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1 - Textbook Analysis: Comparing the Recent and the Old First Grade High School English Textbooks, Teachers and Learners’ Perspective in FocusResearch in English Language Pedagogy , Issue 5 , Year , Spring 2017Abstract The present study was an attempt to investigate and compare the efficiency of the new and the old first grade high school English textbooks by focusing on thirty teachers and three hundred learners’ attitudes through a textbook evaluation checklist and a MoreAbstract The present study was an attempt to investigate and compare the efficiency of the new and the old first grade high school English textbooks by focusing on thirty teachers and three hundred learners’ attitudes through a textbook evaluation checklist and a questionnaire. The analysis of the results revealed that, with regard to teachers' attitude toward the two books compared with each other, these books were nearly the same with regard to pronunciation and exercises. The old book was considered more efficient regarding grammar. Regarding the rest of the items, the new book was more efficient. Taking the learners perspective into account toward these two books compared with each other, there were no noteworthy difference between the books regarding vocabulary. Regarding the other items, the new book was considered more efficient. The findings of this study can assist decision-makers to pay more attention to the evaluation of textbooks and consequently the selection of an appropriate book according to the teachers and learners’ expectations, needs and interests. Manuscript profile -
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2 - (Dis)empowerment Role of Assessment in English Section of Iranian University Entrance Exam: EFL University Students Perspective in FocusResearch in English Language Pedagogy , Issue 1 , Year , Winter 2021The University Entrance Exam (UEE) in Iran, a high-stakes test in a multiple-choice form, has a significant effect on its stakeholders. This mixed-methods study investigates how freshman TEFL pupils experienced this nation-wide type of assessment and its (dis)empowermen MoreThe University Entrance Exam (UEE) in Iran, a high-stakes test in a multiple-choice form, has a significant effect on its stakeholders. This mixed-methods study investigates how freshman TEFL pupils experienced this nation-wide type of assessment and its (dis)empowerment role-taking advantage of Messick’s framework. One-hundred freshmen university TEFL students as participants of this study were conveniently and purposefully selected from Isfahan, Shiraz, and Tehran state universities. A validated questionnaire and group interviews were utilized to collect the data of this study. The data was analyzed and described through descriptive statistical procedures. Based on the results, Freshmen TEFL students considered the UEE mainly unreliable, while they held positive views towards its validity based on the modules of Messick’s framework. The overall analysis of the results pointed to the disempowerment role of the test. Furthermore, the obtained results underscored the necessity of more performance-based modes of assessment, such as using portfolios to be included in UEE. The results of the study bear useful implications for high-stake test constructors and policymakers. Manuscript profile -
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3 - ICT Comes to ESP Course: Iranian Students and Teachers’ Perceptions of ICT Integration into ESP InstructionResearch in English Language Pedagogy , Issue 5 , Year , Spring 2021The present study aimed to examine ESP teachers and students’ perceptions of using Information and Communication Technology (ICT) in English for Specific Purposes (ESP) to identify advantages and potential challenges in using ICT in the Iranian ESP context. The sa MoreThe present study aimed to examine ESP teachers and students’ perceptions of using Information and Communication Technology (ICT) in English for Specific Purposes (ESP) to identify advantages and potential challenges in using ICT in the Iranian ESP context. The sample under study was 100 undergraduate students and three TEFL teachers. An adapted questionnaire and a semi-structured interview were employed for data collection. The results showed that although most of the participants had positive perceptions of benefits of ICT integration in ESP instruction, lack of infra-structures, insufficient time, lack of syllabus consist of ICT-based materials, lack of teachers’ competence, lack of positive attitudes, and social and cultural barriers prevented them from using ICT. The results of this study have practical implications for changing from the status quo ESP teaching in Iran to ICT-based ESP teaching and for enriching ESP courses through incorporating ICT-based materials in the ESP curriculum. Manuscript profile -
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4 - The Effect of Teaching Vocabulary via Textbook versus Social Media on Creativity Level of Iranian EFL LearnersResearch in English Language Pedagogy , Issue 5 , Year , Winter 2021This article aimed at investigating the effect of teaching vocabulary via textbooks and social media on the creativity level of Iranian EFL learners. To this purpose, 40 Iranian EFL learners at the intermediate level be involved in a pretest-posttest study after taking MoreThis article aimed at investigating the effect of teaching vocabulary via textbooks and social media on the creativity level of Iranian EFL learners. To this purpose, 40 Iranian EFL learners at the intermediate level be involved in a pretest-posttest study after taking the (OQP) test. They were between 13 to 18 years old. The creativity questionnaire was administered as the pretest and posttest. All the participants were at the same level of proficiency and both groups (experimental & control) contained male and female learners. Each group involved 20 participants. Both groups received an explanation about the purpose and an explanation of how they should act. The experimental group was taught vocabulary items via Telegram while the control group learned the new words through traditional methods. After taking the posttest and analyzing the data, the results showed that the experimental group outperformed the control group in terms of creativity. Thus, it can be concluded that the training program could have positive effects on the experimental group for creativity improvement and the traditional way was not effective. Finally, it was revealed that gender had no significant effect in using social media to improve creativity. Social media include various creative activities that could help learners inside and outside the classroom effectively. Manuscript profile -
