این مطالعه با هدف بررسی تأثیر افزایش آگاهی از طریق سیل ورودی واژگان بر روانی نوشتاری زبان آموزان ایرانی متوسط ​​انجام شد. برای این منظور 80 زبان آموز زبان انگلیسی از طریق آزمون مهارت زبان (OPT) به عنوان شرکت کنندگان متوسط ​​انتخاب و به طور تصادفی به دو گروه آزمایش و کنترل هر کدام شامل 40 زبان آموز دختر و پسر متوسط ​​تقسیم شدند. درمان برای گروه آزمایش 13 جلسه دو ساعته به طول انجامید که در آن شرکت کنندگان در معرض وظایف افزایش آگاهی از طریق سیل ورودی واژگان قرار گرفتند. گروه کنترل هیچ درمانی دریافت نکرد و فقط از روشهای آموزشی مرسوم پیروی کرد. در پایان درمان، آزمون نوشتن برای هر دو گروه انجام شد. داده‌های جمع‌آوری‌شده با استفاده از آزمون تی زوجی مورد تجزیه و تحلیل قرار گرفت. نتایج تجزیه و تحلیل داده‌ها نشان داد که گروه آزمایش در روان‌نویسی به‌طور معنی‌داری از گروه کنترل بهتر عمل کرد. این یافته ممکن است پیامدهای نظری و آموزشی برای معلمان/ فراگیران زبان، طراحان برنامه درسی، ELT و سیاست گذاران و سهامداران داشته باشد. پرونده مقاله

While the main focus of the studies in the literature is centered around EFL teachers’ identity construction in face-to-face classes regarding certain cliche factors, the COVID-19 pandemic demonstrated the potential of investigating EFL teachers' professional identity reflection in the developing contexts of distance education. Thus, this study examined the possible association between Iranian EFL instructors' Professional Identity Reflection (PIR) and their use of Achievement Orientation Strategies (AOSs) in the dynamic setting of E-teaching. Besides, this study evaluated the prediction power of the AOSs in determining the PIR of Iranian EFL instructors. One hundred four male and female Iranian EFL instructors were selected based on convenience sampling to participate in this quantitative correlational research. Two instruments, including Measure of Teachers Achievement (MoTA) and Questionnaire of Professional Identity (QPI), were used to collect the required data on the online platform of Type form. The R software's correlation and multiple regression packages were utilized to analyze the gathered data. The results indicated a robust direct association between the PIR of Iranian EFL instructors in E-teaching and their use of AOSs. Moreover, three out of four AOSs significantly predicted the PIR of Iranian EFL instructors in E-Teaching. Furthermore, the mastery-approach strategy had the most predicting power among the other AOSs. This study provides practical interdisciplinary benefits for EFL teachers, EFL teacher trainers, and educational psychologists in training EFL teachers who are aware of how their views toward achieving specific academic goals in E-teaching influence their professional identity in E-teaching. پرونده مقاله

The current study was set to examine whether input flooding and input enhancement of vocabulary affected reading fluency of Iranian EFL learners. It also evaluated whether there was any substantial difference between the impacts of input flooding and input enhancement of vocabulary on reading of Iranian EFL learners. To this end, 120 out of 150 Iranian EFL intermediate learners at three language schools in Iran were randomly selected and divided into three groups, each consisting of 40 learners. The first experimental group received input flooding as treatment. To this aim, the frequency of the vocabulary items in the reading texts used during the course was increased. In other words, learners were flooded with the vocabulary items via different examples and using the words several times in the reading texts. The participants in the Input Enhancement (IE) group received IE through underlining, boldfacing, italicization, capitalization, and other strategies such as color coding, using different fonts, and diverse forms of vocabulary. To this end, in this experimental group, the vocabulary items appeared in the texts through using underlining, boldfacing, italicization and capitalization. In order to do so, the researcher retyped the selected materials and carried out the required modifications on them. control group received traditional method for teaching reading. The findings revealed that both input flooding and input enhancement of vocabulary had positively significant impacts on Iranian EFL learners’ reading fluency. Input flooding of vocabulary was more effective than input enhancement of vocabulary regarding their impacts on Iranian EFL learners’ reading fluency. پرونده مقاله