Journal of Studies in Learning and Teaching English: 28 (1)

Open Access Article

1 - A Gender-Based Investigation into the Relationship between Test Method and Iranian EFL Test-Takers’ Grammar Performance
Shokouh Rashvand Semiyari Amir Reza Aliakbar

In the domain of educational assessment, comprehending the elements that shape test-takers' achievements is quite significant. This research delved into how test method and gender might affect grammar performance. To this end, 274 intermediate EFL learners in the 18-30 More

In the domain of educational assessment, comprehending the elements that shape test-takers' achievements is quite significant. This research delved into how test method and gender might affect grammar performance. To this end, 274 intermediate EFL learners in the 18-30 age range, studying in Qotb Ravandi Institute in Tehran took a grammar test in four different formats specified to comparatives, superlatives, and present perfect tenses. The results of the correlation analysis revealed that there was a positive correlation between total score (grammar performance) and error correction, word changing, word order, and completion scores. The results of regression analysis also indicated that gender was a significant predictor of grammar performance. There was a negative statistically significant correlation between gender and grammar performance, indicating that male students tended to score lower than their female counterparts. Furthermore, the predictor variable of grammar performance could accurately classify 63.6% of females and 31.3% of males in their groups, with the overall precision of the regression model being 50%. Therefore, it can be argued that there would be a statistically significant relationship between test-takers' gender and their grammar performance. The implications and suggestions for further studies were also highlighted. Manuscript profile

Open Access Article

2 - The Effect of Different Educational Contexts on Iranian Teachers’ Perception and Implementation of Task-based Language Teaching (TBLT)
Maryam DelfarianTurk Firroz Sadighi Leila Akbarpour

The objective of this study was to investigate the effect of different educational contexts (institutes and high schools) on Iranian teachers’ perceptions and implementation of task-based language teaching (TBLT). This mixed-methods research through quantitative and qua More

The objective of this study was to investigate the effect of different educational contexts (institutes and high schools) on Iranian teachers’ perceptions and implementation of task-based language teaching (TBLT). This mixed-methods research through quantitative and qualitative methodology tried to shed light on why TBLT was practiced or avoided. The data were gathered through questionnaires, interviews, and observation from 60 Iranian teachers working at some English language institutes and high schools. The participants were divided into two groups. The results of the study were examined using descriptive and inferential statistics. Descriptive statistics determined the central tendency of teachers’ answers to the questionnaire, and inferential statistics was employed as well to use an independent samples t-test to compare the mean scores of the two groups. Questionnaires were distributed among teachers and collected individually. The collected data was tabulated for analysis, assessing teachers' perceptions and implementation of TBLT. Ten teachers were randomly selected for interviews, exploring their reasons for adopting or avoiding TBLT and gaining insight into their practices and beliefs. The ten-minute individual interview sessions were recorded and evaluated by the researcher. The quantitative results of the study indicated that first, institute and school teachers had different perceptions about the TBLT method. Second, there was no significant difference between institute and school teachers’ attitudes toward implementing this language teaching method. Third, although there was no significant difference between institute and school teachers in applying this method, the results claimed that these two groups are significantly different in avoiding TBLT in their classes. In the qualitative study, the observation results indicated that the majority of institute teachers implemented all phases of TBLT. On the other hand, the instructors mostly avoided implementing TBLT in their junior and senior high school classes. Classroom size, lack of time, improper textbook materials, and students’ lack of prior knowledge as the hindrances of TBLT implementation were among the main reasons that teachers avoided TBLT. Manuscript profile

Open Access Article

3 - An Investigation into the Effect of Online Group Dynamic Assessment on EFL Learners' Grammar Achievement
Giti Komeishi Hamidreza Fatemipour

The academic discourse surrounding Dynamic Assessment (DA) acknowledges its significance within the realm of language testing, yet expresses reservations regarding its practicability when applied to larger groups of individuals. The aforementioned limitation of dynamic More

The academic discourse surrounding Dynamic Assessment (DA) acknowledges its significance within the realm of language testing, yet expresses reservations regarding its practicability when applied to larger groups of individuals. The aforementioned limitation of dynamic assessment has prompted the utilization of Online Group Dynamic Assessment (GDA). Regarding the role of GDA and English as a Foreign Language (EFL) learners’ problems with grammar learning, the present study attempted to investigate the effect of GDA on EFL learners’ grammar achievement. To this end, 70 students participated in this experimental research and were given the Oxford Placement Test (OPT). As a result, a total of 52 participants were chosen through a selection process involving the OPT with subsequent random assignment to both the experimental and control groups. Subsequently, a grammar test was administered as a pretest for both groups. The former were taught through online GDA through Adobe Custom while the latter had their own conventional method of explicit instruction. After 10 sessions of treatment instructions, both groups sat for the grammar posttest, parallel to the pretest. The application of the independent samples t-test revealed that there were significant differences in the post-test grammar achievement between the participants in the experimental group and the control group. Specifically, the individuals in the experimental group exhibited superior performance compared to their counterparts in the control group. The results of this study can shed light on the effectiveness of GDA, in grammar achievement among Iranian learners. In line with these findings, some implications for language stakeholders were provided. Manuscript profile

