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1 - The Comparison of the Influence of the Use of Information Technology on Creative Thinking between Primary Education and Computer Students in Islamic Azad University of Zanjan
Manizhe Zakariyaee Mohammad Reza Oroji Mahboobe GhorbanzadeThe aim of this research was to compare the influence of the use of Information Technology (IT) on creative thinking of students of computer (software branch) and education (primary school education) in Islamic Azad University of Zanjan. The population included all the أکثرThe aim of this research was to compare the influence of the use of Information Technology (IT) on creative thinking of students of computer (software branch) and education (primary school education) in Islamic Azad University of Zanjan. The population included all the male and female students of software engineering and primary school education during the semester of 90-91, amounting to 100 participants. The instrumentation was the test of creative thinking TORRANCE (pictorial form A) and analyzing the data was done with use of descriptive and inferential statistics (T-test) of the independent groups. The result of the research showed a significant difference between the means of software engineering students and that of primary school education regarding the creativity and quad factors of (expansion- fluency- flexibility- innovation). In addition, the results also showed that the use of IT can increase the creativity of students and accordingly, a good opportunity for increasing the quality of education could be achieved. تفاصيل المقالة -
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2 - 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 أکثرAbstract 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. تفاصيل المقالة -
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3 - 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 أکثرSpeaking 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. تفاصيل المقالة -
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4 - 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 أکثرThe 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. تفاصيل المقالة -
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5 - 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 أکثرAchieving 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. تفاصيل المقالة -
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6 - 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 أکثرThis 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. تفاصيل المقالة -
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7 - 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 أکثرThe 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. تفاصيل المقالة -
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8 - 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 أکثرPrevious 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. تفاصيل المقالة -
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9 - Effect of Consciousness-raising via Vocabulary Input Flooding on Iranian Intermediate Learners’ Writing Fluency
Saeideh Fatahzadeh sajad Shafiee Fariba Rahimi Esfahaniاین مطالعه با هدف بررسی تأثیر افزایش آگاهی از طریق سیل ورودی واژگان بر روانی نوشتاری زبان آموزان ایرانی متوسط انجام شد. برای این منظور 80 زبان آموز زبان انگلیسی از طریق آزمون مهارت زبان (OPT) به عنوان شرکت کنندگان متوسط انتخاب و به طور تصادفی به دو گروه آزمایش و کنت أکثراین مطالعه با هدف بررسی تأثیر افزایش آگاهی از طریق سیل ورودی واژگان بر روانی نوشتاری زبان آموزان ایرانی متوسط انجام شد. برای این منظور 80 زبان آموز زبان انگلیسی از طریق آزمون مهارت زبان (OPT) به عنوان شرکت کنندگان متوسط انتخاب و به طور تصادفی به دو گروه آزمایش و کنترل هر کدام شامل 40 زبان آموز دختر و پسر متوسط تقسیم شدند. درمان برای گروه آزمایش 13 جلسه دو ساعته به طول انجامید که در آن شرکت کنندگان در معرض وظایف افزایش آگاهی از طریق سیل ورودی واژگان قرار گرفتند. گروه کنترل هیچ درمانی دریافت نکرد و فقط از روشهای آموزشی مرسوم پیروی کرد. در پایان درمان، آزمون نوشتن برای هر دو گروه انجام شد. دادههای جمعآوریشده با استفاده از آزمون تی زوجی مورد تجزیه و تحلیل قرار گرفت. نتایج تجزیه و تحلیل دادهها نشان داد که گروه آزمایش در رواننویسی بهطور معنیداری از گروه کنترل بهتر عمل کرد. این یافته ممکن است پیامدهای نظری و آموزشی برای معلمان/ فراگیران زبان، طراحان برنامه درسی، ELT و سیاست گذاران و سهامداران داشته باشد. تفاصيل المقالة -
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10 - تأثیر آموزش مهارتهای مثبت اندیشی بر خلاقیت دانشآموزان دختر سال اول دبیرستان
سیده مریم دستغیب حمید علیزاده نور علی فرخیزمینه: روانشناسان معتقدند که افکار و هیجانهای منفی موجب میشود فکر، عمل و خلاقیت انسآنها محدود شود. حال آنکه تفکرات و هیجانهای مثبت موجب گستردهتر شدن اعمال میشود. تفکرات و هیجانهای مثبت؛ شادی و شادمانی شیوههای معمول تفکر، آدمی را به سوی کنجکاوی و آفرینندگی بیشتر س أکثرزمینه: روانشناسان معتقدند که افکار و هیجانهای منفی موجب میشود فکر، عمل و خلاقیت انسآنها محدود شود. حال آنکه تفکرات و هیجانهای مثبت موجب گستردهتر شدن اعمال میشود. تفکرات و هیجانهای مثبت؛ شادی و شادمانی شیوههای معمول تفکر، آدمی را به سوی کنجکاوی و آفرینندگی بیشتر سوق میدهد. امروزه بسیاری از روانشناسان معتقدند که میتوان خلاقیت را از طریق تعلیم و تربیت به دیگران آموخت. هدف: پژوهش حاضربررسی تأثیر آموزش مهارتهای مثبت اندیشی بر خلاقیّت و هر یک از زیر بخشهای سیالی، بسط، ابتکار و انعطاف پذیری دانش آموزان است. روش: بدین منظور، دو کلاس شامل 34 نفر به صورت تصادفی با روش نمونه گیری خوشهای چند مرحلهای از مقطع سال اول دبیرستان یکی از مدارس منطقه 5 تهران انتخاب شدند و به صورت تصادفی در گروههای آزمایش و کنترل قرار گرفتند. ابتدا آزمون خلاقیت عابدی (1374) برای هر دو گروه اجرا و آنگاه مهارتهای مثبت اندیشی در مدت 10 جلسه به گروه آزمایش، آموزش داده شد. پس از آن دوباره از هر دو گروه، آزمون خلاقیت عابدی گرفته شد. یافتهها: تجزیه و تحلیل دادهها با روش تحلیل واریانس انجام شد. یافتهها فرضیههای پژوهش مبتنی بر تأثیر آموزش مهارتهای مثبت اندیشی بر خلاقیت و هر یک از زیر بخشهای سیالی، بسط، ابتکار و انعطاف پذیری دانش آموزان را تأیید کرد. بحث و نتیجه گیری: بر این اساس میتوان نتیجه گیری کرد که با آموزش مهارتهای مثبت اندیشی میتوان خلاقیت دانش آموزان را افزایش داد. تفاصيل المقالة -
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11 - اثربخشی آموزش نوروفیدبک بر خلاقیت دانشآموزان مقطع ابتدایی شهر تهران: مطالعه موردی
نرگس رحمتی رضا رستمی محمدرضا زالی جمیله زارعیزمینه: کودکان به مثابة آیندهسازان هر کشوری باید بتوانند نقشآفرینی نوینی در فنّاوری و صنعت داشته باشند. با توجه به مطالعات مختلف میتوان از نوروفیدبک برای پرورش خلاقیت کودکان بهره برد. براین اساس نهادها و سازمانهای مجری آموزش کودکان میتوانند این آموزش را در برنامهها أکثرزمینه: کودکان به مثابة آیندهسازان هر کشوری باید بتوانند نقشآفرینی نوینی در فنّاوری و صنعت داشته باشند. با توجه به مطالعات مختلف میتوان از نوروفیدبک برای پرورش خلاقیت کودکان بهره برد. براین اساس نهادها و سازمانهای مجری آموزش کودکان میتوانند این آموزش را در برنامههای ویژه کودکان بگنجانند؛ چراکه کودکان با دریافت آموزشهای لازم برای تفکر خلاق در سن مناسب، میتوانند تا آخر عمر از آن بهرة فراوانی ببرند. هدف: مطالعة حاضر با هدف بررسی اثربخشی آموزش نوروفیدبک بر خلاقیت در دانشآموزان مقطع ابتدایی شهر تهران انجام شد. روش: روش پژوهش شبه آزمایشی در قالب طرح پیشآزمون، پسآزمون با گروه کنترل بود. به این منظور شصت دانشآموز به شیوة هدفمند انتخاب شدند. در مرحله پیشآزمون تمام آزمودنیها با نوار مغزی کمّیشده و آزمونهای تفکر خلاق تورنس ارزیابی شدند و بر اساس نمرههای همتاسازی در دو گروه سینفره جایگزین شدند. یکی از گروهها بهتصادف گروه آزمایش و دیگری گروه کنترل در نظر گرفته شد. در این مطالعه دانشآموزان گروه آزمایش بیست جلسه تحت آموزش نوروفیدبک قرار گرفتند و همزمان گروه کنترل هیچ آموزشی دریافت نکرد. پس از گذشت دو ماه، تمام دانشآموزان با آزمونهای تفکر خلاق تورنس، فرم تصویری دوباره ارزیابی شدند. تحلیل دادهها با نرمافزار اِسپیاِساِس 21 از طریق آزمون تحلیل واریانس تک متغیره انجام شد. یافتهها: یافتهها نشان داد، بین گروه آزمایش و کنترل در مؤلفههای سیالی، انعطافپذیری، ابتکار و خلاقیت کل تفاوت معناداری وجود دارد. بحثونتیجهگیری: با توجه به نتایج بهدستآمده میتوان گفت نوروفیدبک بر خلاقیت دانشآموزان تأثیر دارد؛ بنابراین، از آموزش نوروفیدبک برای بالابردن خلاقیت در دانشآموزان میتوان استفاده کرد. تفاصيل المقالة -
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12 - The Effects of Negotiated Syllabus on Iranian EFL Learners’ speaking fluency and Self-efficacy
