فهرس المقالات Level of proficiency

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  1 - Effect of Differentiated Instruction on Linguistic and Rhetorical Features of Narrative Writing Performance across Different Levels of Proficiency
  Hadis Toofani Asl
  10.30486/relp.2019.665954
  This study intended to explore the linguistic and rhetorical features of written narratives produced by language learners of different levels of proficiency. A large and comprehensive number of linguistic and rhetorical features were analyzed adopted from Hinkel (2002). أکثر

  This study intended to explore the linguistic and rhetorical features of written narratives produced by language learners of different levels of proficiency. A large and comprehensive number of linguistic and rhetorical features were analyzed adopted from Hinkel (2002). Learners from a mixed-age group in a private language institute in Iran took part in this study. Three levels of B1, B2, and C1 learners were assigned into two conditions: Differentiated Instruction (DI, N = 84) that received individualized writing instruction according to each writer’s needs and skills and Traditional Instruction (TI, N = 76) that presented the features followed by some exercises. Results revealed that both C1 and B2 learners used more accurate linguistic features, while only C1 learners were successful in employing rhetorical features. In TI, however, C2 learners implemented a restricted number of linguistic and rhetorical features. Significant differences were found between DI and TI groups in each proficiency level. A comparison of the effect sizes, however, indicated that DI was less effective in the case of rhetorical features. تفاصيل المقالة
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  2 - A Syntax-based Approach to the Production of English Verbs’ Argument Structure by Iranian EFL Learners
  Shima Akbarnezhad Firooz Sadighi Mohammad Sadegh Bagheri
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  3 - Iranian EFL Learners' Written Grammatical Errors: Different Levels of Language Proficiency
  مریم موذنی لیمودهی امید مازندرانی
  10.30495/jal.2019.671929
  Errors are one of the enigmatic parts in the process of foreign language (L2) learning as they are extremely versatile at each and every stage of the language learning proficiency. The present study, therefore, was an attempt to reveal Iranian EFL learners’ gramma أکثر

  Errors are one of the enigmatic parts in the process of foreign language (L2) learning as they are extremely versatile at each and every stage of the language learning proficiency. The present study, therefore, was an attempt to reveal Iranian EFL learners’ grammatical errors in writing at two levels of proficiency, namely lower intermediate and advanced, and then to investigate whether there was a relationship between the levels of EFL learners’ proficiency and the types of grammatical errors they committed in their scripts. The study was carried out at a private language institute in Gorgan, Iran. To this end, 60 female EFL learners (30 lower intermediate and 30 advanced females) whose age ranged between 13 and 17 participated in this study and wrote 150 word writing samples on a predetermined descriptive subject. The descriptive analyses of the data based on the scoring framework of the study demonstrated the types of grammatical errors at each level of proficiency. A Chi Square test was then run in SPSS Ver. 25 on the 16 common frequent error categories between both levels of proficiency, which verified the existence of a relationship between EFL learners’ levels of proficiency and the types of written grammatical errors they committed in their writing. The findings of the study might be of interest to EFL learners, EFL teachers, syllabus designers, and materials developers. تفاصيل المقالة
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  4 - Navigating Turn-Taking System in an Online Synchronous Course: The Case of Gender and Language Proficiency
  عزیزه چالاک مهراد کریمی
  10.30495/lct.2022.1952423.1057
  English learners' turn-taking system has been impacted due to the sudden shift from traditional face-to-face classes to virtual learning during the COVID-19 pandemic. The purpose of the study was to obtain a closer understanding of how students and teachers constructed أکثر

  English learners' turn-taking system has been impacted due to the sudden shift from traditional face-to-face classes to virtual learning during the COVID-19 pandemic. The purpose of the study was to obtain a closer understanding of how students and teachers constructed turns during their interactions. The data were collected from the audio transcripts of 55 students of two intermediate and two advanced EFL classrooms that were held on the Zoom platform. After collecting the data, they were transcribed through the modified version of Sacks, Schegloff, and Jefferson's Model and analyzed by the SPSS, through the Chi-Square tests. The results showed that the students were mostly addressed by their teachers. Moreover, the male students took more turns, and there was a meaningful difference in the turn-taking system of the intermediate and advanced EFL learners. Therefore, both gender and the level of proficiency influenced the patterns of turn-taking in online classrooms. The results might contribute to raising teacher awareness towards the preferred turn-taking patterns in a virtual synchronous classroom. تفاصيل المقالة