Interest Topics (MIHIT), Male Pre-Intermediate Low-Interest Topics (MPILIT), Female Intermediate High-Interest Topics (FIHIT), and Female Pre-Intermediate Low-Interest Topics (FPILIT) groups. The adapted version of the Topic interest survey by Ebbers (2011) was utilized to determine the participants’ interests. Also, reading passages were taken from British Council’s texts, and two vocabulary tests were given as a pretest and a posttest. The independent samples t-tests and paired samples t-tests run on the four groups revealed a statistically significant difference. Results suggested that topic interest had a statistically significant effect on the incidental vocabulary learning of Iranian EFL male and female learners. Besides, unlike the male group, there was a statistically significant difference in female posttest scores, indicating that L2 proficiency had an effect on their EFL incidental vocabulary learning. تفاصيل المقالة