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حرية الوصول المقاله
1 - 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 أکثرTechnological 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. تفاصيل المقالة -
حرية الوصول المقاله
2 - 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 أکثرThis 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. تفاصيل المقالة -
حرية الوصول المقاله
3 - 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 أکثرCollaborative 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. تفاصيل المقالة -
حرية الوصول المقاله
4 - CAT Tools in Translation Proficiency Development: Iranian EFL Students' Perceptions in Focus
Zahra Sadat Khadem Olhosseiny Mohammad Iman AskariThis research investigated the perceptions of Iranian EFL students regarding the use of Computer-Assisted Translation (CAT) tools and explored the aspects the tools that contributed to their proficiency development. An exploratory-descriptive qualitative design was adop أکثرThis research investigated the perceptions of Iranian EFL students regarding the use of Computer-Assisted Translation (CAT) tools and explored the aspects the tools that contributed to their proficiency development. An exploratory-descriptive qualitative design was adopted to fulfil the objectives of the study by concerning a focus-group interview and a self-report questionnaire for which a total number of 112 students majoring in translation studies were purposively selected. The participants, enrolled in translation programs at various universities across Iran, represented diverse backgrounds, language pairs, and levels of experience. The study commenced with focus group interviews with a subset of participants to gather in-depth insights into their experiences and attitudes towards CAT tools. Thematic analysis was applied to analyze the data collected from the interviews. With reference to the data gathered through the interviews, an adapted thematic-based Likert scale questionnaire was applied to assess participants' perceptions of CAT tools considering usage patterns, perceived benefits and challenges. The questionnaire was cross-validated according to the first phase data analysis using Cronbach’s Alpha. The findings revealed that students held a generally positive perception of CAT tools, recognizing their potential in enhancing translation proficiency development. CAT tools were identified as effective tools for increasing productivity and efficiency, ensuring improved consistency in translations, saving time and costs, enhancing quality assurance, and facilitating collaboration and teamwork. The study suggested pedagogical implications for translation education via integrating CAT tool training into the curriculum for a better preparation of the students to meet their proficient and professional demands. تفاصيل المقالة -
حرية الوصول المقاله
5 - Effect of Reading-based Activities on Vocabulary Learning: Pre-intermediate EFL Learners in Focus
Akram Shekarian Behzadi Azar Bagheri MasoudzadeThe present research examined the effect of reading-based activities on Iranian EFL learners’ vocabulary learning. To do this, 57 students of a language institute in Kerman were selected based on available sampling. After homogenizing them, 50 pre-intermediate stu أکثرThe present research examined the effect of reading-based activities on Iranian EFL learners’ vocabulary learning. To do this, 57 students of a language institute in Kerman were selected based on available sampling. After homogenizing them, 50 pre-intermediate students were put into two groups (25 students in each group). The study is a quasi-experimental one and the students took the pretest and posttest of vocabulary knowledge. These tests contained two parts: The first part pertained to the comprehension of vocabulary multiple-choice items; the second part was associated with production of vocabulary consisting of fill-in-the-blank items. Both tests were extracted from their textbook. The students of the experimental group were provided with related reading activities. The reading activities required the students pre-read passages at home that relate to the reading comprehension activities during classroom on the following day, and the reading engages the students to pre-read passages before the reading activity. However, the students of the control group received the traditional instruction on vocabulary and they were not given any related reading activities. At the end of term, the post test was administered and the collected data was descriptively and inferentially analyzed. The results revealed that reading-based activities had a significant effect on pre-intermediate EFL learners’ vocabulary learning. The finding indicates the value of reading-based activities leads the researchers to focus on increasing learners’ vocabulary in EFL classrooms through designing a variety of tasks. تفاصيل المقالة -
حرية الوصول المقاله
6 - Effect of Music in Grammar Teaching on EFL Students' Motivation and Achievement
Shahla IranpourThe purpose of this study is to find out, what is the role of music involved in the process of teaching grammar, on high school girl students' grammatical knowledge in Parvin high school in Orzuieh. To fulfill this aim, a process has been followed through utilizing musi أکثرThe purpose of this study is to find out, what is the role of music involved in the process of teaching grammar, on high school girl students' grammatical knowledge in Parvin high school in Orzuieh. To fulfill this aim, a process has been followed through utilizing music as a treatment device for intended English class in Parvin high school in Orzuieh. The traditional method of teaching grammar pursued at the beginning of semester later on teaching grammar inaugurated with involving music in the course of teaching to find out if the researcher came up with the same outcomes in these two teaching methods or not. The results of the study indicated a significant difference about students' grammatical knowledge, moving from pretest phase to posttest after involvement of music in teaching grammar. This study will suggest that music and song can contribute to effective language learning by enriching the classroom environment, and presenting teaching materials through music can be fruitful and rewarding. تفاصيل المقالة -
حرية الوصول المقاله
7 - The Effectiveness of Shadow-Reading With and Without Written Script on Listening Comprehension of Iranian Intermediate EFL Students.