Bahador Sadeqi Javad SarviThe history of pedagogy and education shows that syllabus has always had a crucial role in the success of every course. Nowadays, the course designers allocate an especial room for learners’ needs which are continuously changing in an expanding world. This demands أکثرThe history of pedagogy and education shows that syllabus has always had a crucial role in the success of every course. Nowadays, the course designers allocate an especial room for learners’ needs which are continuously changing in an expanding world. This demands a new vision in education through cooperation with others via negotiation for syllabus. Although a great body of research has been conducted in this area, little studies have been made about negotiated syllabus. This study attempted to investigate possible correlation between negotiated syllabus, speaking fluency and self-efficacy. To do so, sixty-two participants from intermediate level were chosen based on the results of PET and an oral interview to make sure that they enjoy the same level of proficiency. Then, they were randomly divided into two groups. The E-group was treated based on negotiated syllabus. The control group was exposed to a conventional speaking instruction. Finally, both groups were examined again as post-tests. To collect required data, four instruments including: The PET, an 8-items Academic Self-efficacy scale questionnaire, Speaking PET test and Real-Time Analysis of Speech Fluency were utilized. The results indicated that negotiated syllabus developed learners’ speaking fluency. Also some improvement was observed in self-efficacy of E-group. تفاصيل المقالة -
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13 - The Role of Brainstorming and Strategic Planning as Pre-tasks on EFL Learners' Speaking Accuracy and Fluency
Sanaz Khademi Hossseini Bahman GorjianThis study investigated the effects of pre-speaking tasks on Iranian intermediate EFL learners’ oral production including accuracy and fluency. To do the current study, the Oxford Quick Placement Test (OQPT) was given to 75 students and 50 participants whose score أکثرThis study investigated the effects of pre-speaking tasks on Iranian intermediate EFL learners’ oral production including accuracy and fluency. To do the current study, the Oxford Quick Placement Test (OQPT) was given to 75 students and 50 participants whose scores were between 40 and 47 were selected. The participants were at the intermediate level. Then, the participants were divided into two groups: one experimental group and one control group through non-random convenience sampling method. Then they were given three topics to talk about in two minutes as a pre-test. Afterwards, the experimental group received the treatment through pre-speaking tasks including question and answer tasks, brainstorming and peer discussion and the control group received traditional activities like talk on the topics and giving the word definitions. During nine sessions, the pre-speaking tasks were taught and in the last session, the two groups took the speaking post-test. Data were analyzed through independent and paired samples t-tests and the results indicated that the experimental group outperformed the control group on the post-test. In other words, there was a significant difference between the post-test of the two groups. The implications of the study suggest that the English teachers should prepare speaking tasks before dealing with the topics for discussion to provide the learners with enough input for participating in the speaking tasks. تفاصيل المقالة -
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14 - The Effect of Storytelling through Puppets on Speaking Fluency and Motivation of preintermediate Iranian English as Foreign language learners
Robab Ahmadi Zohre MohamadiAmong many factors affecting learning a language, motivation is the most well- documented in theory and less operationalized in practice entity and it calls for consideration when it comes to learn speaking skill in English as Foreign Language (EFL) education ecology. T أکثرAmong many factors affecting learning a language, motivation is the most well- documented in theory and less operationalized in practice entity and it calls for consideration when it comes to learn speaking skill in English as Foreign Language (EFL) education ecology. This study investigates the effect of storytelling through puppets on 60 Iranian pre -intermediate EFL learners' Motivation and speaking fluency. Gardner's Attitude/Motivation Test Battery (AMTB) and speaking part of Preliminary English Test (PET) were used at pretest and posttest stages of experimental and control groups. The stories were selected on the basis of their difficulty level to ensure their concordance with proficiency level of the students. The puppets were designed to represent the characters of the stories. The results of Analysis of Variance indicated that storytelling through puppets have not only affected learners' speaking fluency but also motivation. This suggests that language teachers should make principled decisions about the techniques by which they build confidence for the most motivation requiring classroom skill; speaking. تفاصيل المقالة -
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15 - The Impact of Multiple Intelligence-Oriented Writing Tasks on the Accuracy, Fluency, and Organization of ELT Students’ Writing
میترا زراعت پیشه زهره سیفوری نسرین حدیدی تمجیدCorrelational studies supporting the link between learners’ multiple intelligences and their learning are superseded by interventionist attempts to explore direct applications of Multiple Intelligence (MI) Theory in language teaching and learning. This quasi-exper أکثرCorrelational studies supporting the link between learners’ multiple intelligences and their learning are superseded by interventionist attempts to explore direct applications of Multiple Intelligence (MI) Theory in language teaching and learning. This quasi-experimental study examined the extent to which engaging ELT major university students in writing tasks, compatible to their dominant intelligences, might enhance the accuracy, organization, and fluency of their writing. The participants were 64 male and female English major sophomores. They were in three intact classes, randomly assigned to a control no task (NT) group, a task-supported (TS) group, and an MI-oriented task (MIT) group after their initial homogeneity was assessed. The fifteen-session treatment comprised pre-writing brainstorming activities in the NT group and a set of pre-writing tasks performed by the TS group. In the MIT group, however, individuals with the same dominant intelligences were grouped together to perform tasks that were compatible with their dominant intelligences. The one-way ANOVA analysis of the research data obtained from the post-test writing scores revealed that the MIT group surpassed the other groups in accuracy, fluency and organization. The findings underscore the necessity of taking learners’ intelligences into consideration as a criterion for task selection and offer important pedagogical implications for teaching writing. تفاصيل المقالة -
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16 - Using Critical Discourse Analysis Based Instruction to Improve EFL Learners’ Writing Complexity, Accuracy and Fluency
حمید مرعشی اعظم چیذریThe literature of ELT is perhaps overwhelmed by attempts to enhance learners’ writing through the application of different methodologies. One such methodology is critical discourse analysis which is founded upon stressing not only the decoding of the propositional أکثرThe literature of ELT is perhaps overwhelmed by attempts to enhance learners’ writing through the application of different methodologies. One such methodology is critical discourse analysis which is founded upon stressing not only the decoding of the propositional meaning of a text but also its ideological assumptions. Accordingly, this study was an attempt to investigate the impact of critical discourse analysis-based (CDA) instruction on EFL learners’ writing complexity, accuracy, and fluency (CAF). To fulfill the purpose of this study, 60 female intermediate EFL learners were selected from among a total number of 100 through their performance on a piloted sample PET. Based on the results, the students were randomly assigned to a control and an experimental group with 30 participants in each. Both groups underwent the same amount of teaching time during 17 sessions which included a treatment of CDA instruction for the experimental group. A writing posttest was administered at the end of the instruction to both groups and their mean scores on the test were compared through a MANOVA. The results led to the rejection of the three null hypotheses, thereby demonstrating that the learners in the experimental group benefited significantly more than those in the control group in terms of improving their writing CAF. To this end, it is recommended that CDA instruction be incorporated more frequently in writing classes following of course adequate syllabus design and materials development. تفاصيل المقالة -
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17 - Improving Iranian Intermediate EFL Learners’ Oral Narrative Task Performance in Terms of Accuracy, Fluency and Complexity by Awareness Raising Through Semantic Fields