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5 -Azizeh Chalak Parviz Birjandi S. Esmail Hosseini Ahmad Reza Jafari Dehkordi Omid Tabatabaei Sondos Mansouri Amir Farzad Ashouri Mansour Koosha Sahar Najarzadegan Ahmad Reza Lotfi MohammadAli Nadi Mohsen Salimian Fakhri Shatalebi Nader Soleimani Mansoor Tavakoli Omid Tabatabaei Hossein Bagheri Hossein Heidari Tabrizi Zahra Fotovatnia GholamReza Akbari Behrouz Nouri Samani Safura Masaeli GholamReza Zareie Naser Abasszadeh Narges SaeedianResearch in Curriculum Planning , Issue 2 , Year , Autumn 2010 -
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6 - Effects of Clinical Supervision on EFL Teachers’ Critical Thinking Disposition and Learners’ Overall Language AchievementJournal of New Trends in English Language Learning (JNTELL) , Issue 3 , Year , Autumn 2023Although research on clinical supervision and teachers’ critical thinking has been separately carried out by many scholars, their integration in a unified study has been demanding, particularly in an English as a Foreign Language (EFL) context. Investigation of le MoreAlthough research on clinical supervision and teachers’ critical thinking has been separately carried out by many scholars, their integration in a unified study has been demanding, particularly in an English as a Foreign Language (EFL) context. Investigation of learners’ language achievement affected by doing clinical supervision appears to have been taken for granted. The present study was an attempt to figure out the effects of clinical supervision model proposed by Gall and Acheson (2011) on EFL teachers’ critical thinking disposition and learners’ overall language achievement. The present study constituted two sets of participants: 60 teachers and 66 learners selected through convenience sampling and were divided into two groups namely experimental. Clinical supervision was conducted for the experimental group teachers within three cycles of planning conference, classroom observation, and feedback conference. Those learners whose teachers took part in the clinical supervision constituted the experimental group while the remaining were the control group whose teachers were not provided with any teacher education program. Data were collected through the Critical Thinking Disposition Scale and learners’ pre-and post-tests. By running one-way analysis of variance (one-way ANOVA) and independent samples t-tests, clinical supervision was significantly effective regarding EFL teachers’ critical thinking disposition and resulted in the learners’ significant improvement as well. Findings demand the practice of clinical supervision as an effective and awareness-raising teacher education program to help teachers reflect upon their strengths and weaknesses and self-regulate their teaching practicum. Manuscript profile -
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7 - Effects of Different Modes of Spacing on Iranian EFL Learners' Lexical Knowledge Development: Proficiency Levels in FocusJournal of New Trends in English Language Learning (JNTELL) , Issue 1 , Year , Spring 2023این مطالعه به بررسی تأثیر فاصله گذاری بر توسعه واژگانی با تمرکز بر سطح مهارت زبان آموزان ایرانی پرداخته است. شرکت کنندگان 120 زبان آموز انگلیسی 22 تا 26 ساله بودند که در چندین موسسه انگلیسی در اصفهان مشغول به تحصیل بودند. برای جمع آوری داده های مورد نیاز از سه آزمون است Moreاین مطالعه به بررسی تأثیر فاصله گذاری بر توسعه واژگانی با تمرکز بر سطح مهارت زبان آموزان ایرانی پرداخته است. شرکت کنندگان 120 زبان آموز انگلیسی 22 تا 26 ساله بودند که در چندین موسسه انگلیسی در اصفهان مشغول به تحصیل بودند. برای جمع آوری داده های مورد نیاز از سه آزمون استفاده شد. ابتدا از OQPT برای قرار دادن زبان آموزان با توانایی های زبانی مشابه در یک گروه آزمایش و یک گروه کنترل استفاده شد. بر اساس نتایج OQPT، هر گروه به دو زیر گروه شامل 30 یادگیرنده با مهارت بالا و 30 زبانآموز با مهارت پایین تقسیم شدند. سپس پیش آزمونی برای ارزیابی دانش واژگان زبان آموزان EFL انجام شد. فراگیران در هر دو گروه کنترل و آزمایش واژگان یکسان اما به روش های متفاوت دریافت کردند. به گروههای آزمایشی کلمات جدید از طریق آموزش فاصله داده شد، در حالی که گروههای کنترل از طریق آموزش انبوه دریافت کردند. کلاس های فاصله گذاری هفته ای یک بار در هفت هفته و کلاس های انبوه در یک جلسه در هفته هشتم برگزار می شد. در طول پس آزمون، محقق یک آزمون پیشرفت طراحی کرد و پس از درمان آن را اجرا کرد. نتایج به منظور تعیین میزان بهبود واژگان شرکت کنندگان مقایسه و تجزیه و تحلیل شد. یافتههای این پژوهش نشان داد که استفاده از آموزشهای فاصلهدار باعث میشود که فراگیران با مهارت بالا بهطور معنیداری بر زبانآموزان کمتسلط برتری داشته باشند. از آنجایی که فاصله گذاری به طور گسترده ای به عنوان تأثیر مثبت بر یادگیری و حافظه بلند مدت شناخته شده است (Cepeda et al., 2006)، بنابراین می توان آن را برای توسعه دهندگان برنامه درسی و طراحان برنامه درسی در تصمیم گیری برای قرار دادن واژگان جدید در یک دوره مفید یافت. یا یک کتاب Manuscript profile -
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8 - Developing Interactive Tasks in Iranian EFL Students’ Self-Monitoring, Self-Regulation, and Willingness to Communicate Using ICT ToolsJournal of New Trends in English Language Learning (JNTELL) , Issue 4 , Year , Winter 2022This mixed-methods design study has been conducted to gain insights into the developing interactive tasks in Iranian EFL students in terms of self-monitoring, self-regulation, and willingness to communicate within the educational system. The study collected data using t MoreThis mixed-methods design study has been conducted to gain insights into the developing interactive tasks in Iranian EFL students in terms of self-monitoring, self-regulation, and willingness to communicate within the educational system. The study collected data using the questionnaires measuring self-monitoring scale (SMS), self-regulated language learning scale (SRLLS), and willingness to communicate (WTC) to compute the differences in interactive scores of 40 students in an experimental group with the interactive scores of 40 students in a control group. The study adopted a qualitative interview-based methodology with EFL learners who took part in the investigation and the extent to which they could achieve and receive the instruction with significant findings. Accordingly, the study as personality assessment developed the semi-structured interviews with 40 students in an experimental group and 40 students in a control group to explore students’ motivational beliefs and their attitudes towards interactive tasks influencing their performance in learning and assisting them to communicate successfully. As the results of the study, using the independent sample t-test, the interactive tasks could facilitate suitable training and professional development. The major finding of the study was related to the influence of interactive activities in improving positive attitudes towards interactive tasks and was beneficial to language learning. Based on the attitudinal analysis as the results of this study, using the Transcribed Interview Sample with coding (an extract) clearly identified that students with interactive tasks mainly outperformed those with regular instruction. Furthermore, the findings of the research indicated that students’ achievement was improved in terms of their motivation, autonomy, and empowerment as contributed to their learning. However, this study revealed that teachers could increase the academically collaborative talk as well as social-emotional behavior of students in their teaching and learning environments to share feeling safe, taking risks, and enjoy constructive effects. Manuscript profile -
