XML
-
-
List of Articles
-
Open Access Article
1 - The Effect of Iranian EFL Teachers’ Self-Regulation and Emotional Labor on Their Reflective Action in EFL Online Classes
Nashmineh Moradi Faramarz Azizmalayeri Hossein AhmadiAbstract:This study sought to determine the impact of self-regulation and emotional labor on reflective action among Iranian EFL teachers in online EFL classes using structural equation modeling. To achieve this, a combination of cluster sampling and stratified random s MoreAbstract:This study sought to determine the impact of self-regulation and emotional labor on reflective action among Iranian EFL teachers in online EFL classes using structural equation modeling. To achieve this, a combination of cluster sampling and stratified random sampling of 500 people was recruited. The participants were administered with the English version of Dutch questionnaire of emotional labor, Teacher Self-Regulation Scale and Teaching Reflection Inventory. After collecting data using three distinct questionnaires pertaining to latent variables, SEM analysis was conducted using IMB SPSS version 28.0 and Amos version 24.0 to analyze the path model relationships. To this end, a hypnotical model was proposed, evaluated, and specified to fit the data. The confirmatory factor analysis was employed to assess the hypothetical model by employing goodness of fit indices and analyzing all the convergences between the latent variables and the related sub-scales. According to the criteria for a good model's fitness, all of the model's values are above 0.90, indicating that the model has good fitness. And it was concluded that there was statistically significant relationships between the variables of the study. Manuscript profile -
Open Access Article
2 - Motivation and International Posture of Multiple Language Learners in Burundi Urban and Rural Settings
Elvis Nizigama Ali Mohammad Fazilatfar Ali Akbar Jabbari Mohammad RezaiAbstractThe present study compares the motivation of Burundi junior high school students from urban and rural settings to learn L2 French and L3 English, mainly focusing on Dörnyei’s (2005, 2009) L2 Motivational Self System. A total of 348 (grade 7 through 9) MoreAbstractThe present study compares the motivation of Burundi junior high school students from urban and rural settings to learn L2 French and L3 English, mainly focusing on Dörnyei’s (2005, 2009) L2 Motivational Self System. A total of 348 (grade 7 through 9) pupils participated in the present study which used a 40-item questionnaire to collect the data. The results indicated that the students from both learning contexts have distinct motivational dispositions for learning both French and English. French is more popular among rural school learners while English enjoys more popularity among urban school students. Moreover, region-specific differences were found in the participants with learners from rural schools exhibiting more positive motivation to learn both languages than their urban counterparts. The results also revealed that, independent of the region, L2 learning experience and ideal L2 self were the two variables that respectively predicted most the students’ intended effort to learn each target language. One region and language-related difference was that the variable of international posture emerged as a significant contributor to the students’ intended language learning effort only among urban school learners uniquely in relation to their English learning. In the light of the results of this study, pedagogical implications are provided. Manuscript profile -
Open Access Article
3 - Narrative Formation of Teacher Identity from the Perspective of Complexity Theory
Saeed Ayiewbey Mehdi SarkhoshTeacher identity has been studied from several perspectives. However, the present study makes an attempt to investigate the process of identity formation through narrative telling from the framework of complexity theory. In a case study design semi-structured interview MoreTeacher identity has been studied from several perspectives. However, the present study makes an attempt to investigate the process of identity formation through narrative telling from the framework of complexity theory. In a case study design semi-structured interview data and teacher-produced diaries of a novice Iranian English teacher were analyzed in order to identify attractors of identity formation. As a result, four major attractors that had the strongest effect on the process of identity formation were detected. Then the mechanisms through which these attractors exerted influence on identity formation are discussed. Finally, it has been argued that narrative construction of identity requires the individual to stress different aspects of their identity at different times; and that the phase shifts that occurred when the identity system moved in the direction of another attractor were triggered by the moment-to-moment requirements of narrative formation. The findings are followed by a discussion of pedogogical and theoretical implications. Manuscript profile -
Open Access Article
4 - Effects of Immersive Learning and Communicative Language Teaching on the Oral Complexity, Accuracy, and Fluency of Iranian EFL Learners with Expressive Language Disorder
