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دسترسی آزاد مقاله
1 - بررسی تداوم استفاده از یادگیری الکترونیکی و ارائه راهکار برای آینده‌ای بهتر در ستاد سازمان امور مالیاتی کشور
هانیه شامی زنجانی مصطفی نیکنامی نادرقلی قورچیان امیرحسین محمد داودیپژوهش حاضر یک مطالعه موردی است که با هدف بررسی تداوم استفاده از یادگیری الکترونیکی در ستاد سازمان امور مالیاتی کشور انجام شده است. مطالعه حاضر از نظر هدف کاربردی، از نظر نحوه اجرا توصیفی از نوع پیمایشی است. جامعه آماری شامل کلیه کاربران سیستم یادگیری الکترونیکی در ستاد چکیده کاملپژوهش حاضر یک مطالعه موردی است که با هدف بررسی تداوم استفاده از یادگیری الکترونیکی در ستاد سازمان امور مالیاتی کشور انجام شده است. مطالعه حاضر از نظر هدف کاربردی، از نظر نحوه اجرا توصیفی از نوع پیمایشی است. جامعه آماری شامل کلیه کاربران سیستم یادگیری الکترونیکی در ستاد سازمان امور مالیاتی کشور، اعم از مدیران و کارشناسان بود که بر اساس جدول کرجسی و مورگان و با توجه به حجم 890 نفر جامعه پژوهش، حجم نمونه حدود 300نفر برآورد شد که در ستاد سازمان امور مالیاتی کشور توزیع گردید که از این میزان تعداد 284 پرسشنامه جمع‌آوری و مورد تجزیه و تحلیل آماری قرار گرفت. به‌منظور گردآوری داده‌ها از روش کتابخانه‌ای از پرسشنامه محقق ساخته استفاده شد. بررسی سوال‌های پژوهش با استفاده از آزمون‌های آماری مرتبط شامل تحلیل عاملی اکتشافی برای تعیین عوامل تداوم استفاده از یادگیری الکترونیکی، آزمون t تک نمونه‌ای برای تعیین وضعیت موجود تداوم استفاده از یادگیری الکترونیکی و ضریب آلفای کرونباخ برای بررسی پرسشنامه انجام شده است. یافته‌ها نشان دادند که از نظر کاربران سیستم یادگیری الکترونیکی در ستاد سازمان امور مالیاتی کشور عوامل موثر بر تداوم استفاده از یادگیری الکترونیکی شامل عواملسیستمی، سازمانی، انسانی و جمعیت‌شناختی، بود. میزان مؤلفه‌های عوامل سیستمی، انسانی، جمعیت شناختی و همچنین کل عوامل مؤثر بر تداوم استفاده از یادگیری الکترونیکی از حد متوسط پایین‌تر است و فقط میزان مؤلفه‌ی عوامل سازمانی از نظر کارکنان از حد متوسط بالاتر بود. پرونده مقاله -
دسترسی آزاد مقاله
2 - The Effect of Social Network Use on EFL Learners’ Second Language Achievement: An Investigation into their Attitudes
Farzaneh KhodabandehThe efforts were made in the present study to seek two objectives: determining the effect of Telegram as a social network on second language achievement of Iranian foreign language (EFL) learners, and exploring the EFL learner’ attitude toward using Telegram for l چکیده کاملThe efforts were made in the present study to seek two objectives: determining the effect of Telegram as a social network on second language achievement of Iranian foreign language (EFL) learners, and exploring the EFL learner’ attitude toward using Telegram for language learning purposes. To this end, 40 EFL learners were randomly selected and then divided into two groups of experimental and control. The experimental group did their exercises through Telegram as a collective language learning activity at home, while members of the control group did the exercises in their individualistic specific ways. After the treatment, the results of Independent-Samples t-test showed that the experimental group outperformed the control group. The results of interview indicated that EFL learners mostly had never used any kind of social media in a collective manner for language learning. The findings of this study might have some implications for teachers to help them employ social media as an educational tool, for language learners to indicate the advantages of using social media for language learning, and for material developers to design activities in textbooks which need to be done through social media in a collective manner. پرونده مقاله -
دسترسی آزاد مقاله
3 - عوامل موثر بر رضایت فراگیران از آموزش های شهروندی سراهای محله شهر تهران
کامران محمدخانی امیرحسین محمد داودی سهیلا سادات حسینیمقدمه و هدف پژوهش: این پژوهش باهدف کلی شناسایی عوامل مؤثر بر رضایت فراگیران از آموزش‌های شهروندی سراهای محله شهر تهران انجام‌شده است. روش پژوهش: روش تحقیق در این پژوهش از نظر هدف کاربردی، از نظر جمع‌آوری اطلاعات و کنترل متغیرها توصیفی و از نظر اجرا پیمایشی است. جامعه آم چکیده کاملمقدمه و هدف پژوهش: این پژوهش باهدف کلی شناسایی عوامل مؤثر بر رضایت فراگیران از آموزش‌های شهروندی سراهای محله شهر تهران انجام‌شده است. روش پژوهش: روش تحقیق در این پژوهش از نظر هدف کاربردی، از نظر جمع‌آوری اطلاعات و کنترل متغیرها توصیفی و از نظر اجرا پیمایشی است. جامعه آماری کلیه فراگیران کلاسهای آموزشی در سراهای محله شهر تهران است که از این میان تعداد 450 نفر به روش تصادفی خوشه‌ای چند مرحله‌ای به‌عنوان نمونه آماری با استفاده از فرمول کوکران انتخاب گردید. ابزار جمع‌آوری اطلاعات، پرسشنامه‌ای بود که روایی آن با کسب نظرات متخصصان و استادان در این زمینه مورد بررسی قرار گرفت و اصلاحات لازم انجام شد. پایایی ابزار با استفاده از نرم‌افزار آماری spss ضریب آلفای کرونباخ، 92/0 به دست آمد. با استفاده از تکنیک تحلیل عاملی، رضایتمندی فراگیران از خدمات آموزشی در شش عامل خلاصه شدند و سپس با استفاده از آزمون توکی میزان رضایت فراگیران در بین همه سراهای محله و در میان مناطق معنی‌دار بود. نهایتاً با استفاده از آزمون فریدمن اولویت‌بندی این عوامل صورت گرفت. یافته‌ها: عامل محیطی (موقعیتی) مهم‌ترین عامل و عامل‌های آموزشی، ارتباطی، مدیریتی، اجتماعی ـ فرهنگی و تکنولوژیکی به ترتیب در اولویت‌های بعدی قرار داشتند. نتیجه‌گیری: رضایت کلی سنجیده شد و به‌طورکلی فراگیران از آموزش‌های شهروندی سراهای محله شهر تهران رضایت داشتند. پرونده مقاله -
دسترسی آزاد مقاله
4 - بررسی هویت‌های زیستمحیطی در جامعة ایرانی: یک تحقیق میدانی
جواد نبی‌زاده مقدم رویا صدیق ضیابری سید محمدرضا عادلزمینه و هدف: به نظر می‌رسد هویت زیستمحیطی بشرِ امروز که خود در معرض تهدید است به شدت محیط زیست را نیز تهدید می‌کند. هویت زیستمحیطی، همة انواع روش‌هایی است که مردم با استفاده از آنها ارتباط خود با زمین را آن گونه که در شخصیت، ارزش‌ها، اقدامات و احساساتشان تجلی یافته، چکیده کاملزمینه و هدف: به نظر می‌رسد هویت زیستمحیطی بشرِ امروز که خود در معرض تهدید است به شدت محیط زیست را نیز تهدید می‌کند. هویت زیستمحیطی، همة انواع روش‌هایی است که مردم با استفاده از آنها ارتباط خود با زمین را آن گونه که در شخصیت، ارزش‌ها، اقدامات و احساساتشان تجلی یافته، توجیه و تفسیر می‌کنند. هدف تحقیق حاضر این است که براساس پرسشنامة هویت زیستمحیطی سوزان کلیتون، هویت زیستمحیطی را در جامعة ایران بین دانشجویان دانشگاه بسنجد. این پرسشنامه، به نوعی نظرات، دیدگاه‌ها، احساسات، احساس تعلق به محیط زیست و تجارب افراد را نسبت به محیط زیست در ابعاد و گسترة وسیعی می‌سنجد. شناسایی هویت زیستمحیطی در هر جامعه‌ای، اولین گام برای برنامه‌ریزی به منظور ارتقاء هویت زیستمحیطی افراد و در نتیجه، تغییر رفتار نسبت به محیط زیست در جهت جلوگیری از تخریب آن خواهد بود.روش بررسی: در این تحقیق کمّی، براساس جدول مرگان و با استفاده از روش نمونه‌گیری در دسترس از 280 دانشجوی ترم اول و دانشجویان تحصیلات تکمیلی در رشتة زبان و ادبیات انگلیسی در دانشگاه حکیم سبزواری سبزوار، دانشگاه لرستان، دانشگاه خیام مشهد، دانشگاه آزاد اسلامی واحد تربت حیدریه و موسسة آموزش عالی تابران مشهد خواسته شد که به پرسشنامة هویت زیستمحیطی سوزان کلیتون پاسخ دهند. پرسشنامة مذکور 24 سوال دارد که دانشجویان در مدت 40 دقیقه به آنها پاسخ دادند. داده‌ها پس از جمع‌آوری وارد نرم افزار SPSS شد. سپس برای تحلیل داده‌ها از آزمون برابری میانگین‌ها برای نمونه‌های مستقل و تحلیل واریانس یک‌طرفه استفاده شد و دیدگاه دو گروه شرکت کننده در تحقیق مورد مقایسه قرار گرفت.یافته‌ها: یافته‌ها نشان می‌دهد که میزان تحصیلات و سن افراد در نحوة نگرش آنها نسبت به محیط زیست و نیز هویت زیستمحیطی آنها تاثیری ندارد ولی جنسیت آنها بر نگرششان نسبت به محیط زیست و درنتیجه، هویت زیستمحیطی آنها تاثیر دارد.بحث و نتیجه‌گیری: می‌توان گفت که در برنامه‌ریزی برای حفاظت از محیط زیست باید جنسیت مخاطبان را به عنوان یک متغیر تاثیرگذار در نظر گرفت زیرا جنسیت افراد در شکل‌گیری هویت زیستمحیطی آنها تاثیر دارد. هرچند متغیرهای سن و تحصیلات در این پژوهش، تفاوت‌های معناداری را در هویت زیستمحیطی شرکت‌کنندگان نشان ندادند اما این بدان معنی نیست که در برنامه‌ریزی‌های زیستمحیطی باید نادیده گرفته شوند. پرونده مقاله -