Open Access Article

4 - The Impact of Flipped Instruction on Developing Iranian EFL Speaking Skills
Marzieh Rezaei Khatouni Mohammad Javad Riasati Fatemeh Bahjat

Today flipped instruction is highly precious in EFL teaching since it provides autonomous learning and more collaboration through technology. Since speaking is the most demanding skill for EFL learners, investigating the effects of flipped instruction on EFL learners’ s More

Today flipped instruction is highly precious in EFL teaching since it provides autonomous learning and more collaboration through technology. Since speaking is the most demanding skill for EFL learners, investigating the effects of flipped instruction on EFL learners’ speaking is still a nascent area for empirical research which is the aim of the current study. Teachers and researchers try to find new strategies and methodologies of teaching to help learners learn this laborious skill, especially in the EFL context more convenient. To achieve this goal, flipped instruction made the way easier by applying technology and inverting face-to-face and online classes. The current study was an effort to investigate the effect of flipped instruction on Iranian EFL speaking skills development. To this end, 60 Iranian EFL university students were allocated into two experimental and control groups. A pre-test/post-test design was used to elicit the required data. The outstanding results were found after flipped instruction from the experimental group while there was not any significant difference in the post-test of the control group with traditional instruction. This study represents learners' speaking improvements through flipped instruction for being prepared before in-person classes by watching uploaded videos. Also, it provides recommendations and implications for future practice. Manuscript profile

Open Access Article

5 - EFL Teachers’ Awareness, Perceptions, and Practices of Implementing Active Learning Methods
Tesfanesh Telore Abebe Damtew

This study was mainly aimed at assessing English language teachers’ awareness, perceptions, and practices of implementing active learning methods at Kambata Tembaro zone, Ethiopia. A descriptive survey method in a mixed approach was used to collect, analyze, and interpr More

This study was mainly aimed at assessing English language teachers’ awareness, perceptions, and practices of implementing active learning methods at Kambata Tembaro zone, Ethiopia. A descriptive survey method in a mixed approach was used to collect, analyze, and interpret data for the study. Instruments such as classroom observation, questionnaires, and focus group discussions were employed to collect valid data for the study. Both quantitative and qualitative methods were employed to analyze and present the data. Thus, data gathered via classroom observation and questionnaire were quantitatively analyzed by using SPSS, and data gathered via focus group discussion were qualitatively analyzed through narrations. The findings of the study revealed that teachers are not adequately aware of active learning methods. The findings of the study also revealed that teachers view/perceive active learning methods negatively. Likewise, the study ensured that the implementation of active learning methods in the zone was almost nonexistent. The researchers suggested that the teachers should take capacity-building pieces of training on a short and long-term basis. Manuscript profile

Open Access Article

6 - Modeling Bipolar EFL Teachers’ Professional Identity Pattern: Investigating the Effectiveness of a Positive Thinking Training Course
Mahdieh Ghalandari Neda Fatehi Rad Peyman Seifadini

Bipolar disorder, as a known disorder throughout the world, negatively affects people personally and socially. In addition, it leads to malfunction and dysfunction in their profession. To help bipolar people, a variety of approaches have been proposed among which positi More

Bipolar disorder, as a known disorder throughout the world, negatively affects people personally and socially. In addition, it leads to malfunction and dysfunction in their profession. To help bipolar people, a variety of approaches have been proposed among which positive thinking training can be mentioned. Moreover, professional identity is of importance in the quality of English as a Foreign Language (EFL) teachers’ teaching. This study, using a grounded theory design, aimed at modeling bipolar EFL teachers’ professional identity patterns before and after training on positive thinking. The participants consisted of 25 bipolar EFL teachers (16 males and 9 females) who were purposefully selected from EFL teachers teaching in private language institutes in Kerman, Iran. Bipolar Spectrum Diagnostic Scale and a semi-structured interview were used to collect the data. Concerning the results, a model was proposed wherein, before positive thinking training, the bipolar EFL teachers had a fear of teaching failure, did not emphasize students’ needs, used mainstream teaching methods, had the fear of being known as unknowledgeable, and had the fear of being known as irresponsible and unaccountable. However, after positive thinking training, the bipolar EFL teachers had good communication, classroom management, and motivational skills, were more willing to reach professional development and more proficient in the English language, used the best teaching methods, and had good verbal skills. The findings have some implications for EFL teacher education administrators and bipolar EFL teachers. Manuscript profile

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