بهزاد محمودی سعیده اهنگری مهناز سعیدیThe effects different awareness-raising techniques might have on language learners’ performance have been studied by many researchers. The present study specifically focused on improving EFL learners’ oral narrative task performance in terms of accuracy, flu أکثرThe effects different awareness-raising techniques might have on language learners’ performance have been studied by many researchers. The present study specifically focused on improving EFL learners’ oral narrative task performance in terms of accuracy, fluency and complexity by awareness raising through semantic fields. The participants in the study included 40 intermediate learners whose initial homogeneity in terms of language proficiency was assessed via a Preliminary English Test (PET). They were further randomly assigned as one experimental group and one control group, each comprising 20 participants. The amount of instructional time was 17 sessions, during which the participants in the experimental group received an awareness raising technique through 'semantic fields'. Before and after the treatment, an oral narrative test was administrated. The results of the data analysis revealed that the experimental group which received the awareness raising technique outperformed the control group in three measures of accuracy, fluency and complexity on their performance. The participants showed significant improvements in language proficiency as they retold the narratives. The findings of the present study can create the floor for researchers to go deep through the EFL contexts and find more about the probable effects awareness raising techniques might have on language learning and teaching. تفاصيل المقالة -
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18 - Planning Time: A Mediating Technique between Fluency and Accuracy in Task-Based Teaching
افسر روحی افسانه سعید اخترTask-based instruction is arguably associated with fostering fluent L2 speech distant from native-like accuracy. Of several methodological options recommended for accounting for accuracy problems of meaning-first approaches to language teaching, planning time has been e أکثرTask-based instruction is arguably associated with fostering fluent L2 speech distant from native-like accuracy. Of several methodological options recommended for accounting for accuracy problems of meaning-first approaches to language teaching, planning time has been explored in this study. Three groups of English majors watched a cartoon and narrated their accounts of watching under no-planning, undetailed pre-task planning and detailed pre-task planning conditions. To measure the accuracy and dysfluency of their L2 production, the collected data were coded for the number of error-free clauses, the number of total clauses and also for repetitions, false starts, reformulations and replacements. One-way ANOVAs run on the data revealed that detailed pre-task planning might result in more accurate and less dysfluent language than undetailed pre-task planning which in turn might lead to more accurate and less dysfluent language than no-planning condition. تفاصيل المقالة -
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19 - The Impressibility of Speaking Accuracy/Fluency among EFL Undergraduates: A Meta-Analysis
آرمان تونی ژاله حساس خواه پرویز بیرجندیThis meta-analysis is an investigation into the impressibility of two dimensions of the speaking skill, namely accuracy and fluency, in relation to the experimented treatments among Iranian EFL undergraduates. Having surveyed a collected bank of 74 research reports, the أکثرThis meta-analysis is an investigation into the impressibility of two dimensions of the speaking skill, namely accuracy and fluency, in relation to the experimented treatments among Iranian EFL undergraduates. Having surveyed a collected bank of 74 research reports, the relationships among the variables in the 14 included studies were examined. More specifically, the analysis involved a statistical review of 67 effect sizes (at 95% CI) calculated from studies conducted between 2006 and 2016, including 890 participants. The analysis indicated that in 77% of the experimented treatments, the students performed as well as the students in the regular programs with no significant improvement in oral accuracy. The analysis also demonstrated that 63% of the treatments did not yield significant improvement in oral fluency in comparison with the regular instruction. Moreover, the synthesis of the effects of the contextual factors showed that low-level (i.e., elementary) learners experienced a better improvement in speaking performance. The analysis also revealed that, among the experimented treatments, dialogic tasks were most effective on oral accuracy while interviews were influential in promoting the students’ both oral accuracy and fluency. Finally, the quality of the study reports was analyzed and some directions for further research were suggested. تفاصيل المقالة -
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20 - The Impact of Task-supported Interactive Feedback on the Accuracy, Fluency, and Organization of Iranian EFL Learners’ Writing
زهره سیفوری میترا زراعت پیشه سعیده آهنگریControversy has not been yet resolved among researchers in second language research over the pedagogical efficacy of feedback in enhancing various features of learners’ writing skill. Research findings highlighting the significance of interactive tasks and learner أکثرControversy has not been yet resolved among researchers in second language research over the pedagogical efficacy of feedback in enhancing various features of learners’ writing skill. Research findings highlighting the significance of interactive tasks and learners’ engagement in improving the learning process stimulated the present study, the purpose of which was to explore the effect of task-supported interactive feedback on the accuracy, fluency, and organization of seventy two Iranian English major sophomores at Islamic Azad University-Mashhad Branch. It was hypothesized that engaging learners in both tasks and providing feedback would enhance their writing performance. The participants in three intact classes were randomly assigned to three groups: a control group, with no task (NTG), and two experimental groups: the task-supported group (TG), and the task-supported group with interactive feedback (TFG). Four one way analyses of variance tests were run on the research data indicated that the apparent gain in the task-supported interactive group over the other groups did not reach significance level. However, the TG group outperformed the control group in all three aspects of writing. The findings have pedagogical implications and can be interpreted in terms of socio-cultural characteristics of Iranian students. تفاصيل المقالة -
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21 - The Relationship Between Three Components of CAF in Learners’ Oral Performance at Different Proficiency Levels
کاظم نجمی مسعود سیری غلامرضا عباسیانThe current study aimed at finding out the relationship between complexity, accuracy, and fluency (CAF) in speaking performance across language proficiency levels with the focus on Skehan’s Trade-off Hypothesis. The selected participants of the present study inclu أکثرThe current study aimed at finding out the relationship between complexity, accuracy, and fluency (CAF) in speaking performance across language proficiency levels with the focus on Skehan’s Trade-off Hypothesis. The selected participants of the present study included 60 language learners who were selected out of 90 learners. Through the results obtained from Oxford Placement Test, 21 participants were placed at elementary, 20 at intermediate, and 19 at advanced levels. The nationality of all participants was Iranian and therefore they shared similar L1 background. The sample participants were asked to perform the designed speaking tasks in different task complexities (low, mid, and high) and their oral CAF were measured and analyzed. To measure CAF, the percentage of error free C-units for accuracy, clauses per C-units for grammatical complexity, type-token ratio (TTR) for lexical complexity, and total number of tokens (words)/ total task time (per minutes) for fluency were used. The results of Pearson product-moment correlation revealed a significant positive relationship among complexity, accuracy, and fluency in oral performance. The results of the study indicate that there is variation in the process of gradual complexification in spoken L2 production across proficiency levels. In fact, the results of this study revealed distinguishing features in all three CAF components. Moreover, the findings of the present study provide pedagogical implications and recommendations for teachers, syllabus designers, and language assessors. Finally, some suggestions for other interested researchers in this field are presented. تفاصيل المقالة -
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22 - تأثیر تولید شفاهی بر صحت دستوری و روانی گفتار کارمدار زبان آموزان ایرانی