دسترسی آزاد مقاله
5 - The Effect of Systematic Implementation of Formative Assessment on Male and Female EFL Learners’ Academic Achievement
Amir Asadifard Akbar AfghariSubstantial claims have been made that Formative Assessment (FA), if practiced effectively, improves learning. This study aimed at exploring the effect of FA on EFL learners’ academic achievement. The population included high school teachers and their students in چکیده کاملSubstantial claims have been made that Formative Assessment (FA), if practiced effectively, improves learning. This study aimed at exploring the effect of FA on EFL learners’ academic achievement. The population included high school teachers and their students in Khorramabad, Lorestan, Iran. The sample included 40 teachers and their students (n=651) who were randomly selected and assigned to two groups of experimental and control. Teachers in the experimental group participated in a workshop on FA before the treatment. However, teachers in the control group followed the usual syllabus based on Iran’s educational system. The students’ academic achievement was measured in both groups by an achievement test before the treatment. Trained observers attended the classes in the experimental group and completed Formative Assessment Observation Report, which reports teachers’ practice of FA. After the treatment, posttests on students’ achievement in both groups were conducted. To analyze the data, ANCOVA was used. The results indicated that effective implementation of FA enhances students’ academic achievement. However, gender was not a determining factor. Moreover, among FA components, clarifying learning targets was the most and monitoring was the least frequent strategy used by teachers. پرونده مقاله -
دسترسی آزاد مقاله
6 - Syntactic Priming Effects on EFL Learners’ Production and Retention of Indirect Questions
Reza Biria Ahmad Ameri GolestanThis study examines the impact of syntactic priming on the production and retention of indirect questions by Iranian learners of English as a foreign language (EFL). Eighty learners participated in two experiments investigating the impact of syntactic priming on oral pr چکیده کاملThis study examines the impact of syntactic priming on the production and retention of indirect questions by Iranian learners of English as a foreign language (EFL). Eighty learners participated in two experiments investigating the impact of syntactic priming on oral production and retention of indirect questions. Experiment 1 showed that priming resulted in increased production of the target structure by the Experimental groups as compared with production by the Control groups. Experiment 2 showed that the rate of production of the target structure remained significantly higher for participants in the Experimental groups one day later. پرونده مقاله -
دسترسی آزاد مقاله
7 - Exploring the Role of Self-Regulatory Capacity in Vocabulary Learning of Iranian EFL Learners
Marjan MoiinvaziriAs the role of vocabulary is very essential in language learners’ ability to convey their intended messages, this study has tried to examine the use of self-regulated learning strategies in vocabulary learning of 100 EFL intermediate level learners studying in lan چکیده کاملAs the role of vocabulary is very essential in language learners’ ability to convey their intended messages, this study has tried to examine the use of self-regulated learning strategies in vocabulary learning of 100 EFL intermediate level learners studying in language institutes of Neyriz, Iran. Using survey method of research, data were collected by administration of ‘Self-regulating Capacity in Vocabulary Learning’ scale (SRCvoc). The obtained results revealed that the participants were moderate users of self-regulated strategies in their vocabulary learning and considering the subscales, environmental regulation obtained the highest mean, being the most influential one while the least influential subscale was emotional regulation. In addition, males had a higher mean score in use of self-regulatory strategies. The outcome of this study will hopefully lead to teachers’ attempts in providing students with the required domain, instrumental support, and strategy knowledge to operate independently and have a better performance in their vocabulary learning. پرونده مقاله -
دسترسی آزاد مقاله
8 - The Effect of Genre-Based Teaching on EFL Learners' Speaking Performance
محمدباقر خطیبیAbstract The present study examined the effect of genre-based tasks on EFL learners' speaking performance and probed whether genre-based tasks may empower EFL learners to perform better on speaking tests. A further concern of the study was to explore whether the effect چکیده کاملAbstract The present study examined the effect of genre-based tasks on EFL learners' speaking performance and probed whether genre-based tasks may empower EFL learners to perform better on speaking tests. A further concern of the study was to explore whether the effect of genre-based tasks on speaking ability of EFL learners varied across different age groups, i.e. teenagers (13-16 years old) and young adults (24-27 years old). To this end, some generic based consciousness-raising tasks (CRT) were adapted from the model proposed by Benedict (2006) to develop control of a genre used as the treatment procedures. Two different speaking tests of different genres (e.g. recount, report, review, etc.), used as pretest and posttest, were administered to 120 senior university students majoring in English language translation. The results indicated that consciousness-raising tasks significantly affected EFL learners' speaking performance. However, the effect of generic-based CRTs did not vary across different age groups. Overall, the findings provided empirical support for the facilitative effect of generic-based consciousness-raising tasks on speaking performance of EFL learners. The findings may promise implications for EFL speaking syllabuses and provide guidelines to designers to accommodate the insights derived from the genre-based instruction perspective. پرونده مقاله -
دسترسی آزاد مقاله
9 - The Effect of Differences in the General Proficiency of Iranian EFL Students on their Metaphorical Competence
Zahra Rezaei Aliakbar JafarpourThis study was an effort towards examining the relationship between Iranian EFL learners’ language proficiency and their metaphorical competence. The were 120 Iranian EFL learners studying at SADR English Language Center within the 19-25 age range. The EFL learne چکیده کاملThis study was an effort towards examining the relationship between Iranian EFL learners’ language proficiency and their metaphorical competence. The were 120 Iranian EFL learners studying at SADR English Language Center within the 19-25 age range. The EFL learners’ English proficiency from Elementary to Advanced which was determined by the OPT. Afterwards, the students were administered a researcher-made test assessing their metaphorical competence. The test consisted of ten concepts with each concept containing metaphors together with their Persian equivalents written in English. Having scores in hand, the researcher was able to see whether there were any significant relationships between the students’ language proficiency and their metaphorical competence. The researcher used the SPSS software package to calculate degree of correlation between participants’ language proficiency and their metaphorical competence. Using the Pearson Correlation Coefficient formula researcher used the statistical procedure of one-way ANOVA to determine the relationship between learners’ metaphorical competence and their language proficiency. The findings revealed that the more proficient the EFL learners in English language, the more metaphorically competent they would be. پرونده مقاله -