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9 - Barriers for Integrating Information Communications Technology into English for Specific Purposes: A Review of Current StudiesInternational Journal of Foreign Language Teaching & Research , Issue 5 , Year , Autumn 2022This study aims to report on the literature related to the barriers to ICT (Information Communications Technology) integration into ESP (English for Specific Purposes) instruction that hinder promoting ESP instruction through this integration. The literature review has MoreThis study aims to report on the literature related to the barriers to ICT (Information Communications Technology) integration into ESP (English for Specific Purposes) instruction that hinder promoting ESP instruction through this integration. The literature review has also shed light upon ways of addressing these barriers. To meet this end, the paper begins with discussing a review of some of the important Iranian and international studies on barriers to ICT integration in ESP instruction and then the paper highlights a number of first-order, second-order barriers, and ways of addressing them to help in promoting and changing traditional ESP instruction and materials. It is suggested that this review could be useful for those who make decisions about the ESP courses, for ESP material developers, and for ESP teachers to change from traditional ESP instruction, which is teacher-centered and text-based, to a new ESP instruction through ICT integration. This review has also implications for practice. Change is mostly challenging; reporting a review of previous studies on barriers to ICT integration at the tertiary level and proposing ways of addressing them may help defeat the barriers and may enhance acceptance of new ESP teaching and learning methods. Manuscript profile -
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10 - Effects of Teacher vs. Grammarly Feedback on Iranian EFL Learners’ Writing SkillInternational Journal of Foreign Language Teaching & Research , Issue 2 , Year , Summer 2023Among four language skills, the task of writing is one of the most complex and demanding cognitive processes. Also, feedback is necessary for teachers during their careers to improve their students ‘self-confidence. So, the present study aimed to explore the impac MoreAmong four language skills, the task of writing is one of the most complex and demanding cognitive processes. Also, feedback is necessary for teachers during their careers to improve their students ‘self-confidence. So, the present study aimed to explore the impact of feedback provided by Grammarly Software compared to teachers’ feedback on the writing ability of Iranian EFL learners. Through the nonrandom sampling method, 60 intermediate male and female EFL learners were selected, then they were randomly assigned to two main groups: the experimental and control group. In ten sessions, the participants were administered the Oxford Placement Test (OQPT), Pretest of Essay Writing, the Grammarly software program, a Posttest of Essay Writing, and an attitude questionnaire. The data gathered from the comparison of the pretest and posttest revealed that the experimental group members outperformed those in the control group, meaning that the Grammarly software program positively affected the EFL learners' writing ability. The results might have implications for language teachers, learners, and materials developers. Manuscript profile -
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11 - Relationship Between VIA Character Strengths and Iranian EFL Learners' General L2 ProficiencyInternational Journal of Foreign Language Teaching & Research , Issue 2 , Year , Summer 2024This study focused on the relationship between VIA (Values in Action) character strengths and the general second language (L2) proficiency of Iranian upper-intermediate EFLlearners. The researchers aimed to investigate the reletionship between six VIA virtues (courage, MoreThis study focused on the relationship between VIA (Values in Action) character strengths and the general second language (L2) proficiency of Iranian upper-intermediate EFLlearners. The researchers aimed to investigate the reletionship between six VIA virtues (courage, justice, humanity, temperance, wisdom, and transcendence) and learners' general L2 proficiency. The study involved 300 Iranian EFL learners enrolled in five language institutes in Isfahan, Iran. The participants' proficiency level was assessed using an Oxford Quick Placement Test (OQPT). Language proficiency was evaluated through the International English Language Testing System (IELTS) and a questionnaire was used to measure VIA characteristics. The data were analyzed using Pearson correlation. The findings showed a significant positive relationship between various subcategories of VIA characteristics and general L2 proficiency. These subcategories included wisdom, creativity, curiosity, judgment, love of learning, courage, perseverance, honesty, humanity, love, kindness, social intelligence, justice, fairness, leadership, temperance, forgiveness, humility, prudence, self-regulation, transcendence, appreciation, gratitude, hope, humor, spirituality, and L2 proficiency. These results have implications for educational practitioners, such as school counselors, instructors, educational policymakers, and researchers, as they highlight the importance of VIA character strengths in promoting language learning achievement. Manuscript profile -
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12 - Content Evaluation of Iranian EFL Textbook Vision 1 Based on Bloom’s Revised Taxonomy of Cognitive DomainInternational Journal of Foreign Language Teaching & Research , Issue 4 , Year , Autumn 2020Textbooks are considered as the common features of the classrooms and are important means to make contributions to curricula. Therefore, their contents are very essential to develop the adequate curriculum planning. A textbook analysis is a means by which different feat MoreTextbooks are considered as the common features of the classrooms and are important means to make contributions to curricula. Therefore, their contents are very essential to develop the adequate curriculum planning. A textbook analysis is a means by which different features of the textbooks can be analyzed and hence their effectiveness is validated. This study set out to evaluate the content of Vision 1, the textbook of Senior High School, grade 1, in order to investigate in which six levels of cognition in Bloom’s (2001) Revised Taxonomy of Cognitive Domain the activities of the four skills of Listening, Speaking, Reading, and Writing would be graded. Thus, the activities of the textbook were codified based on the coding levels in Bloom's Revised Taxonomy of Cognitive Domain. Then, the data were analyzed and the frequencies and percentages of occurrence of various codes related to the cognition levels in Bloom’s Taxonomy were calculated. The results of the study did not detect any evidence for the presence of higher levels of the cognition and thinking process in the textbook activities related to the four skills. In other words, all activities in the domain of Listening, Speaking, Reading, and Writing were classified in low levels of cognition, namely Remembering, Understanding, and Applying and failed to nurture the students for high levels of thinking skills. The findings provided some supports for supplying complementary materials by the teachers in order to train the learners for higher levels of the cognition. Manuscript profile -