زهره سیفوری صغری گودرزییکی از مسائل مهم برای بسیاری از معلمان زبان انگلیسی یافتن راهی برای یاری رساندن به زباناموزان در تولید گفتار صحیح و روان است. بنا بر نتایج حاصل از تحقیقات انجام شده در حوزه آموزش زبان دوم تمرین شفاهی تأثیر بسزایی در تولید گفتار صحیح و روان دارد. به اعتقاد متخصصین، تولی أکثریکی از مسائل مهم برای بسیاری از معلمان زبان انگلیسی یافتن راهی برای یاری رساندن به زباناموزان در تولید گفتار صحیح و روان است. بنا بر نتایج حاصل از تحقیقات انجام شده در حوزه آموزش زبان دوم تمرین شفاهی تأثیر بسزایی در تولید گفتار صحیح و روان دارد. به اعتقاد متخصصین، تولید جملات انگلیسی به زبانآموزان امکان میدهد تا شناخت عمیقتری نسبت به ساختار جملات این زبان پیدا کنند و این شناخت موجب تسهیل آموزشهای بعدی خواهد شد. تحقیق حاضر تأثیر برنامه آموزشی تولیدمحوری را بر افزایش صحت دستوری و روانی گفتار کارمدار زبان آموزان ایرانی مورد بررسی قرار داد. شرکت کنندگان در این تحقیق را پنجاه دانشجوی سال دوم زبان انگلیسی دانشگاه آزاد اسلامی واحد تبریز تشکیل دادند که بطور تصادفی به دو گروه آزمایش و کنترل تعیین شدند. پس از اینکه همگونی اولیه گروهها با استفاده از آزمون مهارت عمومی و پیش آزمون شفاهی مورد سنجش قرار گرفت، هر دو گروه به مدت شش جلسه آموزشهایی مربوط به درس گفت و شنود و آزمایشگاه را به همراه نحوه استفاده از استراتژیهای لازم برای تولید جملات صحیح دستوری و گفتار روان دریافت کردند. در پایان هر جلسه، شرکت کنندگان گروه تحقیق با توصیف مجموعه ای از تصاویر در کارهای تولید شفاهی شرکت میکردند در حالی که در گروه کنترل چنین تولیدی وجود نداشت. نتایج تجزیه و تحلیل آماری دادههای پس آزمون تفاوتهای معناداری را بین دو گروه نشان داد و مشخص شد که گروه تحقیق گفتار صحیحتر و روانتری را در پس آزمون تولید کردند. یافتههای تحقیق حاضر کاربردهای آموزشی برجستهای برای زبانآموزان انگلیسی به ویژه در محیطهای زبان خارجی خواهد داشت که زبانآموزان کمتر در معرض زبان قرار میگیرند. تفاصيل المقالة -
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23 - بررسی تأثیر آموزش روش مونته سوری بر خلاقیت کودکان پیشدبستانی 4 و 5 ساله شهر تبریز*
آناهیتا اوبالاسی سیدداود حسینینسبهدف اساسی این مطالعه تعیین تأثیر آموزش روش مونته سوری بر خلاقیت کودکان پیشدبستان (4 و 5 ساله) است. براساس پژوهش نیمه آزمایشی از نوع پیش آزمون-پس آزمون با گروه کنترل و اجرای آزمون تورنس فرم ب تصویری، اطلاعات لازم جمعآوری شد. جامعه آماری پژوهش را کلیه مراکز آموزشی کودکا أکثرهدف اساسی این مطالعه تعیین تأثیر آموزش روش مونته سوری بر خلاقیت کودکان پیشدبستان (4 و 5 ساله) است. براساس پژوهش نیمه آزمایشی از نوع پیش آزمون-پس آزمون با گروه کنترل و اجرای آزمون تورنس فرم ب تصویری، اطلاعات لازم جمعآوری شد. جامعه آماری پژوهش را کلیه مراکز آموزشی کودکان 4 و 5 سالهی شهر تبریز که شامل 500 مرکز پیشدبستانی در سالتحصیلی 93-92 میباشند، تشکیل میدهد. نمونه در این تحقیق شامل 50 نفر نوآموز ( 25 نفر گروه آزمایش و 25 نفرگروه کنترل) میباشد که با روش تصادفی خوشهای انتخاب شدند. پس از برگزاری کلاس آموزشی مونته سوری طی 3 ماه و تحلیل دادهها با روش کوواریانس، نتایج نشان داد که آموزش به روش مونته سوری بر خلاقیت کودکان 4 و 5 ساله پیشدبستانی مؤثر بوده است. در خصوص ابعاد چهارگانه خلاقیت، روش آموزشی مونته سوری در افزایش ابعاد سیالی، انعطافپذیری، ابتکار و بسط کودکان مؤثراست. تفاصيل المقالة -
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24 - تأثیر توانمندسازی شناختی رایانهای بر عملکرد حافظه فعال، توجه، توانایی زبان، توانایی دیداری فضایی و سلیس و روان بودن افراد سالمند
رعنا عطریابراهیمپور جلیل باباپورخیرالدین محسن احمدیپژوهش حاضر با هدف تأثیر توانمندسازی شناختی رایانهای بر عملکرد حافظه فعال، توجه، توانایی زبان، توانایی دیداری فضایی و سلیس و روان بودن افراد سالمند انجام شد. طرح پژوهشی حاضر از نوع طرحهای آزمایشی بود که در آن عملکرد شناختی(حافظه فعال، توجه، زمان واکنش دیداری/شنیداری) ق أکثرپژوهش حاضر با هدف تأثیر توانمندسازی شناختی رایانهای بر عملکرد حافظه فعال، توجه، توانایی زبان، توانایی دیداری فضایی و سلیس و روان بودن افراد سالمند انجام شد. طرح پژوهشی حاضر از نوع طرحهای آزمایشی بود که در آن عملکرد شناختی(حافظه فعال، توجه، زمان واکنش دیداری/شنیداری) قبل و پس از ارایه توانمندسازی شناختی رایانهای بر گروه آزمایشی به مدت 20 جلسه 30 دقیقهای در طول 8 هفته، مورد بررسی قرار گرفت جامعه آماری این پژوهش سالمندان آسایشگاه خوبان تبریز با گستره سنی 60-65 سال بود. با توجه به طرح پژوهش آزمایشی تعداد نمونه شامل 30 نفر (15 نفر گروه آزمایشی، 15 نفر گروه کنترل) بود که از بین سالمندان به صورت نمونهگیری در دسترس انتخاب و به صورت تصادفی در دو گروه آزمایشی و کنترل جایگزین شده و آزمودنیهای گروه کنترل با گروه آزمایشی همتاسازی شد. ابزارهای مورد استفاده در تحقیق حاضر تکالیف شناختی رایانهای مرکز علوم مغز و شناخت و آزمایش شناختی آدن بروک، نسخه تجدید نظر شده بود. دادهها با استفاده از روشهای آمار توصیفی مانند میانگین، انحراف استاندارد، فراوانی و نمودار توصیف و برای فرضیههای پژوهش با استفاده از روش تحلیل کواریانس تحلیل شد. یافتههای پژوهش حاضر نشان میدهد که توانمندسازی شناختی رایانهای بر عملکردهای شناختی (حافظه فعال، توجه، توانایی دیداری/فضایی، توانایی زبانی، روان و سلیس بودن) تأثیرگذار است. تفاصيل المقالة -
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25 - Effects of Immersive Learning and Communicative Language Teaching on the Oral Complexity, Accuracy, and Fluency of Iranian EFL Learners with Expressive Language Disorder
Mojgan Khaki Hossein Heidari Tabrizi Sajad ShafieeThe CTML served as the primary source of motivation for this investigation, which explored the effects of Immersive Learning (IL) and Communicative Language Teaching on the Oral Complexity, Accuracy, and Fluency (CAF) of Iranian EFL learners with Expressive Language Dis أکثرThe CTML served as the primary source of motivation for this investigation, which explored the effects of Immersive Learning (IL) and Communicative Language Teaching on the Oral Complexity, Accuracy, and Fluency (CAF) of Iranian EFL learners with Expressive Language Disorder (ELD). Using a quasi-Solomon four-group design, the participants, who were all Iranian pre-intermediate EFL learners with mild to moderate levels of ELD, were separated into experimental and control groups. There were a total of 36 participants in this study. The intervention consisted of virtual reality (VR) authoring eighty speech exercises in the form of learning chunks for twenty sessions lasting seventy minutes each. In the groups that served as controls, the content was presented using a method known as Communicative Language Teaching (CLT). Both the pre-test and the post-test were conducted orally using the CAF test. In terms of oral complexity (syntactic complexity and diversity), oral accuracy (error-free sentences and accurate verb forms), and oral fluency (number of vocally generated syllables), the findings revealed that individuals who received IL fared better than their counterparts in the CLT group. The findings may have important implications for teaching English as a foreign language and for rehabilitative education. تفاصيل المقالة -
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26 - Effects of Wiki-Mediated Collaborative Writing on Iranian Intermediate EFL Learners' Written Complexity, Accuracy, and Fluency
Zeinab Cheraghpour Nafiseh Hosseinpour Sajad ShafieeThis study examined how Iranian intermediate EFL learners' writing complexity, accuracy, and fluency were affected by collaborative online writing using Wikis. The language proficiency of 75 EFL learners was gauged based on their performance on the Oxford Quick Placemen أکثرThis study examined how Iranian intermediate EFL learners' writing complexity, accuracy, and fluency were affected by collaborative online writing using Wikis. The language proficiency of 75 EFL learners was gauged based on their performance on the Oxford Quick Placement Test (OQPT). They were intermediate male and female EFL learners studying English at three language institutes in Shahrekord, Iran. The participants were then split into two groups at random: a Wiki group (WG), and a control group (CG). Afterwards, learners in the control and experimental group were given a cause-and-effect prompt as a pre-test, and their writing complexity, accuracy, and fluency were assessed using CAF measures. Following the pre-test, the participants in the experimental group began a six-week training period in the collaborative environment of Wiki. The same instructional materials and procedures were presented to the control group, but in a non-collaborative, face-to-face setting. Similar to the writing pre-test, a writing post-test was given to both groups at the end of the intervention, and the writings were graded. In comparison to the conventional methodology, the results obtained revealed that the instructional method via Wiki was advantageous and effective in enhancing writing skills. This result is consistent with theories supporting the use of technology-based approaches in EFL writing settings. The main outcome of this research is that the ease and viability of teaching and learning writing are significantly and meaningfully influenced by giving learners control over their learning through Wiki. تفاصيل المقالة -
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27 - Application of Task Complexity Along +/- single Task Dimension and its Effect on Fluency in Writing Performance of Iranian EFL Learners