دسترسی آزاد مقاله
10 - A Critical Overview of Models of Reading Comprehension with a Focus on Cognitive Aspects
Mohammad Taghi Shahnazari Azizollah DabaghiAbstract Reading is a cognitive activity involving skills, strategies, attentional resources, knowledge resources and their integration. The reader’s role is to decode the written symbols to allow for the recovery of information from long-term memory to construct چکیده کاملAbstract Reading is a cognitive activity involving skills, strategies, attentional resources, knowledge resources and their integration. The reader’s role is to decode the written symbols to allow for the recovery of information from long-term memory to construct a plausible interpretation of the writer’s message. Various number of reading models have been proposed by researchers among which some focus on motivational and emotional aspects of reading. Others highlight the cognitive aspects of reading. In this study, the models characterizing reading in terms of cognitive aspects are revieweded, and different viewpoints on the reading process are described. This may help EFL/ESL teachers to improve their understanding of the reading process, update their perspectives on teaching reading tasks which in turn might result in more efficient learning by not putting too much cognitively demanding reading tasks on EFL/ESL learners. پرونده مقاله -
دسترسی آزاد مقاله
11 - The relationship between the use of vocabulary learning strategies and gender of Iranian EFL learners
Mitra Ansari freidoon Vahdany Narjes Banou SabouriThis research study aimed at examining the use of vocabulary learning strategies of Iranian male and female intermediate EFL learners and the relationship between gender and the use of these strategies at Shokouh Language Institue in Iran. 80 EFL learners who were at in چکیده کاملThis research study aimed at examining the use of vocabulary learning strategies of Iranian male and female intermediate EFL learners and the relationship between gender and the use of these strategies at Shokouh Language Institue in Iran. 80 EFL learners who were at intermediate level participated in this study. This study used Kudo’s (1999) classification of vocabulary learning strategies including metacognitive and psycholinguistic strategies. Kudo’s (1999) likert-scale questionnaire has been used in this study. In order to analyze data and answer research questions, descriptive and inferential statistics via SPSS (21) used. The finding of the study revealed that the most frequently-used VLS by female group was “Use loan words” and by male group was “ Using a bilingual dictionary”. Both of these strategies were psycholinguistic strategy. The frequency mean for the psycholinguistic strategy use, metacognitive strategies as well as the overall frequency mean was slightly higher for the female learners. However there was no significant difference between Iranian male and female intermediate EFL learners in terms of the use of vocabulary learning strategies. پرونده مقاله -
دسترسی آزاد مقاله
12 - An Evaluation of English Textbooks Used in Iranian High Schools: Teachers’ and Learners’ Attitudes
Firouzeh Torki Azizeh ChalakThe quality of a textbook might have fundamental roles that it can determine the success or failure in teaching and learning course. The present study evaluated English textbooks used in Iranian high schools, which are claimed to have been published based on the compone چکیده کاملThe quality of a textbook might have fundamental roles that it can determine the success or failure in teaching and learning course. The present study evaluated English textbooks used in Iranian high schools, which are claimed to have been published based on the components of Communicative Language Teaching (CLT) approach. The purpose of this study was to explore high school teachers’ and students’ attitudes towards the Iranian high school English textbooks. To fulfill the objectives, a questionnaire consisting of 45 questions related to high school English textbooks was administered to 150 male and female high school students and their teachers in Isfahan, Iran. The participants were also interviewed in terms of their attitudes towards CLT and its implementation in Iranian high school English textbooks. The descriptive analysis of the data indicated that Iranian teachers and learners in Isfahan had a positive attitude towards the English textbooks based on the CLT principles. The majority of participants stated that 80 percent of CLT principles were currently practiced in Iranian high school English textbooks; however, some changes might improve the quality of these English textbooks. پرونده مقاله -
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13 - Comparative Effects of Technology-, Motivational-, and Metacognitive-based Scaffolding on Male and Female Iranian Adult Advanced EFL Learners’ Speaking
Sanaz Jafari Mohammad Reza Talebinejad Saeed KetabiThere is growing interest in integrating scaffolding in educational decisions everywhere including Iran. Drawing on sociocultural theory, this quasi-experimental study was aimed to determine the effect of technology-, motivational-, and metacognitive-based scaffolding o چکیده کاملThere is growing interest in integrating scaffolding in educational decisions everywhere including Iran. Drawing on sociocultural theory, this quasi-experimental study was aimed to determine the effect of technology-, motivational-, and metacognitive-based scaffolding on improving Iranian adult advanced EFL learners’ speaking. A sample of 90 advanced EFL learners was selected non-randomly based on their performance on Certificate in Advanced English (CAE) from two language institutes in Tehran, Iran during the summer and autumn semesters of 2019. The selected participants were randomly assigned to three equal groups. IELTS was used to compare their language proficiency at the beginning and the end of the study. Scaffolding provided conditions for learners to highly engage in speaking activities. The results of paired-sample t-tests revealed a significant improvement in the speaking scores of the three study groups. The results of the one-way ANOVA and Scheffe post-hoc tests indicated that motivational-based scaffolding was more conducive to enhance Iranian EFL learners’ speaking. The results of this study showed the positive impacts of integrating scaffolding into different language learning strategies, and this may carry pedagogical implications for both language teachers and learners. پرونده مقاله -
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14 - Teaching Academic Writing in Iranian EFL Classrooms: Teacher-initiated Comments or Peer-provided Feedback?