Meisam Shafiei Ramin Rahmany Ataollah MalekiListening comprehension is at the heart of language learning (Kurita, 2012). It is an importantlanguage skill to develop in terms of second language acquisition (SLA) (Dunkel, 1991; Rost,2001; Vandergrift, 2007).In spite of its importance, L2 learners often regard liste أکثرListening comprehension is at the heart of language learning (Kurita, 2012). It is an importantlanguage skill to develop in terms of second language acquisition (SLA) (Dunkel, 1991; Rost,2001; Vandergrift, 2007).In spite of its importance, L2 learners often regard listening as themost difficult language skill to learn. In this study, shadowing as an act or task in listening, inwhich the learner tracks the target speech and repeats it immediately as exactly as possible, isrecommended to enhance the students’ listening comprehension skills. More specifically, thisstudy aimed at investigating the effect of shadowing with and without written script on theIranian EFL students’ listening comprehension. Seventy seven participants out of apopulation of ninety nine students were randomly picked through the administration ofPreliminary English Test (PET). The participants were three groups of intermediate level.The First group, did shadow-reading as the first experimental group with written script (groupA); the second group, who did shadow-reading as the second experimental group withoutwritten script (group B); and the third, who acted as the control group (group C or nonshadowing).The data were collected through the administration of a pre- test and a post-test.The analysis of the test scores, using a one-way ANOVA, revealed that the experimentalgroups (A & B) performed statistically better in the test. It also revealed that the shadowingwith written script group performed statistically better than the without written script group. تفاصيل المقالة -
حرية الوصول المقاله
8 - The Effectiveness of Shadow-Reading With and Without Written Script on Pronunciation of Iranian Intermediate EFL Students
Meisam Shafiei Ramin RahmanyPronunciation is essential to appropriate communication because the incorrect use ofpronunciation inevitably leads to the message being misunderstood by the receptor. In spite of itsimportance, L2 learners often regard pronunciation as the most difficult language skill أکثرPronunciation is essential to appropriate communication because the incorrect use ofpronunciation inevitably leads to the message being misunderstood by the receptor. In spite of itsimportance, L2 learners often regard pronunciation as the most difficult language skill to learn.In this study, shadowing as an act or task in pronunciation, in which the learner tracks the targetspeech and repeats it immediately as exactly as possible, is recommended to enhance thestudents’ pronunciation. More specifically, this study aimed at investigating the effect ofshadowing with and without written script on the Iranian EFL students’ pronunciation. 77participants out of a population of 99 students were randomly picked through the administrationof Preliminary English Test (PET). The participants were three groups of intermediate level. TheFirst group, containing 27 students, did shadow-reading with written script (group A); the secondgroup comprising 25 students, who did shadow-reading without written script (group B); and thethird, consisting of 25 learners, who acted as the control group. Each shadowing lesson wasconducted with the detailed instructions as recommended by Kadota and Tamai (2004). The datawere collected through the administration of a pre- test and a post-test. The analysis of the testscores, using a one-way ANOVA, revealed that the experimental groups (A & B) performedstatistically better in pronunciation. It also revealed that the shadowing with written script groupperformed statistically better than the without written script group. The implications of this studyare that shadowing, as a fruitful technique, can be incorporated into the teaching of thepronunciation to the EFL students. تفاصيل المقالة -
حرية الوصول المقاله
9 - A Survey on Intercultural Contact (IC) among Iranian EFL Students: Validating a Questionnaire
