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حرية الوصول المقاله
1 - Textbook Evaluation and Teachers’ Perceptions of Task-Based Language Teaching: A Case of Iranian Bilingual Schools
Fatemeh Pirzad Shirin Abadikhah Fatemeh KhonamriTask-based language teaching (TBLT) with its strong theoretical bases and emphasis on meaningful and interactive use of language has received substantial attention in the context of foreign language teaching. The present study investigated the extent to which TBLT was i أکثرTask-based language teaching (TBLT) with its strong theoretical bases and emphasis on meaningful and interactive use of language has received substantial attention in the context of foreign language teaching. The present study investigated the extent to which TBLT was incorporated into the textbooks and the extent to which teachers were aware of its concept in the bilingual education setting in Mazandaran province, Iran. A descriptive qualitative approach, using content analysis of the textbook based on a general task framework (Ellis, 2003) and a survey through a questionnaire, was employed to determine the implementation of tasks. Findings related to the textbook analysis indicated that the number of tasks in the textbook was relatively limited for real communication. Regarding the teachers’ (n=28) perceptions of TBLT, the results of the one-sample t-test analysis revealed that the participating teachers agreed with the idea of using tasks in teaching English language. Based on the findings, it is recommended that TBLT materials should be included in the bilingual textbooks in order to enhance learners’ collaboration and interactional skills. تفاصيل المقالة -
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2 - The Effect of Brain Dominance on Task-based Reading Comprehension among Iranian EFL Learners
Armin Hormozi Zohreh Gooniband Shooshtari Sediqeh VahdatOne of the decisive factors affecting language learners’ learning is brain dominance. The present research was conducted to investigate the effect of brain dominance on task-based reading comprehension of Iranian EFL learners. To this aim, 50 intermediate Iranian أکثرOne of the decisive factors affecting language learners’ learning is brain dominance. The present research was conducted to investigate the effect of brain dominance on task-based reading comprehension of Iranian EFL learners. To this aim, 50 intermediate Iranian EFL learners were selected as the study sample. The instrumentation included the ECPE test of proficiency, a hemispheric dominance questionnaire and a reading comprehension post-test. The four tasks of Problem Solving, Information Gap, Jigsaw, and Decision Making were chosen. Statistical analysis revealed that the difference in the performance of the three groups of right-, left-, and whole-brainers was insignificant on all of the presented tasks. Thus, it was found that brain dominance, as an independent variable, is not a correlate of success and achievement on task-based reading comprehension, as a dependent variable. تفاصيل المقالة -
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3 - Elicitative Psycholinguistic Tasks for EFL/ESL Research: A Literature Review
Sedigheh GolmohammadiResearch in the fields of applied linguistics including language teaching and translation studies has for long been controversial at least in terms of methodology and instrumentation in particular. For instance, Gass & Mackey (2000-2009) elaborated on stimulated rec أکثرResearch in the fields of applied linguistics including language teaching and translation studies has for long been controversial at least in terms of methodology and instrumentation in particular. For instance, Gass & Mackey (2000-2009) elaborated on stimulated recall methodology, or Ellis & Barkhuizen (2005) discussed their instrumentations and methodologies for analyzing learners’ language. The impetus of the current report came from their focus on the methods and instruments in SLA research plus the tasks mentioned in Komatsu (1994) collection of research studies in cognitive psychology. Attempts were made in this article to present a list of applicable psycholinguistic tasks used in SLA. Each task underwent elaboration, and was clarified by mentioning at least one study in which the task had been used. The result of this review may have two benefits: first, many of such tasks are still practical i.e. they can still be used by researchers in linguistic and psycholinguistic fields. Second, the list of psycholinguistic tasks gives a sort of familiarity to those readers or researchers who may be at their beginning way of making their studies and conducting their experiments. تفاصيل المقالة -
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4 - Comparing the impact of culturally laden Task-based language Teaching (TBLT) and Content-based language Teaching (CBLT) on Iranian intermediate learners' Speaking improvement
Azadeh Rahmani Mohammad AlaviThis research was designed to compare the impact of culturally laden Task-based language Teaching (TBLT) and Content-based language Teaching (CBLT) on Iranian intermediate learners' Speaking improvement. Two groups of participants, i. e. the experimental and control gro أکثرThis research was designed to compare the impact of culturally laden Task-based language Teaching (TBLT) and Content-based language Teaching (CBLT) on Iranian intermediate learners' Speaking improvement. Two groups of participants, i. e. the experimental and control groups, were used in this study. In the experimental group, task-based instruction for 20 intermediate students and in the control group content-based instruction for 20 intermediate students were used as a methods of the class. At the beginning of the course, TOEFL speaking test from TOEFL Test Preparation was used as the pre-test for both groups and then the experimental and control groups received seven sessions of treatment. In each session the experimental group worked on one cultural-laden topic. The focus of a CBI lesson is on the topic or subject matter. After 7 sessions, a post-test speaking test was given to students to compare their improvement of speaking ability. According statistical analysis, it was observed that progress has been seen in both groups. But TBLT class has had better performance than CBLT class. تفاصيل المقالة -