Saeed Ketabi Reza TorabiThis research study aimed at investigating whether using peer-provided feedbacks rather than teacher-provided comments would result in any significance difference in Iranian English undergraduate students’ ability in writing. In so doing, based on a pretest (an OP چکیده کاملThis research study aimed at investigating whether using peer-provided feedbacks rather than teacher-provided comments would result in any significance difference in Iranian English undergraduate students’ ability in writing. In so doing, based on a pretest (an OPT & a writing exam), 40 subjects were assigned to two homogeneous groups of equal number the subjects in the control group received more traditional form of feedback i.e., Teacher’s Written Comments (TW) and those in the experimental group who received the alternative: Peers’ Written Comments (PW). The students were required to write ten paragraphs, five pairs, on each topic, one before receiving feedback and another, the revised version, after the feedback. The analyses of the data revealed that peer feedback--in its general sense--affects students’ writing performances, which in turn means that the students do incorporate suggestions made by their teacher and/or peers while revising their drafts. In sum, Peer-reviews in the form of comments and suggestions given by the students on one another’s drafts proved beneficial. پرونده مقاله -
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15 - Iranian EFL Learners at Loggerheads with Perceived Social Support
Ali Rahimi Rouhollah Askari BigdeliResilience as a psychological emotional mechanism is employed by the individuals when they are in stressful irritating situations to be able to resume their previous productive mental activities. It is a vital coping activity when students go through upsetting events, p چکیده کاملResilience as a psychological emotional mechanism is employed by the individuals when they are in stressful irritating situations to be able to resume their previous productive mental activities. It is a vital coping activity when students go through upsetting events, psychological breakdowns, academic failures, suffocating educational atmospheres, and undemocratic teaching techniques. The essential elements of such a construct can be diverse based upon a whole prism of cultural specificities. The crux of the matter is that resilience is immensely influenced by social parameters and significant others who are in interaction with the students. The objective of this study is to investigate the predictive relationship between perceived social support (social support of family, significant others, and friends) and resilience in English language learners. To this end, 200 EFL learners studying at university level participated in the study. The data were gathered through two questionnaires and multiple regression analysis was run as a statistical procedure to analyze the data. The results of the study indicated that social support of family, significant others, and friends significantly predicted resilience. The implications of this study pointed to the importance of significant others, and social support from teachers, family and friends in providing EFL learners with effective copying skills manifested as resilience in confrontation with unwelcoming stressful tasks and challenges in the process of language learning. پرونده مقاله -
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16 - Effects of Telegram Stickers on English Vocabulary Learning: Focus on Iranian EFL Learners
Shima Ghobadi Saeed TakiThis study aimed at investigating the effect of using Telegram stickers on EFL learners’ vocabulary learning. To this end, 60 Iranian intermediate EFL learners (30 males, 30 females) at Islamic Azad University, Shahreza Branch studying in the second semester of th چکیده کاملThis study aimed at investigating the effect of using Telegram stickers on EFL learners’ vocabulary learning. To this end, 60 Iranian intermediate EFL learners (30 males, 30 females) at Islamic Azad University, Shahreza Branch studying in the second semester of the academic year 2016-2017 were selected through the convenience sampling method. They were then assigned randomly to the experimental and control groups. Then, a pretest was administrated to measure the learners’ vocabulary knowledge in both groups. The experimental group took their lessons via Telegram while the control group experienced the conventional teaching techniques. After the intervention period, an approved post-test was administered to both groups in order to check the participants’ possible progress. The statistical analysis of the scores indicated that teaching vocabulary through Telegram stickers could lead to outstanding advantages for the learners. In other words, social networking had a positive impact on learning new vocabulary items among Iranian EFL learners. Findings have illuminative implications for language learners and teachers as well as materials developers. پرونده مقاله -
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17 - The Comparative Effect of Dynamic vs. Diagnostic Assessment on EFL Learners’ Speaking ability
Neda Kazemi Kobra TavassoliThere has been a growing interest in the implementation of different types of assessment, including dynamic and diagnostic, in L2 settings recently. Accordingly, this study tried to explore the effectiveness of dynamic and diagnostic assessment on improving EFL learners چکیده کاملThere has been a growing interest in the implementation of different types of assessment, including dynamic and diagnostic, in L2 settings recently. Accordingly, this study tried to explore the effectiveness of dynamic and diagnostic assessment on improving EFL learners’ speaking ability. To this end, 82 intermediate-level EFL learners were selected based on their performance on IELTS (2016). The participants were then divided into three groups of dynamic assessment, diagnostic assessment, and control. In the dynamic group, the students received three speaking tests in the form of test-mediation-retest; in the diagnostic group, the participants received the same three speaking tests and feedback on their problems; and the learners in the control group went through the routine of speaking courses by focusing on the same three speaking tests. The speaking pretest and posttest were recorded and scored by two raters as well. To answer the research questions, a repeated-measures two-way ANOVA was run. The results showed an improvement in the three groups’ performance from pretest to posttest. More specifically, the diagnostic and dynamic assessment groups showed a significant improvement, however, the difference in their progress was not significant. Conclusions and pedagogical implications of the study are further explained. پرونده مقاله -
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18 - An Attitude-based Study of the Effects of Task-based Assessment on the Iranian EFL Learners' General English achievement
Farzaneh Khabbazi Babanari Mohammad Sadegh Bagheri Firooz SadighiAccording to Montano and Kasprzyk (2008), attitude is determined by the individual's beliefs about outcomes or attributes of performing the behavior (behavioral beliefs), weighted by evaluations of those outcomes or attributes. This study examined Iranian EFL learners&r چکیده کاملAccording to Montano and Kasprzyk (2008), attitude is determined by the individual's beliefs about outcomes or attributes of performing the behavior (behavioral beliefs), weighted by evaluations of those outcomes or attributes. This study examined Iranian EFL learners’ attitudes toward the Task-Based Language Assessment (TBLA) and the traditional assessment concerning their General English achievement. One hundred EFL students from Islamic Azad University of Zarghan, Fars Province with the age range of 20-35, participated in this study. The data were gathered using an attitude questionnaire. Frequency Analysis and chi-square were used to show the learners' attitudes towards the task-based assessment in General English ability. Regarding the attitude questionnaire, EFL learners had positive attitudes towards the TBLA utilization in improving their General English achievement and most of the students were satisfied with learning English through the TBLA. پرونده مقاله -
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19 - EFL Learners’ Perceptions of Ethics in the Classroom
