فهرست مقالات Language awareness

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  1 - The Effect of Critical Thinking Skills on Reading English Novels
  Ashraf Haji Maibodi
  This experimental study examined the effect of critical thinking skills on reading English novels and its influence on EFL learners reading proficiency. For the purpose of this study participants in addition to their text book read and received instructions on the unabr چکیده کامل

  This experimental study examined the effect of critical thinking skills on reading English novels and its influence on EFL learners reading proficiency. For the purpose of this study participants in addition to their text book read and received instructions on the unabridged short novels for one semester. Sixty Iranian EFL junior undergraduates participated in this study and were randomly divided to two groups of thirty each. To test the hypothesis, two independent t-tests were conducted to see the difference between the two groups. The results of the study showed that students in group A were more critically oriented than their counterparts in group B. The pedagogical implication of this study suggests that direct instruction in critical thinking has an impact on EFL learners’ reading proficiency. This article is intended to help teachers who are interested in developing and encouraging critical thinking in their language classrooms. EFL learners need to learn how to establish realistic goals, monitor their own learning and reflect and challenge their own attitudes so that they may get closer to the idea of being good language learners. The findings of this study revealed that there was a significant improvement in students’ attitudes, confidence, and interest especially, in their novel-reading ability. پرونده مقاله
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  2 - Shedding Light on Ecological Critical Language Awareness Construct: A Questionnaire Development and Validation Study in the Iranian EFL Context
  Ghazaleh Cheraghpour Samvati Parviz Maftoon Mojgan Rashtchi
  10.30486/relp.2023.1973610.1417
  The study of ecolinguistics to date has been reserved for the field of discourse analysis. However, applying ecolinguistics in pedagogical contexts is a promising way to increase learners’ critical language awareness. To realize this potential, one needs validated چکیده کامل

  The study of ecolinguistics to date has been reserved for the field of discourse analysis. However, applying ecolinguistics in pedagogical contexts is a promising way to increase learners’ critical language awareness. To realize this potential, one needs validated measures to quantify learners’ critical language awareness in ecological contexts to conduct research in this field. In the absence of any instrument to measure language learners’ ecological critical language awareness, the researchers of this study developed and validated a questionnaire. An exploratory sequential mixed methods design with two phases was employed. In the exploratory and qualitative phases, the researchers defined the construct and developed a questionnaire based on the underlying factors of the construct. After taking several steps to ensure its content validity, the questionnaire was administered to 200 intermediate-level EFL learners who were selected through convenience sampling. In the quantitative phase, the participants were exposed to ecolinguiscally-informed teaching materials in an English pedagogical context. The collected data were analyzed, and Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Cronbach alpha coefficient for reliability indices, and model evaluation estimates were run to ensure the measure’s reliability and validity. EFA substantiated the initial components of the six-factor tentative construct. CFA gave statistical support to the six components as well. All components enjoyed high-reliability estimates. The calculated model-fit estimates verified the CFA model as a valid measure of ecological critical language awareness. The developed measure paves the way for further empirical investigation of ways to raise learners’ ecological critical language awareness in EFL contexts. پرونده مقاله
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  3 - The Effect of Metacognitive Instruction through Dialogic Interaction on the Reading Comprehension Performance and the Metacognitive Awareness of Iranian EFL Learners
  Hamed barjesteh Freshteh Jafari
  The purpose of this study was to probe the effect of metacognitive strategy instruction through dialogic interaction on the reading comprehension performance and metacognitive awareness of Iranian EFL learners. The data were collected through the Survey of Reading Strat چکیده کامل

  The purpose of this study was to probe the effect of metacognitive strategy instruction through dialogic interaction on the reading comprehension performance and metacognitive awareness of Iranian EFL learners. The data were collected through the Survey of Reading Strategies (SORS) and a reading test to examine changes in metacognitive awareness and reading performance before and after the intervention. The participants were 60 intermediate EFL learners in two groups. The experimental group (n = 30) went through an intervention program in which the learners were taught metacognitive strategy instruction through dialogic interaction for ten sessions. The control group (n=30) went through a conventional reading instruction program and covered the same materials without receiving metacognitive instruction. The results revealed that metacognitive strategy instruction through dialogic interaction helped learners develop their reading ability and raise their metacognitive awareness. پرونده مقاله
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  4 - Revisiting the Role of Language Teachers’ Metalinguistic Knowledge in Classroom
  Azam Pourmohammadi Kharrati firooz sadighi Mohhamadjavad Riasati
  One area that has not gotten much attention in the professional literature on teaching second languages is the function of teacher metalinguistic knowledge in the classroom. Because it has historically been associated with formal grammar teaching, metalinguistic knowled چکیده کامل

  One area that has not gotten much attention in the professional literature on teaching second languages is the function of teacher metalinguistic knowledge in the classroom. Because it has historically been associated with formal grammar teaching, metalinguistic knowledge has been disregarded or even abandoned as an essential part of pedagogical practice in many L2 classrooms. Nonetheless, new studies have shown how important it is to give form and meaning equal weight when teaching languages. This essay reviews studies on the value of teachers’ metalinguistic knowledge and how it relates to learners' improvement of language comprehension and proficiency. It also takes into account a number of potential benefits of possessing and using metalinguistic knowledge in L2 teaching especially teaching grammar in English as a Foreign Language (EFL) classrooms. It is concluded based on this discussion that teachers' metalinguistic knowledge deserves a place in L2 classrooms. The study offers some implications for teachers and teacher educators, too. پرونده مقاله