بهروز سربخشیان مهناز سعیدی توران آهورIntercultural contact (IC) among students has received a great prominence in EFL and ESL contexts in recent years; therefore, this study was an attempt to modify and validate a questionnaire as an instrument to elicit the resources from which Iranian EFL students obtain أکثرIntercultural contact (IC) among students has received a great prominence in EFL and ESL contexts in recent years; therefore, this study was an attempt to modify and validate a questionnaire as an instrument to elicit the resources from which Iranian EFL students obtain their IC information. To reach this aim, a modified version of Peng and Wu’s questionnaire with 26 items and five factors was administered among 200 male and female Iranian EFL students from different language institutes in Tabriz, Iran. To determine the reliability and validity of the modified questionnaire, the statistical analyses of the model and fitness of the questionnaire were conducted by SmartPLS3 software. The results of reliability analyses using three measures of Cronbach’s alpha, combined reliability (CR) and average variance extraction (AVE) demonstrated that the questionnaire has a good reliability. Moreover, the results of construct crossvalidated communality (Q²) proved the construct validity of the questionnaire. Additionally, the results of correlation coefficient matrix and p value for all the latent variables demonstrated that all the paths and relationships in the model are significant and the model is a good fit. This study also clarifies the implication of such a questionnaire for ELT and presents some suggestions for future studies. تفاصيل المقالة -
حرية الوصول المقاله
10 - An Investigation of Iranians and International English Students'Attitudes towards Intercultural Communicative Competence
علی اصغر پوراکبری حسین حیدری تبریزی عزیزه چالاکThe present study aimed to investigate the attitudes and perceived nature of thinking and understanding towards intercultural communicative competence (ICC) among International English major students. Accordingly, this study employed the paradigm of a sequential mixed-m أکثرThe present study aimed to investigate the attitudes and perceived nature of thinking and understanding towards intercultural communicative competence (ICC) among International English major students. Accordingly, this study employed the paradigm of a sequential mixed-method research, in which it comprised a qualitative phase followed by a quantitative phase. The participants of the first phase of the study were 30 undergraduate English major students in their third year at Isfahan Islamic Azad University in Iran; and the participants of the second phase of the study included 30 international ESL students in their first year at Gonzaga University (GU), in Washington, U.S. The analysis of narratives in the first phase of the study indicated that the participants had diverse attitudes towards intercultural encounters. The results of the statistical analyses of the second phase of the study showed that the most important individual difference variables directly influencing students’ intercultural communicative competence were their communication apprehension and their perceived communicative competence. This study also showed that students’ self-image as communicators were of utmost importance: if students believe they are good communicators in English, theyare more likely to be self-confident and are more likely to take part in intercultural encounters. Thus, instructors should help students achieve a realistic self-image about their performance in English and support them if they lack self-confidence. تفاصيل المقالة -
حرية الوصول المقاله
11 - Promoting Dialogic Talk in a Speaking Classroom: Rethinking Bakhtinian Pedagogy
فاطمه نیک نژاد ناییج آباد محمدرضا خدارضا داوود مشهدی حیدرThis study sought to promote EFL learners' speaking ability drawing on Bakhtin’s notion of dialogic discourse pattern (DDP) and to explore their perceptions towards implementing dialogic teaching (DT) in a speaking classroom. To this end, from the population of st أکثرThis study sought to promote EFL learners' speaking ability drawing on Bakhtin’s notion of dialogic discourse pattern (DDP) and to explore their perceptions towards implementing dialogic teaching (DT) in a speaking classroom. To this end, from the population of students in different language institutes, 47 students were selected based on a purposive sampling method. The data were collected at two step-wise processes adopting a mixed-method approach. First, the researcher directed two EFL teachers to apply the DDP principles in a dialogic (DG) and non-dialogic group (NDG). The intervention lasted for 12 weeks. Then, a posttest of speaking was conducted to track the possible improvement. The findings attested that the dialogic talk could promote EFL learners’ speaking ability. Next, DG group was required to complete a written discourse completion task to determine the extent to which incorporating DT could promote learners’ speaking ability. To analyze the data, Thomas's (2006) inductive approach was adopted comprising the dominant themes. The results revealed different themes and sub-themes such as developing self-directed learning skills, disseminating critical literacy practice, fostering language learning, promoting motivation and affective factors, to name but a few. The findings propose some implications for classroom management, materials preparation, and language policy program. تفاصيل المقالة -