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13 - Relationship between L2 Learners' Autonomy and Their Cognitive Style: Reflectivity in FocusInternational Journal of Foreign Language Teaching & Research , Issue 1 , Year , Spring 2015Abstract This study aimed to determine the relationship between L2 learners' autonomy and their cognitive style focusing on reflectivity. It was conducted with 140 Iranian M.A. EFL learners from Department of English at Islamic Azad University of Najafabad. In order to MoreAbstract This study aimed to determine the relationship between L2 learners' autonomy and their cognitive style focusing on reflectivity. It was conducted with 140 Iranian M.A. EFL learners from Department of English at Islamic Azad University of Najafabad. In order to have a homogeneous sample, the second version of Quick Placement Test (QPT) was administered. Then, 85 lower and 50 higher proficiency students were selected based on the scoring level chart of the QPT. In order to estimate participants' autonomy, the Learner Autonomy Questionnaire was administered. Then, the Eysenck Personality Questionnaire was used to determine the participants' degree of reflectivity. To answer the research questions descriptive statistics and correlation analysis were employed. The results revealed that, 1) There was a weak positive relationship between low proficiency L2 learners' level of autonomy and their degree of reflectivity, 2) There was a strong positive relationship between high proficiency L2 learners' level of autonomy and their degree of reflectivity. Finally, the implications of the study for EFL teachers, learners and syllabus designers were discussed. Manuscript profile -
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14 - Effect of Presenting the Holy Quran Verses on Grammar Achievement and Motivation Enhancement of Iranian High School EFL LearnersInternational Journal of Foreign Language Teaching & Research , Issue 1 , Year , Spring 2017Muslims believe that the The Holy Quran is the message of God Almighty which has been transmitted to His messenger, Prophet Mohammad (PBUH), through revelation in the Arabic language. This Holy book has been translated into many languages, including English. Although th MoreMuslims believe that the The Holy Quran is the message of God Almighty which has been transmitted to His messenger, Prophet Mohammad (PBUH), through revelation in the Arabic language. This Holy book has been translated into many languages, including English. Although the content of the The Holy Quran has been translated into the English language, few studies have been conducted to explore the beneficial effects of The Holy Quran verses on learning English. This study investigated whether using the The Holy Quran’s verses to teach English grammar improves the grammar learning and enhances motivation of high school EFL learners. To this end, 40 homogeneous participants were selected from a high school and then were assigned into two different groups (experimental vs. control). All the learners in the two groups took a grammar pretest, as well as a motivation questionnaire. The experimental group learners were exposed to Quranic verses in their English classes, while the control group learners attended their regular language classes. Finally, the participants took a grammar posttest as well as a motivation and an attitude questionnaire. The results of the one-way ANCOVA showed that the performance of the participants in the experimental group outweighed that of the control group. The statistical analysis of the attitude questionnaire showed that positive attitudes were formed in the students towards this technique of teaching grammar via The Holy Quran verses in English. Manuscript profile -
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15 - Effects of Yoga, Visualization, and Rosetta Stone Software on English Achievement of Iranian Senior Citizen EFL LearnersInternational Journal of Foreign Language Teaching & Research , Issue 2 , Year , Summer 2022The present study aimed at investigating the effects of applying yoga, visualization, and Rosetta Stone software on English achievement of Iranian senior citizen EFL learners. Prior to this study, the homogeneity of the learners was checked through conducting Oxford Qui MoreThe present study aimed at investigating the effects of applying yoga, visualization, and Rosetta Stone software on English achievement of Iranian senior citizen EFL learners. Prior to this study, the homogeneity of the learners was checked through conducting Oxford Quick Placement Test (OQPT). Consulting the rating scale of OQPT, 30 female elementary level senior citizen EFL learners between the ages of 55 and 65 were selected to take part in the study. The participants sat for an English achievement test designed based on their textbook. They were, then, assigned to two groups of control and experimental. The members of the experimental group were taught English while practicing yoga, visualization, and applying Rosetta Stone software program, whereas their counterparts in the control group were taught via the conventional method of teaching English in the elderly day-care center. The procedure lasted for 30 sessions during the three-month treatment. Afterwards, the posttest which was similar to the pretest was administered to unravel the effect of the treatment. They were also given an attitude questionnaire to uncover their attitude towards the applied instruments. The results of the study indicated that the members of the experimental group outperformed those of the control group in terms of their English learning. The results of the attitude questionnaire demonstrated that they had positive attitudes towards the use of yoga, visualization, and Rosetta Stone software in learning English. The results of this study may offer implications for EFL teachers, curriculum designers, day-care centers of the elderly, well-fare organizations, and language schools. Manuscript profile -