Minoo AlemiThe present study investigated EFL learners’ perceptions of classroom ethics, and 60 EFL learners participated in an interview and an ethics questionnaire. The analysis of collected data resulted in 13 categories of classroom ethics, including ‘teacher punct چکیده کاملThe present study investigated EFL learners’ perceptions of classroom ethics, and 60 EFL learners participated in an interview and an ethics questionnaire. The analysis of collected data resulted in 13 categories of classroom ethics, including ‘teacher punctuality’, ‘fairness and discrimination’, ‘respect and politeness’, ‘being humorous and energetic’, ‘discipline’, ‘rapport’, ‘commitment to the profession and colleagues’, ‘appropriate content of discussion’, ‘responsibility’, ‘adaptability’, ‘reliability and trust’, ‘avoidance of misuse’, and ‘dress code’. The findings showed that all the learners recognized ethics as an essential part of the classrooms while their views differed in ranking some ethics. The most and the least valuable ethics for the participants were ‘punctuality’ and “dress code and appearance” in order. The most important ethics perceived by the learners were ‘punctuality’, ‘rapport’, and ‘being humorous and energetic’. The findings illustrated that the learners’ consideration of ethics was focused on the teachers’ manner and morality in the classroom. پرونده مقاله -
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20 - Investigating the Impact of Genre-Based Teaching (GBT) on Intermediate EFL Learners’ Listening Improvement
Ehsan Namaziandost Sajad Shafiee Meisam ZiafarThe actual classroom implementation and the possible final outcomes of the genre-based approach to listening instruction have not been completely discovered yet. Therefore, this study investigated the impact(s) of genre-based teaching (GBT) on Iranian EFL learners&rsquo چکیده کاملThe actual classroom implementation and the possible final outcomes of the genre-based approach to listening instruction have not been completely discovered yet. Therefore, this study investigated the impact(s) of genre-based teaching (GBT) on Iranian EFL learners’ listening proficiency across different proficiency levels. For this aim, 84 EFL learners were chosen. Group A (Experimental and Control Groups) included 40 participants and Group B (Proficient and Less-proficient Groups) consisted of 44 participants. Then the experimental group received the treatment which was teaching listening skill through GBT and the control group received a placebo. In the end, the researcher administered the posttest. Regarding Group A, results of one-way ANCOVA showed that the experimental group outperformed the control group indicating that GBT is a pivotal and fundamental factor for improving listening comprehension. Moreover, in Group B, the findings showed that the proficient group performed outstandingly better than the less-proficient group. The findings may denote implications for EFL listening syllabuses and provide guidelines to designers to accommodate the insights derived from the GBT viewpoint. پرونده مقاله -
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21 - LAMP Revalidated: Iranian English-major Learners’ Attitudes and Motivations Regarding Teaching and Learning English Pronunciation
Frahad Tabandeh Elham ParvanehThe field of teaching English as a foreign language (EFL) has recently witnessed a renewed interest in pronunciation; nevertheless, this interest has been mostly directed toward pronunciation instruction even though learners’ instructional gains are heavily depend چکیده کاملThe field of teaching English as a foreign language (EFL) has recently witnessed a renewed interest in pronunciation; nevertheless, this interest has been mostly directed toward pronunciation instruction even though learners’ instructional gains are heavily dependent on their attitudes and motivations. Thus, this study aimed to examine the construct validity of learners’ attitudes and motivations for pronunciation (LAMP) inventory in Iranian EFL academic context and investigate Iranian EFL learners’ attitudes and motivations regarding teaching and learning English pronunciation. Accordingly, the LAMP inventory was administered to 364 Iranian English-major undergraduates. The result of confirmatory factor analysis showed that the 8-factor LAMP model fit the Iranian EFL context. In terms of English-major learners’ attitudes, findings revealed that although they had highly positive cognitive and conative attitudes toward pronunciation instruction, they were heavily influenced by negative affective filters acting as a hindrance to their progress. Regarding motivations, English-major learners were mostly influenced by intrinsic and curiosity drives. Nevertheless, contrary to some previous findings, the majority of the respondents showed integrativeness and strove for native-like pronunciation. Therefore, the results imply that syllabus designers and instructors for English-major learners need to place stronger emphasis on pronunciation instruction via challenging, meaning-oriented tasks and computerized methodologies. پرونده مقاله -
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22 - Impact of Critical Thinking Instruction Through Argument Mapping Techniques on Iranian Male and Female EFL Learners’ Critical Thinking Ability and Reading Skill
Mohammad Ali Esfandiari Ehsan Rezvani Bahram HadianThis study addressed the impact of teaching critical thinking (CT) principles through argument mapping (AM) techniques on the CT and reading abilities of a number of Iranian male and female EFL learners who studied English at a language institute in Isfahan province. Fo چکیده کاملThis study addressed the impact of teaching critical thinking (CT) principles through argument mapping (AM) techniques on the CT and reading abilities of a number of Iranian male and female EFL learners who studied English at a language institute in Isfahan province. For this purpose, 30 male and 30 female intermediate EFL learners were chosen on the basis of their performance on the Oxford Quick Placement Test (OQPT); further, the reading section of an IELTS practice test was applied. For the collection of the required data, California Critical Thinking Skills Test(CCTST), which had been validated in Persian, was conducted twice, once before and once after the treatment. The study employed a quantitative pretest-treatment-posttest design in which AM techniques including information organization, structure reasoning, evidence consideration, assumption identification, evaluation of arguments, and communication of conclusions were introduced to the participants in 6 steps. Then, the CCTST and IELTS reading sections were administered again as the posttests. The statistical analysis of the obtained results using the paired-samples t test, based on the comparison of CT and reading ability according to the scores obtained from the pretest and posttest taken by the male and female learners, revealed the improvement in the five subcomponents belonging CT and reading ability from pretest to posttest. The present study provides insights useful for EFL teachers, learners and materials developers. پرونده مقاله -
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23 - Reticence and Willingness to Communicate to Predict Daily Class Participation Among Iranian and Iraqi-Kurdistan Kurdish EFL Learners
Hameed Hamasaid Habib Soleimani Atta HamamoradOne of the most important factors influencing the participation of English language learners is the willingness to communicate and trying to reduce reticence. The purpose of this study was to predict daily class participation based on reticence and willingness to commun چکیده کاملOne of the most important factors influencing the participation of English language learners is the willingness to communicate and trying to reduce reticence. The purpose of this study was to predict daily class participation based on reticence and willingness to communicate. The sample for the current research was selected from the students of the English language department, College of Basic Education, the University of Halabja in Kurdistan Region of Iraq, and students of the English Language Department at the University of Kurdistan, Sanandaj in Iran and the sample number was 200 people. The data of the present study came from two questionnaires consisted of two scales measuring Reticence scale, and Willingness to Communicate (WTC) scale to measure students’ predisposition towards approaching or avoiding communication. According to the results of regression analysis, reticence can be a significant predictor of students' participation in daily classroom activities. Furthermore, the results indicated that the relationship between willingness to communicate and participation in class activities in both groups of boys and girls was statistically positive and significant. The results of regression analysis also revealed that willingness to communicate can significantly and positively predict students' participation in daily classroom activities. پرونده مقاله -
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24 - Exploring Contents of Peer Feedback Dynamics Using Patterns of Pair Interaction: Iranian EFL Learners' Written Discourse in Focus
