List of Articles Omid Tabatabaei

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  1 - Textbook Analysis: Comparing the Recent and the Old First Grade High School English Textbooks, Teachers and Learners’ Perspective in Focus
  Nazila Mirzaei Omid Tabatabaei
  Abstract 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 More

  Abstract 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 Focus
  Mahbubeh Mahmudi-Nasrabadi Omid Tabatabaei Hadi Salehi Mahmud Mehrabi
  10.30486/relp.2021.1912975.1232
  The 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 More

  The 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 Instruction
  Bahareh Keshtiarast Hadi Salehi Omid Tabatabaei Roya Baharlooie
  10.30486/relp.2021.1912762.1233
  The 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 More

  The 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 Learners
  Sara Norouzi Sedeh Omid Tabatabaei
  10.30486/relp.2021.1932249.1281
  This 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 More

  This 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