حرية الوصول المقاله
12 - The Use of Speaking Strategies by Iranian EFL University Students
Nasrollah Kabirzadeh NajafabadiSpeaking is one important skill in language learning. EFL students are sometimes faced with problems, while speaking to their interlocutors due to the lack of sufficient linguistic knowledge, and they have to quit the conversation. This study examines the use of speakin أکثرSpeaking is one important skill in language learning. EFL students are sometimes faced with problems, while speaking to their interlocutors due to the lack of sufficient linguistic knowledge, and they have to quit the conversation. This study examines the use of speaking strategies by some Iranian male and female EFL university students .The use of these strategies was examined in relation to the EFL university students’ gender and their proficiency level based on which, they were classified as low, intermediate and high-proficient groups .A sample of 100 Iranian EFL students was randomly selected .The sample consisted of students with different gender and proficiency levels. The questionnaire of communication strategies use was administered. It included five main categories in 30 items for speaking. The results showed no differences related to the use of speaking strategies by EFL students and their gender. In relation to the use of speaking strategies by EFL students and their proficiency levels, no differences were observed, either. The implications of this study are discussed in this article. تفاصيل المقالة -
حرية الوصول المقاله
13 - A Qualitative Investigation of Students' Perceptions of Flipped learning
Shahriar Jalili Hamidreza Khalaji Hossein AhmadiAlong with growing technology, the flipped learning model has emerged as an alternative to conventional teaching methods. The present study attempted to investigate the students' perceptions of a flipped learning classroom experience contrasted with those of a non-flipp أکثرAlong with growing technology, the flipped learning model has emerged as an alternative to conventional teaching methods. The present study attempted to investigate the students' perceptions of a flipped learning classroom experience contrasted with those of a non-flipped or conventional classroom. To this end, 23 Iranian EFL learners were assigned to two groups. During the first ten weeks, non-flipped teaching was applied to class A and flipped learning to class B. After the midterm, during the next ten weeks, the teaching methods were reversed. The students were interviewed in-depth about their impressions of the learning experience. Also, a questionnaire and students' portfolios were used to draw comprehensive conclusions. The qualitative analysis of data revealed four themes: flipped or non-flipped, working with technology, group commitment, and student-teacher relationship. Overall, learners had contrasting views about learning in the flipped classroom. In general, they preferred non-flipped classroom. تفاصيل المقالة -
حرية الوصول المقاله
14 - Test-taking Strategies Used by Successful Iranian Male and Female University Entrance Exam EFL Applicants
Atefeh Molavi Mahmoud Mehrabi Omid TabatabaeiThis study aimed at identifying the most frequent test-taking strategies used by successful Iranian male and female university entrance exam EFL applicants. To this end, 150 English major male and female freshman students who got admission to three reputable state unive أکثرThis study aimed at identifying the most frequent test-taking strategies used by successful Iranian male and female university entrance exam EFL applicants. To this end, 150 English major male and female freshman students who got admission to three reputable state universities of Isfahan, Shiraz, and Tehran were selected conveniently and purposively. The model used in this study was developed by Barati (2005) consisting of planning, monitoring, evaluation, and test-wiseness strategies. After selecting the participants, the modified questionnaire developed based on Barati’s test-taking strategy taxonomy was distributed among the participants. Based on the analysis of results, it was revealed that the EFL learners made frequent use of planning, monitoring, evaluation, and test-wiseness strategies, but only the level of use of planning and monitoring strategies reached statistical significance. Moreover, male and female EFL learners were only significantly different in their use of evaluation strategies, but in terms of using planning, monitoring, and test-wiseness strategies, males and females were not significantly different from one another. The findings of the study bear useful implications for EFL learners, teachers, materials designers, and test constructors. تفاصيل المقالة -