حرية الوصول المقاله
5 - A Comparative Study of the Effects of Interactive Versus Individual Performance Tasks on EFL Learners’ Speaking Skill
رویا خوئی احسان ذولفقاری یونسیInteraction has always been viewed as a key element in developing the knowledge of an L2 and establishing dynamic communicative episodes. However, it is not always materialized in foreign language learning contexts where access to English speakers is limited. Hence, thi أکثرInteraction has always been viewed as a key element in developing the knowledge of an L2 and establishing dynamic communicative episodes. However, it is not always materialized in foreign language learning contexts where access to English speakers is limited. Hence, this study investigated the effects of employing interactive and individual performance tasks on Iranian male EFL learners’ speaking ability. The participants were 32 homogeneous upper-intermediate EFL learners in two intact classes, randomly assigned to two experimental groups. The first experimental group performed problem-solving, reasoning-gap, and opinion-gap tasks individually, and the second group employed problem-solving, reasoning-gap, and information-gap tasks through team-work for 16 sessions. Two speaking pre- and post-tests were administered to evaluate the participants’ oral performance before and after the treatment. The statistical analysis of the data showed no statistically significant difference between the mean scores of the two groups on the speaking post-test, indicating that neither form of performance was superior to the other in the process of developing L2 oral proficiency. However, the results of two paired samples t-tests demonstrated that the learners’ speaking skill had significantly improved in both groups at the end of the experiment. Therefore, the researchers concluded that a careful execution of individual performance tasks in the absence of interaction could also contribute to developing speaking an L2. تفاصيل المقالة -
حرية الوصول المقاله
6 - Comparing the Efficiency of Task-based Interactive Language Teaching and Task-based Language Teaching on Language Learners’ Fear of Negative Evaluation in University Heterogeneous Classes
نبی ا... اکبرنتاج شوب قدرت ا... عباسی بهرام میرزاییانPsychological barriers have always had negative effects on English learning. This research was done to compare the efficiency of TBILT and TBLT on learners’ fear of negative evaluation. The statistical population included all 4200 Babol Azad University students of أکثرPsychological barriers have always had negative effects on English learning. This research was done to compare the efficiency of TBILT and TBLT on learners’ fear of negative evaluation. The statistical population included all 4200 Babol Azad University students of whom 320 were volunteers to participate in English language classes via public invitation. Then, 90 students were selected using available sampling model and were placed randomly in three groups (two experimental and one control). Before starting teaching, Leary’s fear of negative evaluation questionnaire with Cronbach’s alpha of .769 was administered, and then using three methods namely TBILT in the first experimental class, TBLT in the second one, and Traditional method (GTM) in control group, the teacher taught in 20 sessions, 90 minutes each. After the post test, the two-way single variable co-variance and the Post Hoc Tukey Test revealed that both experimental groups did much better than the control group (p <.001). On the other hand, the TBILT group acted much stronger than the TBLT one (p <.001). تفاصيل المقالة -
حرية الوصول المقاله
7 - The Impact of Task-based Activities on the Reading Skill of Iranian EFL Young Learners at the Beginner Level
ارشیا کیوانفر مونا مدرسیTask-based learning and teaching in the realm of teaching young learners is still considered an adventure since very few experimental studies to date have tackled its applicability in that age group. The present research was an attempt to find out whether using task-bas أکثرTask-based learning and teaching in the realm of teaching young learners is still considered an adventure since very few experimental studies to date have tackled its applicability in that age group. The present research was an attempt to find out whether using task-based reading activities has any impact on the development of text comprehension in Iranian young learners studying English as a foreign language at the beginner level. Two groups of 25 students, aged 11 to 13, were the participants of the study. Through a reading pretest, it was ensured that the two groups were at the same level and belonged to the same population in terms of the reading skill. Having instructed the experimental group with four task types and the control group with classical reading activities, the researcher compared the reading performance of the two groups through a t-test which, not surprisingly, manifested the better performance of the experimental group. A follow-up reading test also showed that the experimental group still enjoyed a higher level of reading skill after one month. Furthermore, the scores gained from the four task types were compared and it was concluded that the students performed better in tasks which involved creativity and gave them the experience of playing. تفاصيل المقالة -
