Number 1 Volume 6

Open Access Article

1 - The relationship between Interaction Types and Language Learning Styles
Zeinab Nazari Bahram Bagheri

Language learning styles are among the main factors that help determine how –and how well–our students learn a second or foreign language. In the traditional classroom, the primarymode of interaction was face-to-face dialogue between the teacher and the stud More

Language learning styles are among the main factors that help determine how –and how well–our students learn a second or foreign language. In the traditional classroom, the primarymode of interaction was face-to-face dialogue between the teacher and the student. This studypresents an analysis of the types of interaction in Jahad-e-Daneshgahi Institute, among 45EFL students in Miyaneh city, and the relationship between interaction types and languagelearning styles. The data were gathered through: Key English Test which consists of threeparts, Part A: Reading and writing, Part B: listening, Part C: speaking, and Grasha-Riechmann student learning style scales (Grasha, 1996) was used to determine the role oflanguage learning styles which consists of 5-point likert-scale instrument. . For analyzing thegathered data between interaction types and language learning styles Cronbach α was used.The questionnaires were distributed among participants in one session, Key English Test wastaken in the next session, and then the data was inserted into SPSS. Finally, Findingsindicated that there is negative relationship between interaction types and language learningstyles Manuscript profile

Open Access Article

2 - The Impact of Games on EFL Iranian Learner’s Vocabulary Proficiency in Second Grade of High School
Mohammad Taghi Hassani Bahador Sadeghi Mahdi Mohammadi

The present research sought to investigate the effects of different games on IranianEFL learners in second grade high school's vocabulary improvement. Seventy eight malesecond grade students of Emam ali high school in Avaj participated in this research. Theresearch was More

The present research sought to investigate the effects of different games on IranianEFL learners in second grade high school's vocabulary improvement. Seventy eight malesecond grade students of Emam ali high school in Avaj participated in this research. Theresearch was conducted in five sessions in near two months, each session lasted aboutforty five minutes. The subjects were randomly assigned to two groups; thirty sevensubjects in the control group and thirty nine in the experimental group. The participantswere administered two tests; a multiple choice test for English language proficiency test(Nelson) to determine the level of the participants and a post-test of their textbook tomeasure the possible effect of games technique on subjects' vocabulary improvement. Ttestprocedures were applied to analyze the obtained data. The findings showed that theexperimental group performed better on post-test vocabulary proficiency test. There was asignificant dependency between the vocabulary proficiency level and games techniques.Therefore, we can claim that applying motivating and entertaining games affects IranianEFL learners' vocabulary proficiency and such games also influence Iranian EFL learners'language learning motivation to speak better. The findings of the present research mayhave implications for L2 learners and teachers. Manuscript profile

Open Access Article

3 - Measuring Listening Strategies through Diary and Questionnaire
Ramin Taherkhani

In order to determine the relationship between diary and questionnaire on measuring listeningstrategies, 25 students were selected. All the subjects who were the researchers’ ownstudents, study English as a second language. They wrote diaries about their use of li More

In order to determine the relationship between diary and questionnaire on measuring listeningstrategies, 25 students were selected. All the subjects who were the researchers’ ownstudents, study English as a second language. They wrote diaries about their use of listening.Strategies within 8 weeks. They also took the listening strategy questionnaire at the end of theterm. The students’ questionnaires and 8-week diaries revealed a week relationship betweenquestionnaires and diaries in the following order of importance: (a) cognitive strategy,(b)meta cognitive strategy,(c)task and person knowledge, (d)strategy and person knowledge, (e)meta cognitive strategy,(g) strategy knowledge,(h) person knowledge. A meta cognitivestrategy revealed no relationship between diaries and questionnaires. In this study there was aweek relationship between diary and questionnaire on measuring listening strategies(r=0/28,p<0/1). Manuscript profile

Open Access Article

4 - The Effectiveness of Shadow-Reading With and Without Written Script on Listening Comprehension of Iranian Intermediate EFL Students.
Meisam Shafiei Ramin Rahmany Ataollah Maleki

Listening comprehension is at the heart of language learning (Kurita, 2012). It is an importantlanguage skill to develop in terms of second language acquisition (SLA) (Dunkel, 1991; Rost,2001; Vandergrift, 2007).In spite of its importance, L2 learners often regard liste More