حرية الوصول المقاله
15 - Hidden Reasons behind the Plagiarism of Iranian TEFL University Students in Their Written Studies: A Qualitative Study
Vahid Ghorbani Mehrnoosh Mashmool Golshad Daliche Ata Hamed ZarabiIn recent years, the issue of plagiarism has received a lot of attention from the academic world. However, few studies have been conducted in the area of detecting why students will be drawn into such a hateful action. The factors that overtly or covertly contribute to أکثرIn recent years, the issue of plagiarism has received a lot of attention from the academic world. However, few studies have been conducted in the area of detecting why students will be drawn into such a hateful action. The factors that overtly or covertly contribute to the growth of plagiarism among graduate TEFL students in Iran were investigated in this study. In order to accomplish this, the researchers conducted a semi-structured interview with 20 graduate students studying English language teaching to ascertain their perceptions of the underlying causes of plagiarism. Based on the data collected from the content analysis procedure, the main causes of plagiarism among TEFL students include ‘low English proficiency’, ‘lack of time’, ‘lack of support from the instructor’, ‘lack of interest in the topic, ‘laziness or a lack of motivation’, and ‘the use of science as a market for money making. The current study is of high significance since it has vital implications for academics teaching in higher education, TEFL university students, curriculum developers, and EAP/ESP specialists. تفاصيل المقالة -
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16 - EFL Students’ Perceptions of Discussion-based Activities by Using Mobile Phone Technology
Tahereh Khezrab Reza Raissi ندا HedayatDuring and after the COVID-19 pandemic, people helped each other to change conditions in theirsocial lives to be alive. During these periods, the educational system followed some ways to changethe pedagogical methods to present instructional assistance with the use of s أکثرDuring and after the COVID-19 pandemic, people helped each other to change conditions in theirsocial lives to be alive. During these periods, the educational system followed some ways to changethe pedagogical methods to present instructional assistance with the use of some mobile devices. Concerningthis necessity, the priority of launching online education was high on the agenda in Iran andthroughout the world. Regarding this condition, the most available device for every student to receivethis type of instruction was a mobile phone set. Thus, the present study was to find the Iranian EFLuniversity students' perceptions of the use of mobile phone technologies for online discussion-basedactivities. In this qualitative study, the researchers used convenience sampling, and out of 99 Lawstudents from two Iranian universities, 10 students were selected as participants. To obtain therequired data, semi-structured interviews were held with participants to find the objective of thisstudy. Qualitative results for semi-structured interviews demonstrated that Islamic Azad Universitystudents reflected their interest in conducting comparative or discussion-based translation activities todevelop reading comprehension skills of legal texts based on cooperative and collaborative readingstrategies in online discussion classes. The findings of the study can be useful for administrativeexecutives in the Ministry of Science, Research and Technology to revise their curriculum, universityteachers to use the results of the study in their syllabuses and EFL university students in differentfields of study, particularly Law students, to use the findings in their learning procedure based ononline discussion-based instruction and use of mobile phone technologies تفاصيل المقالة -
حرية الوصول المقاله
17 - Development of Speaking Ability through Motivational and Metacognitive-based Scaffolding