Siros Izadpanah Esmaeil ShajeriIn the present study, two different models of task complexity; namely, limited attentional capacity model and cognition hypothesis were examined. To this end, the manipulation of cognitive task complexity along +/- single task dimension on Iranian EFL learners’ pr أکثرIn the present study, two different models of task complexity; namely, limited attentional capacity model and cognition hypothesis were examined. To this end, the manipulation of cognitive task complexity along +/- single task dimension on Iranian EFL learners’ production in terms of fluency was explored. Based on the results of the writing test of TOFEL (2004), 48 learners were selected as the participants of the study and were divided into two groups, simple task group (STG, n=24) and complex task group (CTG, n=24). The participants in the STG were given an eight-frame picture which had been arranged in the correct sequence before its administration (+ single task). The participants in the CTG were given all the eight frames which were not arranged in their correct order. These participants were required to order the frames in the right sequence first, before starting writing (- single task). Their output was encoded based on the measure of fluency. One independent sample t-tests was run. The results indicated that the participants significantly generated more words in the complex task. Based on the findings, it can be concluded that in the Iranian context, the predictions of limited attentional capacity model were more accurate. تفاصيل المقالة -
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28 - Task Condition and L2 oral Performance: Investigating the Combined Effects of Online Planning and Immediacy
Masoud SaeediResearch evidence reported to date demonstrates the differential effects of manipulating second language (L2) task conditions on the resultant production as measured in terms of complexity, accuracy, and fluency. The present study was aimed at adding to the available bo أکثرResearch evidence reported to date demonstrates the differential effects of manipulating second language (L2) task conditions on the resultant production as measured in terms of complexity, accuracy, and fluency. The present study was aimed at adding to the available body of findings by exploring the synergistic effects of two task condition variables, namely online planning and immediacy (± Here/Now) on L2 oral discourse. For this purpose, 60 Iranian intermediate learners of English as a foreign langue (EFL) were asked to perform the task of narrating a story based on a sequenced set of pictures under four conditions (i.e., Here/Now and pressed online planning, Here/Now and careful online planning, There/Then and pressed online planning, There/Then and careful online planning). The results of statistical analyses revealed that carefully planning speech while performing the task consistently assists complexity and accuracy, but negatively affects fluency of speech. Besides, it was observed that carrying out the same task using the past tense without contextual support (i.e., There/Then), if coupled with careful online planning, simultaneously enhances complexity and accuracy. Performing a task in Then/There also reduces fluency. Interestingly, it was also found out that the opportunity to carefully plan online while performing the task in There/Then exponentially increases complexity and accuracy with strong negative effects on fluency. Lastly, pedagogical implications of the findings are discussed regarding the contribution of task condition to directing learners’ attention and their L2 speech quality. تفاصيل المقالة -
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29 - The Impact of Dynamic Written Corrective Feedback on the Accuracy of English Passive Voice Usage in Foreign Language Narrative Writing
Victoria Sayad Deghatkar Mohammad Reza Khodareza Valeh ValipourThe present study aimed to assess the effectiveness of dynamic written corrective feedback (WCF) in helping students to write better narrative essays. In fact, this study investigated the effect of dynamic WCF on writing abilities such as accuracy, fluency and complexit أکثرThe present study aimed to assess the effectiveness of dynamic written corrective feedback (WCF) in helping students to write better narrative essays. In fact, this study investigated the effect of dynamic WCF on writing abilities such as accuracy, fluency and complexity. Fifty four students from intermediate level from two classes in Iranian Academic center of Education, Culture, and Research (ACECR)-Guilan Branch were selected for the study. The subjects were being prepared for the IELTS exam. They were assigned to two treatment groups, first an experimental group that received dynamic WCF, and second a control group that did not receive dynamic WCF approach but they were taught based on traditional approach. Each group was given eight forty-minute sessions of treatment time. The subjects were tested before treatment, and also after the treatment. In order to answer the research questions, independent t-tests were run and it indicated that dynamic WCF affected students` performance on writing accuracy and grammar instruction, fluency and complexity more. تفاصيل المقالة -
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30 - Dynamic Assessment in L2 Writing Performance: the Case of Iranian EFL Learners
Aysheh MohammadzadehDynamic assessment (DA) is founded in Sociocultural Theory (SCT) of Vygotsky (1978) and his conception of Zone of Proximal Development (ZPD). It motivated the scholars to find a way from a static approach of assessment to the dynamic approach to increase individuals&rsq أکثرDynamic assessment (DA) is founded in Sociocultural Theory (SCT) of Vygotsky (1978) and his conception of Zone of Proximal Development (ZPD). It motivated the scholars to find a way from a static approach of assessment to the dynamic approach to increase individuals’ independence and level of performance (Lantolf & Poehner, 2004; Poehner, 2008). To this end, this investigation probed DA intervention on writing fluency and complexity of Iranian EFL learners. Before the treatment, the KET test was implemented for homogenizing the participants and then 36 learners were chosen in groups of namely, experimental and control (18 participants in every group). In both groups, learners wrote a one-paragraph essay in the first session. During the intervention which lasted for two sessions, the researcher followed some stages including implicit and explicit feedback types in the second and third sessions to help learners move from teacher-regulation to self-regulation and then they wrote again a one-paragraph essay as the post-test in the fourth session. Participants in the control group wrote on the same topics as the experimental group, however, with no DA intervention. The researcher corrected their papers and provided some general comments in the control group. The t-tests in the post-tests indicated that experimental group surpassed the control group considerably concerning the writing fluency and complexity improvement. The paper concludes with a discussion and recommendations for further research into the potential DA contributions to EFL writing assessment and instruction. تفاصيل المقالة -
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31 - Impact of Cognitive Complexity of Tasks on EFL Learners' Individual and Collaborative Written Performance
Afsane Motallebi Moghaddam Faramarz Azizmalayeri Abbas BayatIn the last few decades, tasks as the basic unit in syllabus designing process, and the cognitive complexity of tasks as a fundamental criterion in task sequencing, have attracted the attention of language researchers. At the same time, collaborative task performance ha أکثرIn the last few decades, tasks as the basic unit in syllabus designing process, and the cognitive complexity of tasks as a fundamental criterion in task sequencing, have attracted the attention of language researchers. At the same time, collaborative task performance has been encouraged due to the researchers' focus on the sociocultural theory proposed by Vygotsky (1978). The present study aimed to investigate the effect of task cognitive complexity on Iranian EFL learners' individual and collaborative written task performance regarding complexity, accuracy, and fluency. To fulfill such a purpose, 70 male and female Iranian intermediate EFL learners were selected as the participants through Oxford Placement Test, from among the undergraduate students of Islamic Azad University of Arak, who had passed two general English grammar courses in two succeeding semesters and were participating in Advanced Writing Course at the time of conducting this research. They were asked to perform some writing tasks both individually and collaboratively, while the cognitive complexity of the tasks (i.e. the reasoning demands and prior planning) was evaluated by the researcher. The analysis of their written productions revealed that when writing individually, with no planning time available, Iranian intermediate EFL learners created more complex texts in their complex tasks and more fluent texts in their simple tasks, and when writing collaboratively, with some planning time available, they produced more fluent texts in their complex tasks. تفاصيل المقالة -