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16 - The Effect of Story Mapping on Writing Performance of Iranian EFL LearnersInternational Journal of Foreign Language Teaching & Research , Issue 1 , Year , Winter 2013Although story mapping strategy has been shown to be beneficial in many reading comprehension classes, the benefits of this technique have not been thoroughly investigated in L2 writing research. The small number of previous studies (e.g., Li, 2007; Brunner, 2010) have MoreAlthough story mapping strategy has been shown to be beneficial in many reading comprehension classes, the benefits of this technique have not been thoroughly investigated in L2 writing research. The small number of previous studies (e.g., Li, 2007; Brunner, 2010) have found the potential benefits of using story mapping strategy on students’ writing performance, but they did not focus on different aspects of students’ writing. Therefore, this study aimed at investigating the effect of story mapping strategy on writing performance of EFL learners in terms of writing components (i.e., organization, content, grammar, mechanics, and style). After administering a standard proficiency test (OPT), 30 out of a pile of 82 Iranian EFL learners all majoring English teaching were selected and assigned to two groups: one experimental group and one control group. Both experimental and control groups completed two thirty-minute composition writing tests, one as a pre-test and the other one as a post-test. The experimental group received four sessions of instruction on how to use story mapping strategy in writing personal narratives. The results of One-way ANOVA and post-hoc Scheffé test indicated that the experimental group, which used story mapping strategy, made more progress in their personal narrative writings. Also, the results revealed that L2 learners made more progress in all writing aspects. The study contributes to teaching pedagogy by encouraging teachers to use story mapping strategy in L2 writing classes Manuscript profile -
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17 - Impact of Metacognitive Strategy Instruction on Iranian EFL Learners’ Listening AnxietyInternational Journal of Foreign Language Teaching & Research , Issue 4 , Year , Autumn 2019This study aimed to investigate the efficacy of metacognitive strategy instruction intervention on reducing language listening anxiety of Iranian EFL learners in the light of 2 listening metacognitive strategy instruction models of Integrated Experiential Learning Task MoreThis study aimed to investigate the efficacy of metacognitive strategy instruction intervention on reducing language listening anxiety of Iranian EFL learners in the light of 2 listening metacognitive strategy instruction models of Integrated Experiential Learning Task (IELT) (Goh, 2010) and Metacognitive pedagogical Sequence (MPS) (Vandergrift, 2004). Participants were 63 B1 level learners who were chosen through random sampling and were randomly assigned to 2 experimental and 2 control groups. Before and after the intervention, Kim’s (2000) Foreign Language Listening Anxiety scale (FLLAS) and the listening section of Preliminary English Test (PET) were administered to all groups as pre and post tests. All four groups were taught by the same researcher and the listening comprehension material was constant over the groups. The first experimental group received IELT intervention, the second experimental group received MPS intervention, and both control groups received traditional product-based listening comprehension instruction while the active control group also received explicit instruction of the metacognitive strategies. ANCOVA results proved that although both IELT and MPS were effective in lowering anxiety level, the performance of MPS was of a large effect size, and it was a better model to lower learners’ anxiety. Both models significantly improved learners’ listening comprehension. Manuscript profile -
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18 - Test-taking Strategies Used by Successful Iranian Male and Female University Entrance Exam EFL ApplicantsInternational Journal of Foreign Language Teaching & Research , Issue 2 , Year , Summer 2021This study aimed at identifying the most frequent test-taking strategies used by successful Iranian male and female university entrance exam EFL applicants. To this end, 150 English major male and female freshman students who got admission to three reputable state unive MoreThis study aimed at identifying the most frequent test-taking strategies used by successful Iranian male and female university entrance exam EFL applicants. To this end, 150 English major male and female freshman students who got admission to three reputable state universities of Isfahan, Shiraz, and Tehran were selected conveniently and purposively. The model used in this study was developed by Barati (2005) consisting of planning, monitoring, evaluation, and test-wiseness strategies. After selecting the participants, the modified questionnaire developed based on Barati’s test-taking strategy taxonomy was distributed among the participants. Based on the analysis of results, it was revealed that the EFL learners made frequent use of planning, monitoring, evaluation, and test-wiseness strategies, but only the level of use of planning and monitoring strategies reached statistical significance. Moreover, male and female EFL learners were only significantly different in their use of evaluation strategies, but in terms of using planning, monitoring, and test-wiseness strategies, males and females were not significantly different from one another. The findings of the study bear useful implications for EFL learners, teachers, materials designers, and test constructors. Manuscript profile -
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19 - Impact of Using YouTube Videos on Iranian Intermediate Male and Female EFL Learners' Listening Skill DevelopmentInternational Journal of Foreign Language Teaching & Research , Issue 1 , Year , Spring 2019This study aimed at investigating the effect of instructional YouTube videos on Iranian male and female EFL learners' listening comprehension. It was conducted with 60 male and female intermediate male and female EFL learners. The Oxford Quick Placement Test (OQPT) was MoreThis study aimed at investigating the effect of instructional YouTube videos on Iranian male and female EFL learners' listening comprehension. It was conducted with 60 male and female intermediate male and female EFL learners. The Oxford Quick Placement Test (OQPT) was used to measure the participants’ language proficiency to make sure about homogeneity of the participants. The participants were assigned into two experimental groups and two control groups based on their gender. Then, the experimental groups received instructional YouTube clips, but the control group received the same material without YouTube clips. A pre-test post-test quasi-experimental design was adopted for the purpose of doing this research study. The findings represented that the experimental groups had a significantly higher performance than the control groups and there was no significant difference between male and female learners. The findings of the study offer some practical implications for EFL teachers, learners, curriculum planners, and teaching methodology. Manuscript profile -