اعظم پیشادست Ahmad Mojavezi Farideh OkatiThis study investigated the development of EFL learners’ language proficiency considering motivational and metacognitive scaffolding techniques. The participants included 90 EFL learners. The recruitment procedure took place based on the participants’ perfor أکثرThis study investigated the development of EFL learners’ language proficiency considering motivational and metacognitive scaffolding techniques. The participants included 90 EFL learners. The recruitment procedure took place based on the participants’ performance on a sample Preliminary English Test (PET). To collect the data and address the research questions, the participants were assigned into two experimental groups of metacognitive-based and motivational-based scaffolding and a control group with an equal number of participants in each group. In the metacognitive-based scaffolding group, metacognitive strategies such as producing a story within the framework and listening to and retelling the story were implemented. In the motivational-based scaffolding group, the speaking instruction was based on activities which provided maximum assistance for the learners. They were provided with songs, a relaxed environment, and opportunities to talk, i.e., turn-taking and wait-time to stimulate their motivation. The findings of the study shed light on the metacognitive and motivational-based scaffolding to promote EFL learners’ speaking in foreign language skills. It was found that motivational-based scaffolding was more conducive to enhancing Iranian EFL learners’ speaking ability. تفاصيل المقالة -
حرية الوصول المقاله
18 - The Effect of Online Learning on Interaction and Satisfaction of EFL Students During COVID-19 Pandemic
Shima Ghobadi Bahram DehghanpourThe goal of this study was to see how technology affected EFL students' interaction and satisfaction during the COVID-19 outbreak when they were learning in online classes. Following the identification of the study's homogeneous participants, the participants were expos أکثرThe goal of this study was to see how technology affected EFL students' interaction and satisfaction during the COVID-19 outbreak when they were learning in online classes. Following the identification of the study's homogeneous participants, the participants were exposed to two types of treatment, namely, online through the platform of Sky Room and face-to-face, traditional education. The treatment lasted for 10 sessions, 60 min each. In order to investigate the participants’ satisfaction, the satisfaction scale developed by Wu et al. (2010) was administered among the participants at the end of the treatment. In addition, to investigate the effect of online education on EFL learners’ interaction, the interaction scale established by (Karaman, 2015) was run among the participants after the treatment. The results of the Chi-square test revealed a significant difference between the interaction and satisfaction levels of the participants in online and traditional classes with the interaction and satisfaction levels being higher in online classes. The results have pedagogical implications for policymakers as well as practitioners. تفاصيل المقالة -
حرية الوصول المقاله
19 - EFL writing skill requirements and challenges: Teachers and learners perceptions in focus
Esmaiel Kaboli BoroujeniAlthough there have been many studies concentrating on writing development and techniques to improve it, there still remains the need to investigate more and give extra insight to the EFL language learners and teachers on these issues. Using a grounded model of research أکثرAlthough there have been many studies concentrating on writing development and techniques to improve it, there still remains the need to investigate more and give extra insight to the EFL language learners and teachers on these issues. Using a grounded model of research, the researchers performed an investigation to examine the various aspects concerning writing challenges, and requirements to improve it. Semi-structured interviews were conducted with an aim to achieve a thorough understanding of the topic by recruiting 25 male and female experienced EFL teachers along with 25 male and female intermediate EFL learners from language institutes in Tehran as the participants of the study through purposeful sampling technique. Then, 5 distinctive questions were chosen for the teachers and another set of 5 different questions for the learners to elicit their perceptions. After gathering the data and identifying the initial codes, the sub-categories emerged and helped the researcher to form the final model. Among the categories, writing strategies like collaborative and game-based, requirements like background, vocabulary, and grammatical knowledge were found to be essential. Based on the findings, a model was developed which is believed to support EFL learners in improving their writing proficiency. تفاصيل المقالة
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