Mojgan Khaki Hossein Heidari Tabrizi Sajad ShafieeThe CTML served as the primary source of motivation for this investigation, which explored the effects of Immersive Learning (IL) and Communicative Language Teaching on the Oral Complexity, Accuracy, and Fluency (CAF) of Iranian EFL learners with Expressive Language Dis MoreThe CTML served as the primary source of motivation for this investigation, which explored the effects of Immersive Learning (IL) and Communicative Language Teaching on the Oral Complexity, Accuracy, and Fluency (CAF) of Iranian EFL learners with Expressive Language Disorder (ELD). Using a quasi-Solomon four-group design, the participants, who were all Iranian pre-intermediate EFL learners with mild to moderate levels of ELD, were separated into experimental and control groups. There were a total of 36 participants in this study. The intervention consisted of virtual reality (VR) authoring eighty speech exercises in the form of learning chunks for twenty sessions lasting seventy minutes each. In the groups that served as controls, the content was presented using a method known as Communicative Language Teaching (CLT). Both the pre-test and the post-test were conducted orally using the CAF test. In terms of oral complexity (syntactic complexity and diversity), oral accuracy (error-free sentences and accurate verb forms), and oral fluency (number of vocally generated syllables), the findings revealed that individuals who received IL fared better than their counterparts in the CLT group. The findings may have important implications for teaching English as a foreign language and for rehabilitative education. Manuscript profile -
Open Access Article
5 - Scaffolding in Massive Open Online Courses (MOOC) vs. Scaffolding in Face-to-face Programs in IELTS Writing Task: Test-takers’ Perceptions in Focus
Rezvan Narimani Fariba Rahimi Esfahani Sajad ShafieeAbstractThis research sought to investigate IELTS test-takers' perceptions of obtaining scaffolded MOOC-based training. To accomplish this purpose, 50 IELTS candidates were chosen through convenient sampling and assigned to one of two groups: a MOOC-based teaching group MoreAbstractThis research sought to investigate IELTS test-takers' perceptions of obtaining scaffolded MOOC-based training. To accomplish this purpose, 50 IELTS candidates were chosen through convenient sampling and assigned to one of two groups: a MOOC-based teaching group (MG, n = 25) and a face-to-face instruction group (F2FG, n = 25). The MG test-takers were exposed to FutureLearn, while the F2FG test-takers were given identical materials in person. Scaffolding took the form of visual aids, pre-teaching the necessary terminology, drawing on the participants' past knowledge of a subject, modeling what they were requested to write, and providing them with the sentence patterns needed to complete the IELTS Writing Task 2. The writing pre-test and post-test scores of the two groups were examined using a one-way ANCOVA, which revealed that the MG learners outperformed their F2FG counterparts significantly. The perception questionnaire results revealed that MG students liked MOOC-based education for their writing courses. The implications and applications of the current study's results are provided at the end of the research Manuscript profile -
Open Access Article
6 - A Study of the Utility of Meta-Cognitive Strategy Instruction for Ameliorating ESP Learners’ Autonomy
Fatemeh Jafari Nasser Ghafoori Shima AhmadiazadThe present study made an effort to determine the impacts of proactive and retroactive meta-cognitive strategy instruction on Iranian ESP learners’ autonomy. Furthermore, it strived to examine the degree to which the interaction between this instruction and proact MoreThe present study made an effort to determine the impacts of proactive and retroactive meta-cognitive strategy instruction on Iranian ESP learners’ autonomy. Furthermore, it strived to examine the degree to which the interaction between this instruction and proactive/retroactive instruction conditions influenced these learners’ autonomy in their courses. To this end, first, the researchers selected 168 intermediate-level ESP learners from among the ESP learners of Islamic Azad University (Tabriz Branch) as the participants. Second, they non-randomly assigned the participants to four groups including the proactive experimental group, retroactive experimental group, proactive control group, and retroactive control group. Third, the researchers administered the autonomy pretest to all of the groups. Fourth, they used the Adobe Connect Learning Management System to provide the proactive experimental group, and the retroactive experimental group with their relevant treatments in ten sessions. Nonetheless, they used traditional language instruction techniques to provide the control groups with their instruction. Fifth, the researchers administered the autonomy posttest of the study to the participants after the end of the treatment sessions. Finally, they used SPSS 24 to analyze the data. The results showed that meta-cognitive strategy instruction ameliorated the participants’ autonomy. Moreover, the retroactive instruction condition was more efficacious than the proactive condition. In addition, the interaction between meta-cognitive strategy instruction and retroactive condition had a significant positive effect on the learners’ autonomy development. The results may provide ESP teacher educators, syllabus designers, and instructors with guiding principles regarding meta-cognitive strategy instruction. Manuscript profile -
Open Access Article
7 - Feuerstein’s Theory and Pedagogy: Epitomizing Mediated Learning Experience in Teaching Grammar
Effat Hadidi Zavareh Abdollah Baradaran Bahram MowlaieMediate Learning Experience (MLE) posits that the quality and amount of mediated learning interactions undergone by a learner affects both his cognitive and psychological development and his functioning as an autonomous and independent learner. This study attempts to im MoreMediate Learning Experience (MLE) posits that the quality and amount of mediated learning interactions undergone by a learner affects both his cognitive and psychological development and his functioning as an autonomous and independent learner. This study attempts to implement MLE theory in pedagogy by designing an MLE-based grammar lesson plan in respect of present continuous through operationalizing and activating MLE parameters in a grammar class. Through the application of MLE in pedagogy, not only do the teachers take on new roles like mediating lifelong learning and mentoring fellow teachers but also the learners experience innovative functions such as developing heuristics for solving problems and autonomous learning and thinking essential to the late modern knowledge-based era. Through the application of MLE in pedagogy, not only do the teachers take on new roles like mediating lifelong learning and mentoring fellow teachers but also the learners experience innovative functions such as developing heuristics for solving problems and autonomous learning and thinking essential to the late modern knowledge-based era. Manuscript profile -