Ahmadreza Jamshidipour Hamidreza Khalaji Faramarz AzizmalayeriThis study investigated the content of peer feedback dynamics using patterns of pair interaction among Iranian EFL learners in English writing class, making use of Audio Stimulated Recall (ASR) interview and the compositions. This qualitative case study was conducted co چکیده کاملThis study investigated the content of peer feedback dynamics using patterns of pair interaction among Iranian EFL learners in English writing class, making use of Audio Stimulated Recall (ASR) interview and the compositions. This qualitative case study was conducted comprising twelve EFL learners at Poldokhtar University. Three kinds of data, including semi-structured interviews, writing assignments, and the artifacts of peer feedback dynamic using patterns of pair interaction, were analyzed by software NVivo 8.0. The findings revealed that the quality of writing was improved by peer feedback dynamics using patterns of pair interaction; the content of peer feedback dynamics became more detailed and various, and the content of peer feedback dynamics focuses on the six aspects including mechanics, syntax, error correction, pragmatic functions, word choice, and style.Specifically, students perceived the contents of the writing, reinforced their critical thinking ability, and enhanced their social interaction skills. Hence, peer feedback should be implemented in L2 writing. Some implications of the study were discussed. پرونده مقاله -
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25 - Exploring the Effect of Task-Based Language Teaching on Reading Comprehension: Evidence from Iranian Intermediate EFL Learners
Maryam Riazi Ahmadsaraei Abbas Pourhosein GilakjaniThe current research investigated the impact of task-based language teaching (TBLT) on Iranian intermediate EFL learners’ reading comprehension ability. To this end, a total of sixty EFL learners were chosen based on their performance on Oxford Quick Placement Tes چکیده کاملThe current research investigated the impact of task-based language teaching (TBLT) on Iranian intermediate EFL learners’ reading comprehension ability. To this end, a total of sixty EFL learners were chosen based on their performance on Oxford Quick Placement Test (OQPT). Next, the researchers divided them into one experimental and one control group. At the beginning of this study, a pretest reading was run for both groups to examine their reading before introducing the treatment. Then, the experimental group was treated for ten sessions, which received training reading comprehension skills based on TBLT, whereas the control group received a placebo (teaching reading via the existing method). At the end of the study, both groups took part in the reading post-test. The researchers analyzed the data using Independent and Paired Samples T-test methods. The results represented that TBLT had a statistically significant effect on reading comprehension of Iranian intermediate learners. The results demonstrated that there was a statistically significant difference in post-test scores between the control and experimental groups. That is, the experimental group performed better than the control group in the post-test of reading comprehension ability and the progress in the experimental group was higher than the control group. Pedagogical implications are provided for EFL teachers and material designers to incorporate TBLT activities into curriculum development as a tool to aid learners’ reading comprehension skill. پرونده مقاله -
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26 - The Role of Extensive Listening Tasks in the Use of Discourse Markers by Iranian Intermediate EFL Learners in their Oral Production of Stories
Mahboobeh Abedi Abbas Bayat Hossein AhmadiSpeaking is challenging for EFL learners as it calls for grammatical competence and discourse knowledge, including Discourse Markers (DM), which help them speak naturally. This study sought to investigate the effect of extensive listening tasks on the use of DMs in spea چکیده کاملSpeaking is challenging for EFL learners as it calls for grammatical competence and discourse knowledge, including Discourse Markers (DM), which help them speak naturally. This study sought to investigate the effect of extensive listening tasks on the use of DMs in speaking by Iranian intermediate EFL learners. Sixty intermediate EFL learners were randomly assigned into two experimental and control groups. The participants' oral production was checked in the two groups before the treatment, and the frequency and types of DMs were detected. For the treatment, the participants in the experimental group were required to listen to different short stories as part of out-of-class activities for three months. However, the control group did not receive extensive listening tasks. A posttest was administered only one day after the last treatment session to realize the impact of the treatment on the participants' use of DMs. After four weeks, a delayed posttest was administered to examine the participants' long-term DM use. The data collected from the posttest and delayed posttest were then analyzed using independent paired samples t-tests. The findings indicated that extensive listening tasks did not impact the use of DMs in speaking by Iranian EFL learners at the intermediate level. The results of the delayed posttest did not yield any significant difference either. پرونده مقاله -
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27 - Factors Contributing to Student Attrition at English Language Institutes in Iran
Shabnam Ettehad Masoud Zoghi Hanieh Davatgari-aslThe study intended to fill the research gap related to academic attrition by identifying factors contributing to learners' attrition at English language institutes (ELIs). Given the classification of voluntary and compulsory attrition factors, attempts were made to dete چکیده کاملThe study intended to fill the research gap related to academic attrition by identifying factors contributing to learners' attrition at English language institutes (ELIs). Given the classification of voluntary and compulsory attrition factors, attempts were made to determine which of these two sets of pressures could predict the attrition decision of EFL learners at ELIs. To this end, 148 enrolled students (81 males and 67 females) from seven ELIs participated in this research. Based on their self-reported proficiency accounts, the participants were considered beginner, pre-intermediate, and intermediate-level students. They completed the survey response online via Google forms, a computer-generated web-based program. Results based on hierarchical regression analysis indicated that the voluntary variables could contribute more to the predictive model for student attrition at ELIs than the compulsory factors. More specifically, the attrition decisions were more conscious and firmer for ELI students with a lower level of motivation for academic success, satisfaction with the quality of education, and satisfaction with instructors. However, the analysis did not find satisfaction with the institute environment and social integration in the institute as predictors of attrition decisions. This study concludes that voluntary pressures among ELI students are the most important predictors of attrition decisions. پرونده مقاله -
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28 - The Effect of Mobile-mediated Dynamic Assessment on EFL Learners’ L2 Vocabulary Knowledge
Afrooz Rezaei Fatemeh Behjat Mohammad Sadegh BagheriThis study examined the effect of mobile-mediated dynamic assessment (DA) to enhance English as a foreign language (EFL) learners’ vocabulary learning. To this end, 78 pre-intermediate level EFL learners learning English at a language institute were selected based چکیده کاملThis study examined the effect of mobile-mediated dynamic assessment (DA) to enhance English as a foreign language (EFL) learners’ vocabulary learning. To this end, 78 pre-intermediate level EFL learners learning English at a language institute were selected based on their availability to the researcher. The participants were randomly assigned to three equal groups (one control and two experimental). Next, the vocabulary pre-test was conducted for all participants to observe their development throughout the instruction. WhatsApp was used in one of the experimental groups (mobile-mediated DA), and 26 students entered a talk group where DA was applied. The second experimental group received DA in class (in-class DA). The control group assessed the participants’ zone of actual development (ZAD) at various points in the course. Concerning the experimental groups, a scale of prompts was used to mediate the learning process when students made an error, and the researcher acted as a mediator. The results showed that mobile-mediated DA was successful in enhancing EFL students’ vocabulary learning. Moreover, a reduction in the prompt's mean score at the end of the course suggested that fewer prompts were required to divert the participants’ attention to the error. The findings of this study can lead to a better understanding of the pedagogical importance of mobile-mediated DA. پرونده مقاله -