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20 - Impact of Googling Techniques on Deaf and Hearing-Impaired Students’ L2 Writing PerformanceInternational Journal of Foreign Language Teaching & Research , Issue 5 , Year , Winter 2021This study aimed to investigate the syntactic errors that the Iranian deaf and hearing-impaired (DHI) make in their L2 writings. To this purpose, 60 male and female Iranian DHI students with different social status were selected, through convenience sampling procedure, MoreThis study aimed to investigate the syntactic errors that the Iranian deaf and hearing-impaired (DHI) make in their L2 writings. To this purpose, 60 male and female Iranian DHI students with different social status were selected, through convenience sampling procedure, as participants from among the students of a deaf community in Bandar Abbas, Iran. Their general writing performance was assessed through a proficiency test (pre-test) before they received a six-week writing instruction, in which they were provided with model written utterances and common syntactic points such as sentence order, word order, subject/verb agreement, etc. At the end of the treatment, they were given two topics and asked to write short paragraphs (post-test). Then, different syntactic errors were spotted, analyzed and categorized based on Keshavarz’s linguistic taxonomy of errors. The obtained results indicated that the writing quality of the participants improved from pre-test to post-test. It was also found that majority of the participants committed more syntactic omission errors than syntactic addition errors and syntactic substitution errors. It was further found that syntactic errors in written language were not affected by the gender and social class of the participants. The findings of this study provide empirical evidence for teaching syntactic order to deaf and hearing-impaired students in order to enhance their L2 writing performance. Manuscript profile -
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21 - Relationship between Personality Traits/Learning Styles and EAP Students’ Reading Proficiency in Online CoursesInternational Journal of Foreign Language Teaching & Research , Issue 3 , Year , Autumn 2024The current study aimed to find the relationship between personality traits and learning styles of English for Academic Purposes (EAP) students across high, intermediate, and low levels of reading proficiency in online courses. To this purpose, 50 male and 50 female BA MoreThe current study aimed to find the relationship between personality traits and learning styles of English for Academic Purposes (EAP) students across high, intermediate, and low levels of reading proficiency in online courses. To this purpose, 50 male and 50 female BA students were selected through convenient sampling from the executive management department at Iran University of Science and Technology, Tehran, Iran. Their age range was 20 to 26 years. They were divided into three groups of high, intermediate, and low reading proficiency based on a simulated TOEFL CBT reading test. Their learning style and personality type were assessed through Myers-Briggs Type Indicator (MBTI)-Form M and the Learning Style Inventory-3 (LSI3), respectively. Upon collecting the data from the MBTI, the LSI3, and the reading tests, the researchers coded the scores and used path analysis. The results showed that there were significant relationships among a number of the variables under investigation; especially extroversion was found to be an important personality trait affecting online reading proficiency and other variables. The results also showed that the extroversion trait had a positive significant relationship with high reading proficiency, while the thinking dimension resulted in low reading proficiency. Moreover, The participants who had the objective experience trait possessed a high ability in reading, and those who had the reflective observation trait were less proficient in reading. Manuscript profile -
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22 - Representation of Ideological Assumptions in Iranian EFL Textbooks with Reference to Critical Pedagogy and Critical Metaphor Analysis <br> DOR: 20.1001.1.23223898.2021.9.36.12.8International Journal of Foreign Language Teaching & Research , Issue 4 , Year , Autumn 2021This qualitative study aimed at critically analyzing the curricular materials for the teaching of English in Iran. The objective was to evaluate the adequacy of the content and ideological assumptions of EFL textbooks, focusing on the conceptual metaphors related to the MoreThis qualitative study aimed at critically analyzing the curricular materials for the teaching of English in Iran. The objective was to evaluate the adequacy of the content and ideological assumptions of EFL textbooks, focusing on the conceptual metaphors related to the concept of success. The study was conducted within the frameworks of Critical Pedagogy and Critical Metaphor Analysis (CMA). The spirit of these two approaches lies in their rejection of all forms of domination, establishment of a theoretical discourse that enables social action, and detection of the hidden relationships between language, power and ideology through metaphorical encodings. To achieve the objective of the study, the analytical tools proposed by Chartres-Black were employed. The results of material analysis revealed that preparation and imposition of cultural materials may create situations in which identity conflict and violence are inevitable, and that the avoidance of such situations requires educators to intervene, with a mentality that education is liberating practice. Manuscript profile -
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23 - Effects of Form-focused, Meaning-focused, and Forms-focused Instruction on Iranian Intermediate EFL Learners' Development of CollocationsInternational Journal of Foreign Language Teaching & Research , Issue 1 , Year , Spring 2018The current study was an attempt to investigate the effect of performing Focus on Form (FoF), Focus on Meaning (FoM), and Focus on Forms (FoFs) instructions on the development of collocational knowledge among Iranian intermediate EFL learners, and to explore any signifi MoreThe current study was an attempt to investigate the effect of performing Focus on Form (FoF), Focus on Meaning (FoM), and Focus on Forms (FoFs) instructions on the development of collocational knowledge among Iranian intermediate EFL learners, and to explore any significant difference on the achievement of the participants' collocational knowledge among three groups. In so doing, 107 female intermediate EFL learners were selected for this research. They all took the Nelson proficiency test and 90 students who had gotten the higher scores were randomly divided into three groups of FoF, FoM, and FoFs. Before the treatment they were pretested and the results of the three groups did not have any significant difference, thus all of the learners were at the same level of knowledge. After the treatment, they were posttested and their scores in FoM group were considerably higher than the learner' scores in FoF and FoFs groups but the learners' scores in FoF and FoFs groups did not have any significant difference with each other. The findings of this study offer beneficial implications for EFL teachers, learners, and materials developers which are finally discussed. Manuscript profile -
