EFL context

دسترسی آزاد مقاله

1 - Investigating Iranian EFL Instructor Evaluation Scheme from End-Users’ Perspective: Self-Evaluation vs. Students’ Ratings
Fateme Naderian Azizeh Chalak Ahmad Ali Foroughi Hossein Heidari Tabrizi

10.30486/relp.2018.542705

Abstract This study investigated Iranian EFL instructor evaluation scheme from end-users’ perspective: self-evaluation vs. students’ ratings. To do so, in the second semester of 2015-2016, 60 instructors and 1000 students of English Department of Islamic Aza چکیده کامل

Abstract This study investigated Iranian EFL instructor evaluation scheme from end-users’ perspective: self-evaluation vs. students’ ratings. To do so, in the second semester of 2015-2016, 60 instructors and 1000 students of English Department of Islamic Azad University Isfahan (Khorasgan) Branch, )IAUIB(, were selected as those from whom the corpus of the study was extracted. The corpus was provided by administrating two rating scales online via the university website on each person’s profile. Then the results of their completed evaluation rating scales were compared. The study was accomplished through a non-experimental descriptive correlational design. The results revealed that almost no relationship was found between Iranian EFL instructors’ self-evaluation and those done by their students at IAUIB. This study could benefit Iranian educationalists, policy makers, and evaluators in making informed pedagogical decisions and conducting more efficient teacher evaluation in English education of Iran. پرونده مقاله

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2 - Fairness of an EFL test: the Case of the English Section of Konkour in Iran
Sanaz Behboudi Nazhame Massoud Siyyari Gholamreza Abbasian

Although many studies have documented the impact of fairness on enhancing students’ learning, only a few have been done in language learning situation in general and in the Iranian EFL context, in particular. Therefore, this study sought to investigate fairness in چکیده کامل

Although many studies have documented the impact of fairness on enhancing students’ learning, only a few have been done in language learning situation in general and in the Iranian EFL context, in particular. Therefore, this study sought to investigate fairness in the context of the Iranian General English University Entrance Examination (Konkoor) to see the extent to which it is a fair measure of the candidates’ English language ability in terms of admission requirements, format, structure, and content. The researchers developed a questionnaire called EUEE, containing two sections: a demographic box and close-ended items with a 5-point Likert-type scale asking respondents to express their opinions. The findings showed that while the majority of respondents agreed that the EUEE met the standards of corporate responsibility and no-test product services, there were significant concerns about its validity, fairness, reliability, test design, equating, linking, norming, cut score, test administration, scoring, reporting, and test takers’ rights and responsibilities. پرونده مقاله

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3 - Analyzing the Impact of Using Multimedia Visual Aids on Iranian EFL Learners’ Oral skill
Fatemeh Mohammadi Sadegh Mahla Rafsanjani Feizabad

Using multimedia audio-visual aids stimulates thinking and improves learning environment in a classroom and they can be a helpful tool in the language classroom (Mannan, 2005). The present study made an effort to investigate the effect of using multimedia visual aids on چکیده کامل

Using multimedia audio-visual aids stimulates thinking and improves learning environment in a classroom and they can be a helpful tool in the language classroom (Mannan, 2005). The present study made an effort to investigate the effect of using multimedia visual aids on the learners’ oral (speaking) skill. This study is an experimental research and two groups of learners in a language institute were chosen to participate in the experiment. The participants of the study were made up of 68 advanced EFL learners in a language institute in Mashhad. To homogenize the study subjects to select an appropriate sample, a placement test was administered, and 60 students were selected. Then, they were randomly classified into two groups, i.e., control and experimental groups (30 Ss in each group). The participants of the experimental group were exposed to the multimedia visual aids in their classes, while the EFL students of the control group were instructed through the conventional teaching method and using ordinary material. The results indicated that the use of multi-media visual aids could positively impact the Iranian EFL learner's' speaking ability. Findings of this study have numerous implications for language teachers, practitioners and administrators. پرونده مقاله

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4 - Interrelationships of Willingness to Speak and Cultural Identity with English L2 Speaking Proficiency
Ghazaleh Azimzadeh Khosravi Ma‘ssoumeh Bemani Naeini