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29 - Iranian EFL Learners’ Attitudes toward the Impact of Nonverbal Parameters upon their Learning Process
Omid AzadNonverbal cues include communicative markers like gestures, eye contact, nodding, tone of voice, and intonation among others which are associated and concomitant with language either consciously or unconsciously while playing significant roles in communication. The rela چکیده کاملNonverbal cues include communicative markers like gestures, eye contact, nodding, tone of voice, and intonation among others which are associated and concomitant with language either consciously or unconsciously while playing significant roles in communication. The related literature demonstrates that nonverbal cues have great potential in foreign language learning. In this regard, it was predicted that EFL learners' attitudes toward nonverbal cues could affect their learning process significantly. This descriptive-analytical study was conducted to investigate students' attitudes toward their instructors' use of nonverbal cues in their communication and the extent to which using these elements could facilitate students' learning process. Utilizing a questionnaire as our instrument, we collected data from 50 undergraduate senior students of Linguistics at the University of Gonabad. Our rationale for choosing senior college students was to identify their attitudes toward their instructors' use of nonlinguistic cues since the beginning of their academic career at the university. Our findings revealed that our students had positive attitudes toward teachers' recruitment of nonlinguistic cues in their communication. Moreover, the parameter of gender was not found to affect students' attitudes with both males and females having positive attitudes toward the significance of nonverbal clues in communication. However, the parameter of learners' background experience of utilizing nonverbal clues in their native language was strongly related to their attitude toward EFL learning. Considering the predominant role of nonverbal communication in Iranian EFL settings, it was recommended that their recruitment in English teaching be taken more seriously. پرونده مقاله -
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30 - Developing Pragmatic Awareness of Requests in the EFL Classroom: A Focus on Instructional Effects
Sadegh SadeghinezhadExplicit teaching of pragmatics to second language learners has been studied by a large number of researchers. However, the review of the related studies shows that while some researchers believe in the effectiveness of explicit instruction of pragmatics, others believe چکیده کاملExplicit teaching of pragmatics to second language learners has been studied by a large number of researchers. However, the review of the related studies shows that while some researchers believe in the effectiveness of explicit instruction of pragmatics, others believe that explicit instruction is not effective and it does not contribute to the language learners’ pragmatics awareness. The main goal of this study was to investigate the outcomes of teaching pragmatics- focusing on the concept of politeness through the speech act of request - by explicit intervention. The participants were Iranian intermediate 36 EFL students who were selected through convenience sampling. A quasi-experimental research method was used, and the participants were divided into two groups. The experimental group benefited from overt metapragmatic discussions and explanations, role plays and other pragmatically-oriented tasks. Different instruments were used: a written discourse completion test (DCT), a general English proficiency test to homogenize the participants, a pre-test of participant's initial pragmatic awareness and ability in politeness, and a post-test of pragmatic awareness and ability in the production of politeness features following the periods of instruction. Data were analyzed using descriptive and inferential statistics (t-test). The results of data analyses revealed that students' speech act comprehension and production improved significantly in the explicit instruction group, but no change was made in students' speech act comprehension and production of the students who received no instruction. It is concluded that pragmatic competence can be taught to EFL learners explicitly. پرونده مقاله -
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31 - On the Efficacy of Technological Pedagogical Content Knowledge (TPACK) Workshops: Academic Behavior and Perceptions in Focus
Rana Najjari Gholam-Reza Abbasian Massood YazdanimoghaddamThis research examined EFL teachers' and their learners' perceptions regarding teachers' Technological Pedagogical Content Knowledge (TPACK) proficiency after implementing TPACK workshops in the Iranian context. TPACK workshops were administered by 15 EFL teachers and 4 چکیده کاملThis research examined EFL teachers' and their learners' perceptions regarding teachers' Technological Pedagogical Content Knowledge (TPACK) proficiency after implementing TPACK workshops in the Iranian context. TPACK workshops were administered by 15 EFL teachers and 45 EFL learners by applying the TPACK model (Koehler & Mishra, 2006) and learning by doing (Hegelheimer & Chapelle, 2004). The data analyses showed statistically significant differences between the participants' perceptions regarding TPACK intervention in pre and post-workshop stages and positive augmentations of TPACK workshops on academic behavior of EFL teachers. Therefore, the study provides a novel viewpoint regarding the importance of the participants' perceptions in blending technology into English teaching practice and suggests the actual beliefs and perceptions of Iranian EFL teachers and learners towards incorporating technology into English language teaching and Computer-Assisted Language Learning (CALL) and teachers' academic behavior changes after implementation of online TPACK workshops as a professional development program. پرونده مقاله -
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32 - A Comparative Study of the Effects of Equal and Expanding Spacing Schedules on L2 Receptive and Productive Vocabulary Retrieval
Roya Khoii Kobra Fallah AbedSpaced repetition seems to play a significant role in the learning and retention of words in foreign language settings. This experimental study investigated the impact of expanding and equal spacing conditions on receptive and productive English vocabulary retrieval. Th چکیده کاملSpaced repetition seems to play a significant role in the learning and retention of words in foreign language settings. This experimental study investigated the impact of expanding and equal spacing conditions on receptive and productive English vocabulary retrieval. The participants consisted of 63 pre-intermediate EFL learners in three intact classes randomly assigned to one control and two experimental groups. A Vocabulary Knowledge Scale (VKS) was used to select 20 unknown word pairs (each word and its synonym) for teaching purposes and check the effects of the treatments at the end of the study. The word pairs were later divided into two 10-item A and B sets because of the counterbalanced design of the study. The first experimental group studied set A under an equally spaced condition (2-2-2) and set B under an expanding spaced condition (0-1-5) with the same absolute spacing value. The second experimental group studied them in the reverse order, thus counterbalancing the effect of encounter order. The control group studied the target items under the no-spacing or massed condition (0-0-0). The statistical analyses of the three groups’ posttest scores indicated that all the three groups had improved their receptive and productive vocabulary retrieval. However, an equally spaced schedule had led to a significantly higher mean score only on the receptive items of the posttest and, therefore, better vocabulary retrieval. Therefore, it is suggested that EFL teachers consider spacing in general and the equal spacing condition in particular as important elements in facilitating both receptive and productive vocabulary learning. پرونده مقاله -
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33 - Students ̓ Attitudes Toward Using Infographics on Learning Vocabulary in the EFL Classes