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32 - Assessing the Performance Quality of Google Translate in Translating English and Persian Newspaper Texts Based on the MQM-DQF Model
Zahra Foradi Jalilollah Faroughi Mohammad Reza Rezaeian DeloueiThe use of machine translation to communicate and access information has become increasingly common. Various translation software and systems appear on the Internet to enable interlingual communication. Accelerating translation and reducing its cost are other factors in أکثرThe use of machine translation to communicate and access information has become increasingly common. Various translation software and systems appear on the Internet to enable interlingual communication. Accelerating translation and reducing its cost are other factors in the increasing popularity of machine translation. Even if the quality of this type of translation is lower than human translation, it is still significant in many ways. The MQM-DQF model provides standards of error typology for objective and quantitative assessment of translation quality. In this model, two criteria (accuracy and fluency) are used to assess machine translation quality. The MQM-DQF model was used in this study to assess the quality of Google Translate performance in translating English and Persian newspaper texts. Five texts from Persian newspapers and five texts from English newspapers were randomly selected and translated by Google Translate both at the sentence level and the whole text. The translated texts were assessed based on the MQM-DQF model. Translation errors were identified and coded at three severity levels: critical, major, and minor errors. By counting the errors and scoring them, the percentage of accuracy and fluency criteria in each of the translated texts was calculated. The results showed that Google Translate performs better in translating texts from Persian into English; furthermore, in sentence-level translation, it performs better than the translation of the whole text. Moreover, translations of different newspaper texts (economic, cultural, sports, political, and scientific) were not of the same quality. تفاصيل المقالة -
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33 - Impact of Consciousness-raising via Input Flooding vs. Vocabulary Input Enhancement on Reading Fluency of Iranian EFL Intermediate Learners
Saeideh Sadat Fatahzadeh Sajad Shafiee Fariba Rahimi EsfahaniThe current study was set to examine whether input flooding and input enhancement of vocabulary affected reading fluency of Iranian EFL learners. It also evaluated whether there was any substantial difference between the impacts of input flooding and input enhancement o أکثرThe current study was set to examine whether input flooding and input enhancement of vocabulary affected reading fluency of Iranian EFL learners. It also evaluated whether there was any substantial difference between the impacts of input flooding and input enhancement of vocabulary on reading of Iranian EFL learners. To this end, 120 out of 150 Iranian EFL intermediate learners at three language schools in Iran were randomly selected and divided into three groups, each consisting of 40 learners. The first experimental group received input flooding as treatment. To this aim, the frequency of the vocabulary items in the reading texts used during the course was increased. In other words, learners were flooded with the vocabulary items via different examples and using the words several times in the reading texts. The participants in the Input Enhancement (IE) group received IE through underlining, boldfacing, italicization, capitalization, and other strategies such as color coding, using different fonts, and diverse forms of vocabulary. To this end, in this experimental group, the vocabulary items appeared in the texts through using underlining, boldfacing, italicization and capitalization. In order to do so, the researcher retyped the selected materials and carried out the required modifications on them. control group received traditional method for teaching reading. The findings revealed that both input flooding and input enhancement of vocabulary had positively significant impacts on Iranian EFL learners’ reading fluency. Input flooding of vocabulary was more effective than input enhancement of vocabulary regarding their impacts on Iranian EFL learners’ reading fluency. تفاصيل المقالة -
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34 - Impact of Fully-Immersive Teaching vs. Conventional Communicative Language Teaching on the Articulation Skills of EFL Learners With Expressive Language Disorder
Mojgan Khaki Hossein Heidari Tabrizi Sajad ShafieeBased on the tenets of the cognitive theory of multimedia learning, the purpose of this research was to investigate the impact of Fully-Immersive Teaching (FIT) vs. conventional communicative language teaching on the articulation abilities of Iranian EFL learners diagno أکثرBased on the tenets of the cognitive theory of multimedia learning, the purpose of this research was to investigate the impact of Fully-Immersive Teaching (FIT) vs. conventional communicative language teaching on the articulation abilities of Iranian EFL learners diagnosed with Expressive Language Disorder (ELD). Purposively choosing 36 Iranian pre-intermediate EFL learners who had mild to moderate levels of ELD, we used a quasi-Solomon four-group design and separated them into two experimental and two control groups. The intervention included twenty sessions of seventy minutes each and comprised of eighty microlearning speech exercises that were developed in VR by FIT. The participants in the control group were given instruction based on Communicative Language Teaching (CLT), which is an approach to language education. Both the OQPT and the Wechsler Individual Achievement Test (WIAT-III) were used in this study's pre-testing and post-testing procedures. The results showed that individuals who were instructed in accordance with FIT performed better than their colleagues who had been subjected to CLT in terms of articulation abilities. These skills included expressive vocabulary, oral word fluency, and sentence repeats. TEFL, therapeutic education, cognitive speech therapy, and instructional technology might all stand to gain from the outcomes. تفاصيل المقالة -
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35 - The Effect of Task Sequencing on the Writing Fluency of English as Foreign Language Learners
Laleh Fakhraee Faruji Farid GhaemiThis study investigated the effect of sequencing tasks from simple to complex along +/- reasoning demands on fluency in writing task performance of English as Foreign Language (EFL) learners. The participants of this study included 90 intermediate EFL learners from thre أکثرThis study investigated the effect of sequencing tasks from simple to complex along +/- reasoning demands on fluency in writing task performance of English as Foreign Language (EFL) learners. The participants of this study included 90 intermediate EFL learners from three intact class divisions at the Islamic Azad Uni- versity, Shahr-e-Qods Branch. They were distributed in three groups: Experimental A, Experimental B, and a Control group. The students in all groups participated in the writing pre-test. During the eight treatment sessions (in relation to task performance) the first experimental group received a series of picture description tasks in a randomized order of cognitive complexity. The second experimental group received the same tasks, but ordered from simple to complex based on their required reasoning demands. The control group, however, did not receive any picture description tasks; rather they received some typical writing activities. Finally, the post-test was administered to all participants. The results of the data analysis, through Analysis of Variances (ANOVA) using the SPSS software, showed no significant impact for sequencing tasks from simple to complex on fluency in writing task performance. تفاصيل المقالة -
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36 - On the Relationship between Intralingual/Interlingual Translation and Speaking Fluency of the Iranian Advanced EFL Learners