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8 - Comparing the Efficiency of Task-based Interactive Language Teaching (TBILT) & Task-based Language Teaching (TBLT) on Morale of Inquiry of the Youth in University Heterogeneous Classes
Nabi-Ollah Akbarnetaj Shoob Ghodrat-Ollah Abbasi Bahram MirzaianThe present century is the era of information and communication, and learning English language can pave the route; however, some young learners face psychological barriers in English classes. This research was done to compare the efficiency of TBILT and TBLT on the yout أکثرThe present century is the era of information and communication, and learning English language can pave the route; however, some young learners face psychological barriers in English classes. This research was done to compare the efficiency of TBILT and TBLT on the youth’s morale of inquiry. The statistical population included all 4200 Babol Azad University students of whom 320 were volunteers to participate in English language classes via public invitation. Then, 90 students were selected using available sampling model and were placed randomly in three groups (two experimental and one control). Before starting teaching, Moslemi and Akbari’s Morale of Inquiry Questionnaire with Cronbach’s alpha of .786 was administered, and then using three methods namely TBILT in the first experimental class, TBLT in the second one, and Traditional method (GTM) in control group, the teacher taught English in 20 sessions, 90 minutes each. After the post test, the two-way single variable co-variance and the Post Hoc Tukey Test revealed that both experimental groups did much better than the control group (p <.001). On the other hand, the TBILT group acted much stronger than the TBLT one in giving morale of inquiry skill to the youth (p <.001). تفاصيل المقالة -
حرية الوصول المقاله
9 - Task-based Language Teaching in L2 English Writing Classrooms: Insights from Chinese Senior Secondary Schools
Miner ChenThere is little research on the task-based teaching approach in senior secondary L2 English writing classrooms. This study carried out an exploratory sequential mixed methods study to explore the suitability and adaptations of task-based language teaching in the domain أکثرThere is little research on the task-based teaching approach in senior secondary L2 English writing classrooms. This study carried out an exploratory sequential mixed methods study to explore the suitability and adaptations of task-based language teaching in the domain of secondary schools in small cities. First, the researcher surveyed six EFL senior secondary teachers of different teaching experiences in China by convenient and purposive sampling to get background information, then had semi-structured interviews with them individually. To followed the interviews, the researcher surveyed 148 students via an online questionnaire also by convenient and purposive sampling. Findings indicated that, although most teachers acknowledged the usefulness of TBLT, they regarded it unsuitable and unfeasible in the context of Chinese senior secondary L2 writing classrooms. Also, students in the study ranked clear instruction and vocabulary increase as the first two contributors in improving their L2 English writing. But half of all students also valued an interesting writing classroom and took it as a third facilitator to develop their writing. Besides, adaptations were suggested to include professional task design, teacher discussion, reward mechanism and teacher profession development. In the future, further research is needed to examine the findings in this study, generalizing them to different contexts, ages and domains, and exploring teachers’ individual differences and their choice of teaching approaches. تفاصيل المقالة -
حرية الوصول المقاله
10 - Effects of CALL-Mediated TBLT on Self-Efficacy for Reading among Iranian University Non-English Major EFL Students
Hossein Tavakoli Ahmadreza Lotfi Reza BiriaThe rich and still expanding literature on TBLT is helping to mature both its theoretical conceptualization and practical implementation in foreign and second language education. Similarly, computer-assisted language learning (CALL) has grown as a field, with the use an أکثرThe rich and still expanding literature on TBLT is helping to mature both its theoretical conceptualization and practical implementation in foreign and second language education. Similarly, computer-assisted language learning (CALL) has grown as a field, with the use and integration of technology in the classroom continuing to increase and will continue to play an important role in this maturation process. The present study, hence, reports on an empirical study that investigated the effects of CALL-mediated TBLT on the perceived self- efficacy of Iranian university non-English major EFL students. Through non-probability and convenience sampling, two intact freshmen classes were chosen and randomly assigned as the experimental and the control group. During the treatment sessions, the students in the experimental group received instruction in a CALL-mediated TBLT format, while the control group received no CALL-mediated TBLT instruction but underwent only a task- based instruction on reading without the mediation of CALL. A univariate analysis of covariance (ANCOVA) was run, while controlling for pre-intervention scores as the covariate. A significant effect was found for CALL-mediated TBLT (F = 81.450, p = .000, partial eta squared =.504), suggesting CALL-mediated TBLT had a positive effect on the self-efficacy perceptions of the students in the experimental group . تفاصيل المقالة -
