A number of studies have accounted the integral role of foreign/second language learning and learner strategy use. However, a few of these studies have considered the relationships between strategic competence and its use and foreign language performance (FLP). This study applied structural equation modeling to deeply investigate the relationships between test takers’ strategy use and their performance on foreign language tests. For this purpose, 147 EFL learners from three well-known branches of a private language institute in Tehran, Iran were chosen. These participants also responded to an 80-item Cognitive and Metacognitive strategy questionnaire and took an 81-item Key English Test (KET). Consequently the hypothesized model of strategic competence vis-à-vis FL test appeared with following findings. First, metacognitive processing (MP) had no direct effect on FLP but a significant, direct influence on cognitive processing (CP), which supports the interaction notion of Bachman and Palmer’s (1996) communicative competence . Second, due to the Iranian EFL context in which Iranian students and teachers show more tendencies toward memorizing vocabulary and analyzing grammar, practicing naturalistically was insignificant and deleted while the translating variable was added, which was highly significant. Third, CP had no significant effect on listening ability which shows that listening ability is much more dependent on contextual factors rather than background knowledge and strategic competence. پرونده مقاله

Cognitive appraisal of individuals directs to the creation of an emotional response, which is related to emotional intelligence. The present study shows the presence of induced emotions as an unrelated factor on the construct of a TOEFL iBT reading test which can interplay with emotional intelligence for regulating the induced emotions towards reading passages. The present participants were 393 Iranian EFL TOEFL iBT candidates. The present researchers detected induced emotions based on PANAS before and after reading the three selected passages of a TOEFL iBT reading section. Also, emotional intelligence was detected by Schutte Self-Report Emotional Intelligence Test after reading the selected passages. Our results confirmed this hypothesis statistically by reporting that induced emotion from the passages of the selected TOEFL iBT test has a significant effect on emotional intelligence. This study found that if test developers provide a condition for test-takers to activate their emotional intelligence, they might control the induced emotion as the construct-irrelevant variable during reading. پرونده مقاله

It is a general belief that learning management systems (LMSs), especially smart ones, can better learning outcomes. Accordingly, information-age educational centers have to be designed and prepared to adopt these technological developments, sooner or later. The purpose of this study was to assess the effect of a smart reading instruction management system (RIMS) on the reading ability of Iranian EFL learners. A mixed-methods design was adopted. Accordingly, forty learners selected via convenient sampling took part in the quantitative stage of the study in which a quasi-experimental design was adopted. The results of statistical analyses also showed that RIMS had a significant effect on reading comprehension so the participants (n = 20) made improvements after the course and outdid their counterparts in the control group. Additionally, the qualitative analysis of mediation episodes that occurred in the experimental group showed that RIMS is perceived to be flexible in terms of meeting learners’ needs and interests. It is motivating and provides chances for storing teacher-learner interaction for future formative assessment, incompetency diagnosis, and feedback provision. Moreover, it is perceived to be a suitable timesaving breakthrough for promoting individualized learning methods. پرونده مقاله

Language learning and achievement are related to the skills teachers practice and the presence of expert capability such as teachers’ reflectivity. The objective of the present study was to search the extent to which EFL teachers are involved in reflective instruction, and test the level of growing teachers’ awareness of reflective teaching which leads to students’ language achievement. Data were collected by the following instruments: a) a TOEFL test administered to 350 Iranian EFL students, b) reflective journals written by 120 Iranian EFL teachers, and c) Reflective Teaching Inventory. For the qualitative stage, 120 male and female EFL teachers from two language institutes in Kerman, the center of Iran, were selected through convenient sampling and were randomly assigned to experimental and control groups. After completing the treatment, a reflective teaching inventory as a post-test was given to the two groups to test the impact of the treatment. The results of the t-test indicated that the experimental group outdid the control group in taking advantage of reflective teaching components. This finding raises provocative questions regarding reflective teaching and teaching skills. پرونده مقاله

Language learning and achievement are related to the skills teachers practice and the presence of expert capability such as teachers’ reflectivity. The objective of the present study was to search the extent to which EFL teachers are involved in reflective instruction and test the level of growing teachers’ awareness of reflective teaching which leads to students’ language achievement. Data were collected by the following instruments: a) a TOEFL test administered to 350 Iranian EFL students, b) reflective journals written by 120 Iranian EFL teachers, and c) a Reflective Teaching Inventory. For the qualitative stage, 120 male and female EFL teachers from two language institutes in Kerman, the center of Iran, were selected through convenient sampling and were randomly assigned to experimental and control groups. After completing the treatment, a reflective teaching inventory as a post-test was given to the two groups to test the impact of the treatment. The results of the t-test indicated that the experimental group outdid the control group in taking advantage of reflective teaching components. This finding raises provocative questions regarding reflective teaching and teaching skills. پرونده مقاله

The current study presents findings from a mixed-methods study of investigating the self-regulatory role of private speech (self-talk) on students’ translation quality. The aim of the study was to validate the adapted version of a self-verbalization questionnaire. The construct validity and reliability of the scale were supported by the CFA which revealed that all items reached the acceptable fit thresholds and had high reliability. The study utilized two phases of analysis. In the quantitative analysis, 151 undergraduate English translation students participated in this study. Two questionnaires including validated self-verbalization scale and self-regulation accompanying a text were distributed among the students to determine the influence of the self-regulatory role of private speech on translation quality. The results demonstrated that the students who used more private speech had a better translation quality that shows the self-guidance role of private speech. In the qualitative phase of the study, 21 English translation students attended an interview. The focus of the interview was on the potential functions of the self-regulatory role of private speech in translation. The results indicated that most students apply private speech as a facilitator of the difficult task. Retention and evaluation were also among the most often applied strategies by the students. پرونده مقاله