Shojaa Naynava Mohammad Saleh SanatifarSpeaking as an initial goal in language teaching and learning has relationships with many variables including listening, reading, writing, knowledge of vocabulary as well as grammar. The present study mainly aims at examining the relationship between translations and sp أکثرSpeaking as an initial goal in language teaching and learning has relationships with many variables including listening, reading, writing, knowledge of vocabulary as well as grammar. The present study mainly aims at examining the relationship between translations and speaking fluency. For this purpose and following an experimental design, three groups of Iranian advanced EFL learners were asked to per- form a number of conversational tasks, and were given a speaking fluency test. The first experimental group (EG1) was taught via intralingual translation, the second experimental group (EG2) via interlingual translation and the third group (control group) was taught in the foreign language without any intralingual or interlingual translation methods. The results reveal that there is a significant relationship between inter- lingual translation and speaking fluency. The study, finally, offers some practical implications for both EFL learners and teachers. تفاصيل المقالة -
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37 - Students’ Oral Assessment Considering Various Task Dimensions and Difficulty Factors
Houman Bijani Adnan SatariyanThis study investigated students’ oral performance ability accounting for various oral analytical factors including fluency, lexical and structural complexity and accuracy with each subcategory. Accordingly, 20 raters scored the oral performances produced by 200 s أکثرThis study investigated students’ oral performance ability accounting for various oral analytical factors including fluency, lexical and structural complexity and accuracy with each subcategory. Accordingly, 20 raters scored the oral performances produced by 200 students and a quantitative design using a MANOVA test was used to investigate students’ score differences of various levels of language proficiency groups with respect to their oral scores in each analytical factor. The findings showed that students, in each level of language proficiency, were different from each other regarding various measures of fluency, lexical complexity, structural complexity and accuracy when performing the five oral tasks. Besides, the findings showed that language planning, perspective and immediacy were the determining dimensions in oral task difficulty. The findings demonstrated the usefulness of analytical approaches to rater training programs in detecting rater effects and demonstrating the consistency and variability in rater behavior. The analysis confirmed that the nature of second language oral construct is not constant, thus different results are achieved using different oral task dimensions. Consequently, the outcomes have constructive implications in the use of feedback as a reliable indicator of task difficulty and specifically as a basis for test design and validation. تفاصيل المقالة -
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38 - Writing Fluency Achievement through Computer Concept-Mapping Strategy Conjoining Partial Persian Word Translation
Jamshid Mashhadi حسین احمدی Payman RajabiFrom educational spectrum, challenges in finding conducive ways for English writing have remained weighty. Thus, this report focuses on using computer concept mapping with partial word Persian equivalent in the graphs on facilitating writing fluency as a contributing fa أکثرFrom educational spectrum, challenges in finding conducive ways for English writing have remained weighty. Thus, this report focuses on using computer concept mapping with partial word Persian equivalent in the graphs on facilitating writing fluency as a contributing factor. It was thought teach- ing writing suchlike leads to remembering more data and writing more fluently. To the researchers, EFL learners generally lack sufficient motivation in writing as they perceive as a complicated or bor- ing subject and come across difficulties during learning it. This strategy was adopted compared to tra- ditional teaching method. A prior and after treatment evaluation and normal group design was used. The study participants were 50 intermediate EFL students equally halved into experiential and control members. The experimental treatment group practiced writing using computer concept-maps but their counterparts were taught ordinarily. Statistical analyses by using SPSS statistical software were run. One-way ANOVA test and independent-samples t-test were adopted in data analysis. The overall findings arisen manifested that teaching writing with the use of computer concept maps was signifi- cantly much influential than conventional teaching approach. تفاصيل المقالة -
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39 - EFL Textbooks, L2 Contacts, and Teacher Self-Efficacy: Impact on Learners’ Development of Oral Complexity, Accuracy, and Fluency
Manoochehr Jafarigohar Mehdi Karami zia Tajeddin Afsar RouhiResearchers have extensively compared different L2 learning contexts, such as EFL versus study-abroad, for their impacts on oral production; however, scant attention, if any, has been paid to comparing EFL settings in terms of input factors such as textbooks, amount of أکثرResearchers have extensively compared different L2 learning contexts, such as EFL versus study-abroad, for their impacts on oral production; however, scant attention, if any, has been paid to comparing EFL settings in terms of input factors such as textbooks, amount of contacts in L2, and teachers. Accordingly, the effects of these factors on the oral production skills were investigated in this study. To this end, in a longitudinal study that spanned nearly three months, speech samples were elicited from three groups of Persian speaking advanced learners of English (N = 72) through oral narrative tasks and were scored for complexity, accuracy, and fluency (CAF). A one-way MANOVA was used to compare the means. The average number of subordinate clauses per AS-unit was used to measure grammatical complexity, “D” was a measure of lexical complexity, the percentage of error-free clauses was an index of accuracy, and the number of dysfluencies was calculated to be an indicator of fluency. After a period of time, the results provided strong evidence for the significantly different rates of progress among the learners of the three EFL settings on lexical complexity, accuracy, and fluency. Evaluation of course materials, amount of learners’ contact in L2, and teachers’ self-efficacy revealed that these different rates of progress might well be attributed to the characteristics of the speaking tasks in the textbooks. One important implication is that gains in a special dimension of oral production can be produced if EFL curriculum developers provide target learners with speaking tasks bearing particular features. تفاصيل المقالة -
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40 - Impact of Fully-Immersive Teaching (FIT) Vs. Conventional Communicative Language Teaching on the Articulation Skills of EFL Learners With Expressive Language Disorder (ELD)
Mojgan Khaki Hossein Heidari Tabrizi Sajad ShafieeBased on the tenets of the cognitive theory of multimedia learning, the purpose of this research was to investigate the impact of Fully-Immersive Teaching (FIT) vs. conventional communicative language teaching on the articulation abilities of Iranian EFL learners diagno أکثرBased on the tenets of the cognitive theory of multimedia learning, the purpose of this research was to investigate the impact of Fully-Immersive Teaching (FIT) vs. conventional communicative language teaching on the articulation abilities of Iranian EFL learners diagnosed with Expressive Language Disorder (ELD). Purposively choosing 36 Iranian pre-intermediate EFL learners who had mild to moderate levels of ELD, we used a quasi-Solomon four-group design and separated them into two experimental and two control groups. The intervention included twenty sessions of seventy minutes each and comprised of eighty microlearning speech exercises that were developed in VR by FIT. The participants in the control group were given instruction based on Communicative Language Teaching (CLT), which is an approach to language education. Both the OQPT and the Wechsler Individual Achievement Test (WIAT-III) were used in this study's pre-testing and post-testing procedures. The results showed that individuals who were instructed in accordance with FIT performed better than their colleagues who had been subjected to CLT in terms of articulation abilities. These skills included expressive vocabulary, oral word fluency, and sentence repeats. TEFL, therapeutic education, cognitive speech therapy, and instructional technology might all stand to gain from the outcomes. تفاصيل المقالة -
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41 - ارزیابی تاثیرپذیری قضاوت های سرمایه گذاران از خوانایی افشای گزارش های مالی شرکت