حرية الوصول المقاله
11 - A TELL-Based TBLT in ESP Courses: Focus on Undergraduates’ Metacognitive Reading Comprehension Strategies
مهناز شعله محمد رضا طالبی نژاد محسن شاهرخیAchievements of either CALL or TBLT methods especially in ESP courses in a globalized world demand TELL-based TBLT and online tasks to be appropriately designed and applied to ESP programs. Thus, 87 ESP learners were assigned as the control (ESP+TBLT) and experimental ( أکثرAchievements of either CALL or TBLT methods especially in ESP courses in a globalized world demand TELL-based TBLT and online tasks to be appropriately designed and applied to ESP programs. Thus, 87 ESP learners were assigned as the control (ESP+TBLT) and experimental (ESP+TELL+TBLT) groups in this investigation. A metacognitive reading strategies questionnaire was modified and translated by the researchers. Moreover, a Computer Attitude questionnaire was employed to check the experimental participants’ interest in learning via technology. Data analysis was conducted via SPSS 24. Their metacognitive reading comprehension strategies were analyzed via a set of mixed between-within subjects’ analysis of variance (SPANOVA). Results revealed that there was a significant interaction between treatment method and time, i.e., both groups revealed a change in metacognitive reading strategies score across time, though the control group performed negatively, showing a slight decrease. The findings also indicated that while a mean difference was mathematically observed between the control and experimental groups in terms of metacognitive reading strategies, such a difference was not considered statistically significant. That is, there was no significant difference in the strategies for both groups, yet the experimental group revealed an increase in the mean scores. The experimental participants did not reach any significantly different level for metacognitive reading strategies compared to their control-group counterparts. Nonetheless, since SAMT material was instructed to learners during one academic semester, this study implied a single academic semester was not adequate time to work on and improve the learners’ metacognitive reading comprehension strategies. تفاصيل المقالة -
حرية الوصول المقاله
12 - Evaluation of First Friends English Children’s Books: Task Types in Focus
فهیمه طالبیانThis study aimed to evaluate First Friends English Children’s books in English language institutions in Iran. This research focused on investigating task types and their frequency as well as examining the existence of any significant difference in the task types&r أکثرThis study aimed to evaluate First Friends English Children’s books in English language institutions in Iran. This research focused on investigating task types and their frequency as well as examining the existence of any significant difference in the task types’ frequency in the mentioned books. Accordingly, different tasks were extracted and classified in the selected textbooks utilizing Nunan’s framework. The frequency and percentage of each task were also calculated, and the significant differences in the frequency of different task types were discerned in these books. Based on the frequency percentages, It was found that creative tasks were notably insufficient. There was also no significant difference in the occurrence of task types in First Friends English children’s books. Nonetheless, it is discussed in the article that improvements should be made in ELT materials used in such learning contexts. تفاصيل المقالة -
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13 - Perceptions of English Language Learners about Teaching of Reading Comprehension Skills: A View of Task-based Language Teaching Method
Azar Bagheri Masoudzade Ali Asghar Rostami Abu Saeedi Shahram AfrazThe present research was an endeavor to determine whether or not the adoption of Task-Based Language Teaching (TBLT) can be an effective means of increasing the students’ reading comprehension ability. Also, this paper explored the students' views towards the ment أکثرThe present research was an endeavor to determine whether or not the adoption of Task-Based Language Teaching (TBLT) can be an effective means of increasing the students’ reading comprehension ability. Also, this paper explored the students' views towards the mentioned method. To fulfil the purposes of the study, a mixed method research was employed and 80 advanced EFL learners of university participated in the study that were assigned randomly to the experimental and control groups. Having instructed the two groups with the same texts but different methods of teaching during a term, the learners’ reading performance results were compared through administering a reading posttest to both groups. The researchers in the control group class followed her regular teaching practice through the conventional book-based method, but, she applied task based method in three stages in the experimental group class. The obtained data were analyzed using t-test to examine the effectiveness of TBLT method as on students’ reading performance. Moreover, the students' views of the experimental group were investigated through related questionnaire and interview. The findings revealed that the experimental group remarkably performed better than the control group. Therefore, TBLT had a significant effect on learners’ reading performance compared to traditional reading instruction. On top of that, findings of the interviews and questionnaires demonstrated the participants' satisfaction with implementing TBLT method, and also revealed that they had positive views towards it. تفاصيل المقالة
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