Listening comprehension is at the heart of language learning (Kurita, 2012). It is an importantlanguage skill to develop in terms of second language acquisition (SLA) (Dunkel, 1991; Rost,2001; Vandergrift, 2007).In spite of its importance, L2 learners often regard listening as themost difficult language skill to learn. In this study, shadowing as an act or task in listening, inwhich the learner tracks the target speech and repeats it immediately as exactly as possible, isrecommended to enhance the students’ listening comprehension skills. More specifically, thisstudy aimed at investigating the effect of shadowing with and without written script on theIranian EFL students’ listening comprehension. Seventy seven participants out of apopulation of ninety nine students were randomly picked through the administration ofPreliminary English Test (PET). The participants were three groups of intermediate level.The First group, did shadow-reading as the first experimental group with written script (groupA); the second group, who did shadow-reading as the second experimental group withoutwritten script (group B); and the third, who acted as the control group (group C or nonshadowing).The data were collected through the administration of a pre- test and a post-test.The analysis of the test scores, using a one-way ANOVA, revealed that the experimentalgroups (A & B) performed statistically better in the test. It also revealed that the shadowingwith written script group performed statistically better than the without written script group. Manuscript profile

Open Access Article

5 - The Comparison of Computer Assisted Teaching and Traditional Explicit Method in Learning / Teaching English Vocabulary.
Essa Dodangeh

This review surveys research on second language vocabulary teaching and learning since1999. It first considers the distinction between incidental and intentional vocabulary learning.Although learners certainly acquire word knowledge incidentally while engaged in various More

This review surveys research on second language vocabulary teaching and learning since1999. It first considers the distinction between incidental and intentional vocabulary learning.Although learners certainly acquire word knowledge incidentally while engaged in variouslanguage learning activities, more direct and systematic study of vocabulary is also required.There is a discussion of how word frequency counts and information on word meaning fromcomputer corpora can inform the selection of words to be studied, with a particular focus onspoken vocabulary. This leads to a consideration of learner dictionaries and some researchevidence on how effectively students can use them to understand the meanings of words.Then classroom research on teaching vocabulary is discussed. Another significant topic is thedesign of computer-based language learning programs to enhance opportunities for learnersto expand their vocabulary knowledge. Finally, a summary of recent work on vocabularytesting is presented. Second language learners are typically conscious of the extent to whichlimitations in their vocabulary knowledge hamper their ability to communicate effectively inthe target language, since lexical items carry the basic information load of the meanings theywish to comprehend and express. This gives vocabulary study a salience for learners that maybe lacking in the acquisition of other features of the language system. However, languageteachers are often unsure about how best to incorporate vocabulary learning into theirteaching. Traditional techniques of presenting new words in class or requiring students tomemorize lists of vocabulary items seem old-fashioned in the context of current task-basedlanguage programs.The debate in SLA about the need to focus on form in classroom communication activities(see Doughty & Williams, 1998) has centered almost entirely on the acquisition of grammar,but there are similar issues involved in finding a place for the systematic study of vocabularyin the language curriculum. Manuscript profile

Open Access Article

6 - The Relationship between Learning Style and Iranian Intermediate EFL Learners' Speaking Performance
Mohadese Rabiee Mohammad Taghi Hassani

There are a number of factors which influence the success of learning foreign languageincluding students’ learning styles. This study investigated language learning styles of IranianEFL learners and their class achievement. To this end, sixty female intermediate l More

There are a number of factors which influence the success of learning foreign languageincluding students’ learning styles. This study investigated language learning styles of IranianEFL learners and their class achievement. To this end, sixty female intermediate learners ofinstruction and different ages (15-25), studying at a language institute in Rasht city wereasked to take part in the study. A 30- item language learning styles questionnaire developedby Reid (1987) was employed to elicit information for the study. The data obtained throughthe questionnaire were subjected to Pearson correlation in order to check the relationshipbetween the learning style and students’ speaking achievement. Results showed that studentsuse different learning styles in class and indicated that kinesthetic and group learning styleswere the most favorable ones among Iranian EFL learners. The aforementioned stylespositively correlated with the learners’ speaking achievement. Manuscript profile

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