سیده زهرا موسوی احمد کعب عمیر سعید نصیریچکیده خوانایی افشای گزارش های مالی در ایران یکی از موضوعات نسبتا جدید به شمار رفته که تا کنون چندان به آن پرداخته نشده و تاثیر آن بر متغیرهای مالی و عملیاتی شرکت ها و هم چنین سرمایه گذاران و تصمیم گیرندگان مورد سنجش و ارزیابی قرار نگرفته است. از این رو پژوهش حاضر به ار أکثرچکیده خوانایی افشای گزارش های مالی در ایران یکی از موضوعات نسبتا جدید به شمار رفته که تا کنون چندان به آن پرداخته نشده و تاثیر آن بر متغیرهای مالی و عملیاتی شرکت ها و هم چنین سرمایه گذاران و تصمیم گیرندگان مورد سنجش و ارزیابی قرار نگرفته است. از این رو پژوهش حاضر به ارزیابی تاثیرپذیری قضاوت های سرمایه گذاران از خوانایی افشای گزارش های مالی شرکت پرداخته است. این پژوهش از نظر هدف،جزو پژوهش های کاربردی محسوب گردیده و از نظر روش،پژوهش مبتنی بر تحلیل همبستگی می باشد. برای گردآوری داده های این پژوهش، 120 نفر از سرمایه گذاران فعال در بورس اوراق بهادار انتخاب شدند و به کمک یک سناریو داده ها گردآوری شدند. نتایج نشان داد هنگامی که گزارش های مالی شرکت دارای خوانایی افشای پایین باشند میزان حساسیت قضاوتهای ارزیابی سرمایهگذاران تحت تاثیر قرار گرفته و افزایش پیدا می کند اما هنگامی که خوانایی افشای پایین باشد روانی پردازش سرمایه گذاران تحت تاثیر قرار نخواهد گرفت . علاوه بر این مشخص گردید هنگامی که گزارش های مالی شرکت دارای خوانایی افشای پایین باشند شدت و کارایی جستجوی اطلاعات بیرونی توسط سرمایه گذاران افزایش پیدا کرده ولی میزان اتکای سرمایهگذاران بر اطلاعات بیرونی تغییری پیدا نمی کند . تفاصيل المقالة -
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42 - آسیب شناسی کاربرد بلاغت در شعرکودک (در دهههای 70 تا90)
افسانه موسوی گرمارودی لحمد خاتمی مریم جلالیچکیده این مقاله به تبیین اصول بلاغت و فصاحت در شعر کودک پرداخته است. آنچه شاعر کودک با حفظ کودکانگی، برای ایجاد کلامی روان، آسان و شاعرانه به آن نیاز دارد. ابتدا بسامد و فراوانی استفادۀ شعرا از علم معانی تا بیان و بدیع، طرح شده، سپس شیوۀ درست و نادرست کاربردی آنها أکثرچکیده این مقاله به تبیین اصول بلاغت و فصاحت در شعر کودک پرداخته است. آنچه شاعر کودک با حفظ کودکانگی، برای ایجاد کلامی روان، آسان و شاعرانه به آن نیاز دارد. ابتدا بسامد و فراوانی استفادۀ شعرا از علم معانی تا بیان و بدیع، طرح شده، سپس شیوۀ درست و نادرست کاربردی آنها مطرح گردیده است. همچنین نمونههایی از مشکلات بلاغی رایج در شعر کودک ارائه شده است و پرکاربردترین شیوههای بلاغی در شعر کودک طرح گردیده و با مقایسۀ نمونههای مناسب و غیرمناسب، اصول بلاغت و فصاحت شعر کودک بیان شده است. براساس این پژوهش، شیوه و میزان به کارگیری انواع علوم بلاغی با در نظر گرفتن دایرۀ لغات و فهم کودک و آنچه مخلّ فصاحت در شعر کودک است، مطرح گردید. مبنای کار این پژوهش براساس نظریّهها و اصول بلاغی است که در تحقیقات پایهای شعر نگاشته شده و شیوۀ کتابخانهای به کارگرفته در این پژوهش با توجّه به جامعه آماری آن و نتایج به دست آمده جزو پژوهشهای نادر در این حوزه به شمار میرود و شیوه نامهای برای استفادۀ شعرا در سرودن شعر کودک ارائه میدهد. تفاصيل المقالة -
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43 - The Effectiveness of Explicit Instruction of Communication Strategies on Speaking Fluency Skills: Lower Intermediate EFL Learners in Focus
Afshin Soori Aliakbar ZamaniFirstly, this research aimed to investigate the effect of communication strategies on Iranian female EFL learners’ speaking fluency. Secondly, the research attempted to clarify which of the employed communication strategies has been utilized by Iranian female EFL learne أکثرFirstly, this research aimed to investigate the effect of communication strategies on Iranian female EFL learners’ speaking fluency. Secondly, the research attempted to clarify which of the employed communication strategies has been utilized by Iranian female EFL learners more than other strategies in speaking in English. A quasi-experimental design was employed in this study. Oxford Placement Test (OPT) was used to select 50 homogenized female EFL learners from the lower-intermediate levels. After the pre-test interview, all the participants attended the classes for ten sessions to become familiar with communication strategies. After the classroom treatment, the participants participated in the post-test interview. The findings revealed that the EFL learners’ performance in speaking fluency had been affected by explicit instruction of communication strategies, and the participants’ speaking fluency had enhanced after the classroom treatment. Furthermore, it was found that the participants of this study used an appeal for help more than other strategies. The study concluded that Iranian female EFL learners will have the chance to reach a productive and fluent level of speaking by developing their language knowledge, lexical competence, and use of functional methods in classroom settings. The findings suggest that EFL students respond to various CSs differently as they learn L2. Therefore, it would seem essential for EFL teachers to broaden and update their knowledge as well as try to identify and implement the teaching methods that are more effective and efficient in their classrooms. تفاصيل المقالة -
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44 - تاثیر توانبخشی شناختی بر حافظه ی کاری و روانی کلامی دانش آموزان نارساخوان یک مطالعه تک موردی
فرهاد رادفر وحید نجاتی جلیل فتح آبادینارسا خوانی، یک اختلال عصب- شناختی پیچیده است که رشد سواد آموزی، روند رشدی رمزگشایی و رمزگذاری را تحت تاثیر قرار داده و نقایص چشمگیری در روند رشدی مهارتهای اساسی خواندن و هجیکردن بوجود میآورد. هدف پژوهش حاضر، تاثیر توانبخشی شناختی توجه بر حافظه کاری و روانی کلامی در أکثرنارسا خوانی، یک اختلال عصب- شناختی پیچیده است که رشد سواد آموزی، روند رشدی رمزگشایی و رمزگذاری را تحت تاثیر قرار داده و نقایص چشمگیری در روند رشدی مهارتهای اساسی خواندن و هجیکردن بوجود میآورد. هدف پژوهش حاضر، تاثیر توانبخشی شناختی توجه بر حافظه کاری و روانی کلامی در دانش آموزان نارساخوان بود. بدین منظور، طی یک مطالعه ی تک آزمودنی از نوع ABA با گروه کنترل، 8 دانش آموز با تشخیص نارساخوانی که در پرونده ی آنها مشکلات شناختی همچون توجه و حافظه ی کاری برجسته بود، با روش نمونه گیری هدفمند انتخاب و به صورت تصادفی به دو گروه آزمایش و کنترل تقسیم شدند. آزمودنی ها به مدت 15 جلسه تحت توانبخشی با تکالیف مربوطه کارکردهای توجهی قرار گرفتند و در سه مرحله و در هر مرحله 3 بار و همچنین در یک فاصله ی زمانی چهار ماهه از نظر حافظه ی کاری و روانی کلامی مورد ارزیابی قرار گرفتند. در مجموع آزمودنی های هر گروه، 10 بار با استفاده از آزمون N-BACK و آزمون روانی کلامی مورد بررسی قرار گرفتند. نتایج پژوهش ( تحلیل بصری و اندازه ی اثر ) نشان داد که مداخلات شناختی مبتنی بر بازی های توجهی بر میزان کارآیی حافظه کاری و روانی کلامی دانش آموزان نارساخوان موثر است. تقویت عوامل شناختی پایه ای همچون توجه با استفاده از توانبخشی شناختی در سا ل های اول تحصیل می تواند رویکرد موثری در بهبود کارکردهای اجرایی و درمان اختلال دانش آموزان نارساخوان باشد. تفاصيل المقالة -
حرية الوصول المقاله
45 - The impact of interactionist vs. interventionist dynamic assessment on writing fluency and complexity of young vs. adult IELTS candidates
Leyli Kashef Naser Ghafouri Akbar Valizadeh OghaniAccording to sociocultural theory, dynamic assessment (DA) merges instruction and assessment. This study attempted to compare the effects of interactionist versus interventionist DA on the writing fluency and complexity of adult versus young IELTS candidates in an inter أکثرAccording to sociocultural theory, dynamic assessment (DA) merges instruction and assessment. This study attempted to compare the effects of interactionist versus interventionist DA on the writing fluency and complexity of adult versus young IELTS candidates in an international language school in Tehran with the age range of 15-48. One hundred and forty students (90 males and 50 females) who had enrolled in the IELTS preparation course in the spring of 2021 participated in this study. The study participants were divided into four groups namely, young interactionist, young interventionist, adult interactionist, and adult interventionist. The participants in all groups were homogenized based on the result of their performance in a standard version of Preliminary English Test (PET). During the eight-week treatment period, the interactionist groups were given writing tests followed by the instructor’s feedback and guidance, while the interventionist groups received instructions and were given writing test samples without qualitative feedback. The pre-test and post-test comparisons among the four groups by Two Way ANCOVA showed that both young and adult individuals in the interactionist groups had a significant improvement in their writing performance compared to those in the interventionist group. In addition, the study revealed the significant impact of interactionist DA vs. interventionist DA on both young and adult participants' scores in both writing fluency and complexity post-test. Likewise, the results showed no statistically significant interaction between the type of assessment and the candidates’ age. The study presents pedagogical implications for teachers, students, and IELTS preparation program designers. تفاصيل المقالة
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