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24 - Impact of STAD model of Cooperative Learning on Iranian EFL Learners’ Critical Thinking and MotivationInternational Journal of Foreign Language Teaching & Research , Issue 5 , Year , Winter 2021This study investigated the impact of cooperative learning on Iranian high schoolEFL learners’ critical thinking and motivation. To this end, 142 EFL students were selected based on their performance on the Oxford Quick Placement Test (OQPT), and divided into two MoreThis study investigated the impact of cooperative learning on Iranian high schoolEFL learners’ critical thinking and motivation. To this end, 142 EFL students were selected based on their performance on the Oxford Quick Placement Test (OQPT), and divided into two heterogeneous experimental groups (EG) receiving treatment through STAD model of cooperative learning, and two control groups (CG) without any treatment. To recognize the entry behaviors of the participants, pretests were run. Then, the same educational content was taught to both groups during an educational term. Furthermore, in order to disclose the effect of treatment, a critical thinking post-test similar to the pretest but in rearranged order in options and items, and a motivation post-test were administered at the end of the instruction. The results obtained from the statistical analysis of the scores showed that cooperative learning has a significant effect on the critical thinking and motivation of the participants. The findings of the study are beneficial for EFL learners to improve their small group capabilities. Manuscript profile -
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25 - Iranian EFL Learners’ Perceptions of Using Multiple Intelligence-Based Activities (MIBAs) to Improve Oral-Aural SkillsInternational Journal of Foreign Language Teaching & Research , Issue 5 , Year , Winter 2021Preparing proper activities in classroom setting and providing learners with them will lead to their success particularly in listening and speaking skills. This study aimed at exploring the learners’ perceptions of applying Multiple Intelligence-Based Activities ( MorePreparing proper activities in classroom setting and providing learners with them will lead to their success particularly in listening and speaking skills. This study aimed at exploring the learners’ perceptions of applying Multiple Intelligence-Based Activities (MIBAs) to improve these two skills. To this end, 30 Iranian intermediate EFL learners were selected and they were taught using some appropriate activities based on the definition of eight types of Gardner’s intelligence. The treatment period lasted for 10 weeks, three sessions of 60 minutes per week. After the treatment, two English perception questionnaires for speaking and listening with the same content based on the MIBAs were developed, validated, and administered. The data obtained from the questionnaires were analyzed using frequencies, percentages, item mean scores, and one-sample t test to get the learners’ perceptions of using these activities in their classes and their effects on improving listening and speaking skills. A semi-structured interview was also conducted to gain and support the data obtained from the participants. It could thus be concluded that all respondents had positive perceptions about the application of MIBAs for the purpose of L2 listening and speaking; moreover, this positivity was confirmed via the results of semi structured interviews. The findings may offer some implications for the fields of teaching, material preparation, and curriculum designing. Additionally, the findings can make optimal changes for assessment methods. Manuscript profile -
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26 - Textbook Evaluation Based on Bloom’s Revised Taxonomy: Iranian Senior High School Textbook in FocusJournal of Language and Translation , Issue 1 , Year , Winter 2023This study aimed at evaluating listening, speaking, reading, and writing activities of Iranian senior high school English textbook, Vision 2, based on Bloom’s revised version of cognitive domain. The study was actually conducted to determine the levels of cognitio MoreThis study aimed at evaluating listening, speaking, reading, and writing activities of Iranian senior high school English textbook, Vision 2, based on Bloom’s revised version of cognitive domain. The study was actually conducted to determine the levels of cognition in Bloom’s revised framework concerning the four language skills activities in this textbook. Furthermore, it aimed to investigate the teachers’ and students’ attitudes towards such activities through researcher-made questioners. For the first purpose, the activities in the textbook and the workbook were located, tabulated and codified on the basis of the codifications in Bloom’s revised version. Then, the frequencies and percentages of the codes were calculated. For the second purpose, 130 users of the textbook, 30 teachers and 100 male and female high school students were selected through convenient sampling and questionnaires were distributed among them. They were asked to respond to questionnaires anonymously during the class sessions. The collected data from questionnaires were analyzed manually. The obtained results demonstrated that the identified codes were mainly classified under the lower-level categories in Bloom’s taxonomy, indicating that the activities were not beneficial for the students actively involved in the higher levels of thinking process. Moreover, the result of the Chi-square test showed that the relationship between two groups of low-level and high-level codes was not statistically significant and the obtained codes did not show a regular pattern. As for the responses to questionnaires, the activities, particularly listening and speaking activities, failed to be much responsible for the students’ deep learning. Manuscript profile -