Open Access Article
8 - The Surviving Nature: An Ecofeminist Study of Cormac McCarthy’s All the Pretty Horses
Farhoodeh Naghdibak Shahram Afrougheh Fatemeh AzizMohammadiThe aim of the present study is to investigate McCarthy’s All the Pretty Horses which revolves around the relationship between John and nature with a focus on the horses. Different aspects of the novel including social, cultural, and spiritual ecology are studied. MoreThe aim of the present study is to investigate McCarthy’s All the Pretty Horses which revolves around the relationship between John and nature with a focus on the horses. Different aspects of the novel including social, cultural, and spiritual ecology are studied. In ecocriticism, the otherness of nature is one of the main themes that signifies the gap between humanity and nature that eventually results in the destruction of the environment and nature. This study also shows how the main characters, John and Alejandra, are linked in the novel which turns the present study to an ecofeminist research. The novel mostly depicts the image of John wandering in nature and searching for his identity, to be punished. Therefore, the researcher scrutinizes the link between John, nature and Alejandra and tries to examine how the novel shows similar attitudes towards both women and nature in All the Pretty Horses. Manuscript profile -
Open Access Article
9 - Effects of Explicit Vocabulary Instruction on Improving L2 Learners' Writing Skill and Their Short and Long-term Retention
Nahid Kazemi KheirabadiThe primary objective of this study was to evaluate the impact of explicit instruction aimed at improving vocabulary on the writing proficiency and long-term retention of new vocabulary among second language (L2) learners. The achievement was accomplished through the ad MoreThe primary objective of this study was to evaluate the impact of explicit instruction aimed at improving vocabulary on the writing proficiency and long-term retention of new vocabulary among second language (L2) learners. The achievement was accomplished through the administration of a fill-in-the-blank assessment, which included 30 individual words and 6 lexical phrases, to a group of 30 EFL students at an upper-intermediate level. Subsequently, these students engaged in a reading exercise centered around the topic of 'Bull Fighting' and subsequently crafted a paper titled 'A Cruel Sport'. The results demonstrated a notable enhancement in the quantity of terms actively utilized in their writing following the focused vocabulary teaching. The statistical analysis revealed that the participants were capable of retaining the newly-acquired language even after a considerable amount of time had elapsed since the lesson. This study presents comprehensive information on these findings and provides suggestions for L2 teachers, asserting that although comprehending a word does not inherently result in its active utilization, learners possess the capacity to enhance their active vocabulary and accurately employ recently acquired words. Explicit training in vocabulary is advantageous for converting recognition vocabulary into productive language during immediate writing tasks and enhancing retention. Nevertheless, consistent and regular practice in utilizing recently learned vocabulary is necessary for it to become effective in long-term written expression. Manuscript profile -
Open Access Article
10 - Designing and Validating a Critical Pedagogy-Based Teacher Effectiveness Scale for Iranian EFL Teachers
One of the significant factors in EFL learning is teacher effectiveness which is of high importance since teachers are really and directly engaged in language learning as the final aim of English classes. This study aimed at designing and validating a Critical Pedag MoreOne of the significant factors in EFL learning is teacher effectiveness which is of high importance since teachers are really and directly engaged in language learning as the final aim of English classes. This study aimed at designing and validating a Critical Pedagogy-Based Teacher Effectiveness Scale for Iranian EFL teachers. In so doing, an exploratory mixed-methods design was used. The participants of the qualitative phase included 20 male and female Iranian English teachers who were selected through available sampling. In the quantitative phase, 200 male and female Iranian English teachers participated through available sampling. To collect the data, a semi-structured interview was used. To analyze the data, qualitative thematic analysis, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA) and Cronbach’s Alpha Test were used. According to the results, the Critical Pedagogy-Based Teacher Effectiveness Scale for Iranian EFL teachers was developed in 42 Likert items in three sub-scales including pedagogical effectiveness (items 1 to 23), socio-cultural effectiveness (items 24 to 33), and empowering effectiveness (items 34 to 42). Six items were omitted in EFA and 36 items remained in the final scale. It was designed in a four-point Likert range from 1= strongly disagree to 4= strongly agree. It was shown that the developed scale is valid and reliable. The findings have some implications for EFL teachers, learners, teacher education instructors and policy makers Manuscript profile
-
The rights to this website are owned by the Raimag Press Management System.
Copyright © 2021-2024