Regarding the belief that willingness to communicate is strongly tied with developing some insights into the L2 culture, such a connection may not be always positive and the issue of cultural attachment and identity may sometimes function as a hindrance. Individuals are چکیده کامل

Regarding the belief that willingness to communicate is strongly tied with developing some insights into the L2 culture, such a connection may not be always positive and the issue of cultural attachment and identity may sometimes function as a hindrance. Individuals are believed to be highly emotional in terms of “religion and spirituality", among other components of cultural identity. This study aimed at investigating the interrelationships of willingness to speak and cultural identity with English speaking proficiency. To this aim, 215 Iranian intermediate and upper intermediate EFL learners took part in this survey study to complete the Home Culture Attachment Scale and the Revised Version of Willingness to Communicate questionnaire. Using SEM, path analysis showed the degree to which the variables were related to one another. Also, Pearson Correlation was used for verification. The findings revealed positive significant relationships between all subscales of Home culture Attachment and both speaking and willingness to speak, except for the element of religious attachment. Further, willingness to speak was positively and significantly correlated with speaking skill. Having found a rather negative influence of religious attachment, it may be concluded that religion, as a cultural barrier, may hinder the process of L2 learning. پرونده مقاله

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5 - IELTS Writing Skills Training and EFL Learners’ Identity Construction: Link to Selves-theory
Sanaz Farnia Neda Fatehi Rad Hassan Shahabi

Writing academically which has recently attracted much attention in the field of applied linguistics, is a complex process for many candidates. Among the four language skills, writing is more tied to selves-theory since it needs ideology transfer, the main element of th چکیده کامل

Writing academically which has recently attracted much attention in the field of applied linguistics, is a complex process for many candidates. Among the four language skills, writing is more tied to selves-theory since it needs ideology transfer, the main element of the theory. This paper made an effort to examine the effect of training on IELTS writing skill on Iranian EFL students' construction of the possible selves in the future. In doing so, an experimental study was employed and 90 candidates of both genders were chosen to participate based on cluster sampling method. The instrument of the study was a related questionnaire (Zadshir et al., 2020) which was used to check the expected possible selves of the participants. Descriptive statistics and Multi-Variate Analysis of Variance (MANOVA) were run to analyze data. Findings of the study indicated that expected and responsible selves were stronger than feared selves among the participants after treatment. That is to say, training on IELTS writing skills had a remarkable effect on Iranian EFL students’ construction of the possible selves and the dimensions of the possible selves in the future. Implications of the results for EFL curriculum planners, teachers and learners have been discussed. پرونده مقاله

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6 - EFL Learners’ Self-made Psychological Barriers in Speaking Acquisition
Shiva Ghorbani Shahram Afraz Farhad Fahandej Saadi

Hindering factors in the language classes are of various types ranging from teaching context, teacher-provoking factors, error correction procedures, tests impact, and finally the factors that are imposed by the learners themselves (Horwitz, 2001). The goal of this pape چکیده کامل

Hindering factors in the language classes are of various types ranging from teaching context, teacher-provoking factors, error correction procedures, tests impact, and finally the factors that are imposed by the learners themselves (Horwitz, 2001). The goal of this paper was to explore the factors that are suggested into the learning situation by the learners themselves in the teaching-learning context called self-made hindering factors. To his goal, 52 EFL learners establish the participants of the study. The learners belonged to the pre-intermediate level with the age range of 16 to 24. Two instruments were used to collect the data. The first was using a questionnaire to discover the self-made inhibiting factors that the learners were normally exposed to in the speaking class. It was a pre-designed questionnaire consisted of 30 statements that was used before by Yaseen (2018) in a study with EFL learners in Jordan. The other instrument was using PET standard speaking test that would tap the speaking level of the participants of the study. Teachers’ role was introduced as the main factor of inhibition provocation and the second self-made source was the affective factor such as the level of motivation and the anxiety of the learners and the last category was the context and instructional environment. Moreover, a relationship could be explored between apprehension and the three levels. The results were significant and revealed some differences between the three levels and their inhibition sources. پرونده مقاله

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