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27 - Interplay of Working Memory Capacity with Implicit/Explicit Metacognitive Strategy Instruction: Listening Comprehension Performance in FocusJournal of Language and Translation , Issue 5 , Year , Autumn 2022This study investigated the differential effect of implicit/explicit metacognitive strategy instruction on the listening comprehension performance of Iranian EFL learners. It also explored the possible interaction of metacognitive strategy instruction with EFL learners& MoreThis study investigated the differential effect of implicit/explicit metacognitive strategy instruction on the listening comprehension performance of Iranian EFL learners. It also explored the possible interaction of metacognitive strategy instruction with EFL learners’ working memory capacity. To achieve these objectives, 63 EFL learners were selected as participants based on their performance on a placement test and were randomly assigned to two experimental (implicit/explicit metacognitive strategy instruction) and two control (active and passive) groups. A task-based explicit metacognitive strategy instruction model was implemented in the explicit group. The implicit group received instruction based on a hybrid metacognitive strategy instruction model. All participants took the Automated Operation Span Test (AOST) as well as a PET listening paper. They also took the listening section of the FCE as their transfer test. The obtained results revealed that while both implicit and explicit metacognitive strategy instructions significantly affected the participants’ listening comprehension performance, explicit instruction was of greater effect. The results also showed that listening comprehension variations were not significant in the active control group, which indicated that no positive results can be achieved just by introducing strategies without contextualizing them in practice. Working memory capacity (WMC) also showed to be of significant predictive power for listening comprehension improvement in the explicit instruction group. Finally, the findings of the study demonstrated that implicit metacognitive strategy instruction works much better for learners with limited WMC or groups of learners with heterogeneous WMCs. Manuscript profile -
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28 - Effect of Portfolio Assessment on Fostering Iranian EFL Students` Empowerment: University Entrance Exam in FocusJournal of Language and Translation , Issue 1 , Year , Winter 2024Passing University Entrance Exams (UEE) successfully has long been the main anxiety for Iranian high school students. The reason for this mixed-methods ponder was to look at how freshman TEFL students experienced portfolio assessment for fostering their empowerment and MorePassing University Entrance Exams (UEE) successfully has long been the main anxiety for Iranian high school students. The reason for this mixed-methods ponder was to look at how freshman TEFL students experienced portfolio assessment for fostering their empowerment and also how assessment (dis)empowerment manifests itself in the English section of university Entrance Exams. The members were 100 freshmen university TEFL students who were helpfully and deliberately chosen from Shiraz, Tehran, and Isfahan universities. Not only a valid questionnaire but also group interviews were used to gather the required information. To analyze and portray the data, the researchers used descriptive statistical methods. The findings revealed TEFL pupils regarded the portfolio program as valuable for fostering their empowerment. Moreover, the TEFL students had an agreement about the disempowerment of the English section of the University Entrance Exam. Besides, the result underscored the need for more executive modes of evaluation consisting of using portfolios in UEE. Regarding the results, there are valuable suggestions for policymakers as well as constructors of the high-stake test. Manuscript profile -
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29 - Using the STAD Model of Instruction to Enhance Learners’ General Achievement and CreativityJournal of Language and Translation , Issue 1 , Year , Winter 2022This study was an endeavor to investigate the impact of Student Team Achievement Divisions (STAD) on Iranian secondary school EFL learners’ overall achievements and creativity. To fulfill the purpose of the study, 142 EFL students were selected based on their perf MoreThis study was an endeavor to investigate the impact of Student Team Achievement Divisions (STAD) on Iranian secondary school EFL learners’ overall achievements and creativity. To fulfill the purpose of the study, 142 EFL students were selected based on their performance on the Oxford Quick Placement Test (OQPT). The students were divided into experimental groups receiving treatment through the STAD model of cooperative learning and the control group devoid of the stated treatment. To recognize the entry behavior pretests were run. The same educational content was taught to both EG and CG during an educational term. To disclose the effect of treatment, a creativity posttest similar to pretest but in reshuffled order in options and items, and also an achievement posttest within the content taught were administered to the students in both groups at the end of the instruction. Furthermore, the mean scores of achievement and creativity tests were compared through an independent samples t-test, and one-way ANCOVA respectively. The outcomes showed the rejection of the both null hypothesis consequently concluding that cooperative learning had a significant effect on the overall achievement of Iranian EFL learners, and creativity. Manuscript profile -
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30 - The Stance of Communication Strategies in Iran’s High School English Textbooks (Vision Series)Journal of Language and Translation , Issue 2 , Year , Spring 2021This content analysis study aimed to investigate whether communicative strategies (CSs) have been incorporated into Iranian high school English textbooks (Vision Series). To this aim, the strategic components highlighted in Communicative Language Teaching (CLT) principl MoreThis content analysis study aimed to investigate whether communicative strategies (CSs) have been incorporated into Iranian high school English textbooks (Vision Series). To this aim, the strategic components highlighted in Communicative Language Teaching (CLT) principles were selected to uncover its role in such textbooks. Moreover, Dornyei’s communication strategy classification was used to scrutinize the extent to which the strategic competence was represented in high school EFL textbooks. The analysis of the results revealed that the textbook did not benefit from different kinds of CSs. The authors’ claims were not met in the large portion of the textbook’s content. Therefore, Vision series need to be modified so that CSs are more appropriately included. The central philosophy of incorporating explicit CSs into the Vision series was not to accomplish as many CSs as possible, but rather to draw the students’ attention to special CSs, which could help them overcome the barriers faced in language communication. Manuscript profile
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