Shahla Tavanapour Azizeh Chalak Hossein Heidari TabriziInfographics are visual representations of information intended to be presented quickly and clearly. The present study aimed to investigate students ̓ attitudes toward using infographics in learning vocabulary in EFL classes. To this end, the participants were selected چکیده کاملInfographics are visual representations of information intended to be presented quickly and clearly. The present study aimed to investigate students ̓ attitudes toward using infographics in learning vocabulary in EFL classes. To this end, the participants were selected through available sampling and the study was conducted at Pand Institute in Abadan, Khuzestan, Iran during the summer of 2022. All of them were females and their ages ranged from 20 to 30. In this quantitative descriptive study, a questionnaire (Alrwele, 2017) was given to the learners to determine their attitudes toward using infographics as teaching tools in the educational context. The participants were asked to answer the questions to indicate to what extent they agreed or disagreed with each statement on a five-point Likert Scale. The content and face validity of the questionnaire were confirmed by two experts at the Ph.D. level. The collected data were computed through descriptive statistics and one sample t-test. Most learners agreed with all 19 statements, all of which were positive comments about using infographics. Thus, a general trend of a positive attitude could be observed in the responses provided by the learners in the EFL class. Most students enjoyed the use of infographics within EFL contexts. Therefore, incorporating infographics into teaching could be a dynamic way for learners and engage in learning more. This finding could help language developers, syllabus designers, and teachers to develop programs and create books based on infographics. پرونده مقاله -
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34 - The Impacts of Vocabulary Instruction via Synchronous and Asynchronous Social Networks on Iranian EFL Learners' Reading Comprehension
Servat Shirkhani Samaneh ShiranThe significant role of technology in improving second language skills and components has been recently addressed extensively. In the same vein, this quasi-experimental pretest-posttest design study aimed to compare the effects of synchronous and asynchronous social net چکیده کاملThe significant role of technology in improving second language skills and components has been recently addressed extensively. In the same vein, this quasi-experimental pretest-posttest design study aimed to compare the effects of synchronous and asynchronous social networks in teaching vocabulary to improve English as a foreign language (EFL) learners' reading comprehension. For this purpose, 61 EFL learners were chosen using the convenience sampling method and were randomly assigned to two experimental groups. Before the treatment, a researcher-made reading comprehension test was run as the pretest. Then WhatsApp was employed as the synchronous network for teaching vocabulary for the first group and Instagram as the asynchronous network for the second. The first group had to be online at a specific time, but the second group was given two days to see the posts. The strategies for teaching vocabulary were the same in both groups. After the treatment, another reading comprehension test was administered as the posttest. The statistical analysis indicated significant effects for both networks and a significant difference between the two experimental groups, showing that the asynchronous social network was significantly more effective in enhancing learners' reading comprehension than the synchronous one. The results imply that teachers can benefit from synchronous and asynchronous social networks as good platforms for teaching new words and improving learners' reading comprehension. پرونده مقاله -
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35 - Tackling Iranian Epileptic EFL Learners’ Foreign Language Anxiety and Vocabulary Learning via a Social, Meta-cognitive, and Problem-Solving Skills Training Package: Online and Traditional Contexts in Focus
Vale Jalali Mina Rohanizadeh Neda Fatehi RadThe problems of epileptic EFL learners are more serious than those of normal learners. Mostly, in the context of language learning, they perform weakly in productive and verbal skills. This study investigated whether a social, meta-cognitive, and problem-solving skills چکیده کاملThe problems of epileptic EFL learners are more serious than those of normal learners. Mostly, in the context of language learning, they perform weakly in productive and verbal skills. This study investigated whether a social, meta-cognitive, and problem-solving skills training package affects foreign language anxiety, and vocabulary learning of epileptic EFL learners. The participants were selected through purposive sampling from among those referring to the Long Term Video EEG Monitoring Center in Kerman. To collect the data, the FL Anxiety Scale, TOEFL Vocabulary Test, Quick Placement Test, and the Social, Meta-cognitive, and Problem-solving Skills Training Package were recruited. To analyze the data, descriptive statistics, and ANCOVA were run. The findings of the study showed that the effectiveness of the mentioned training package on Iranian epileptic EFL learners’ FL anxiety and vocabulary learning in online was more effective than in the traditional context. The results have implications for the epileptic EFL learners and EFL teachers. پرونده مقاله -
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36 - آموزش زبان انگلیسی از طریق رسانه‌های نوین با تدوین محتوای ایرانی اسلامی
محسن جان نژاد سعید خزائی حبیب احمدی حسین درجانیاین پژوهش با هدف آموزش زبان انگلیسی از طریق فناوری ارتباطات سیار برای توانمندتر نمودن نوجوانان برای اشاعه فرهنگ اسلامی ایرانی انجام پذیرفت. این پژوهش از حیث هدف: کاربردی و حیث سطح تحلیل: توصیفی- استنباطی است. بدین منظور 280 نفر دانش‌آموزان دختر و پسر فارس، ترک و عرب‌زبا چکیده کاملاین پژوهش با هدف آموزش زبان انگلیسی از طریق فناوری ارتباطات سیار برای توانمندتر نمودن نوجوانان برای اشاعه فرهنگ اسلامی ایرانی انجام پذیرفت. این پژوهش از حیث هدف: کاربردی و حیث سطح تحلیل: توصیفی- استنباطی است. بدین منظور 280 نفر دانش‌آموزان دختر و پسر فارس، ترک و عرب‌زبان ایرانی از رده سنی 14-16 سال و از طبقه متوسط جامعه با سطح مهارت زبانی مقدماتی با روش نمونه‌گیری در دسترس انتخاب شدند. ابزار تحقیق پرسشنامه بود که برای پایایی پرسشنامه نگـرش از روش همـاهنگی درونـی (آلفای کرونباخ) استفاده شد که ضریب پایایی 93/۰ را نشان داد که پایایی مناسبی بـود. جهت روایی پرسشنامه نگرش از روایی سازه استفاده شد. همچنین با الهام از دیدگاه‌های اندیشمندان و محققان ایرانی قدیمی و معاصر محتوای انگلیسی تدوین شد. شواهد آماری بیانگر تفاوت معنادار میان توزیع فراوانی فرایندهای کاربرد نشان‌ها، ترجمه تحت‌اللفظی از زبان مادری، کمیت و کیفیت متن و تکرار در گونه فرهنگی محاورات دانش‌آموزان به‌هنگام ارائه محتوای غیربومی ایرانی و محتوای اسلامی ایرانی بود که درصد فراوانی در میان دانش‌آموزان دختر ترک‌زبان به‌مراتب بالاتر بود. یافته‌های این تحقیق می‌تواند در جهت تقویت ارتباطات با سایر ملل اسلامی و تحکیم جایگاه اسلام در جهان، بهره‌گیری از نقاط قوت گونه موجود در فرهنگ اسلامی ایرانی به‌عنوان سرآغاز انجام پژوهش آموزش گفتگوها به زبان انگلیسی با استفاده از رسانه‌ها در پی داشته باشد. پرونده مقاله -
دسترسی آزاد مقاله
37 -
Azizeh Chalak Parviz Birjandi S. Esmail Hosseini Ahmad Reza Jafari Dehkordi Omid Tabatabaei Sondos Mansouri Amir Farzad Ashouri Mansour Koosha Sahar Najarzadegan Ahmad Reza Lotfi MohammadAli Nadi Mohsen Salimian Fakhri Shatalebi Nader Soleimani Mansoor Tavakoli Omid Tabatabaei Hossein Bagheri Hossein Heidari Tabrizi Zahra Fotovatnia GholamReza Akbari Behrouz Nouri Samani Safura Masaeli GholamReza Zareie Naser Abasszadeh Narges Saeedian -
دسترسی آزاد مقاله
38 - بررسی موانع اجرایی سند تحول بنیادین آموزش‌وپرورش بر اساس مدل فولن: موردکاوی ساحت تربیت زیبایی‌شناختی و هنری
فاطمه سادات بیطرفان مرجان سجودی مرضیه دهقانیهدف اصلی پژوهش حاضر، شناسایی موانع اجرایی ساحت تربیت زیبایی شناختی و هنری سند تحول بنیادین آموزش‌وپرورش، بر مبنای مدل (Fullan, 2007) است. تمرکز بر ساحت تربیت هنری به‌طور ویژه نیز، بیشتر به این دلیل است که این ساحت، علی رغم اهمیت فراوان و البته تأثیر شگرفی که می تواند بر چکیده کاملهدف اصلی پژوهش حاضر، شناسایی موانع اجرایی ساحت تربیت زیبایی شناختی و هنری سند تحول بنیادین آموزش‌وپرورش، بر مبنای مدل (Fullan, 2007) است. تمرکز بر ساحت تربیت هنری به‌طور ویژه نیز، بیشتر به این دلیل است که این ساحت، علی رغم اهمیت فراوان و البته تأثیر شگرفی که می تواند بر روحیه و به تبع، ارتقای سطح یادگیری فراگیران و حتی مربیان آن ها داشته باشد، ساحتی فراموش‌شده و مغفول مانده است. طرح پژوهش حاضر از نوع ترکیبی (آزمون هم زمان) است. جامعۀ این پژوهش، شامل دو گروه مستقل متخصصان برنامه درسی و تعلیم و تربیت (در بخش کیفی) و نیز معلمان دورۀ ابتدایی (در بخش کمی) است. حجم نمونه نیز شامل 12 نفر از متخصصان برنامه درسی و تعلیم و تربیت و 120 نفر از معلمان دورۀ ابتدایی است. روش نمونه گیری در بخش اول (کیفی) روش نظری و هدفمند بوده و ابزار آن نیز شامل مصاحبۀ نیمه‌ساختاریافته و ساختارنایافته و در بخش دوم (کمی) نیز هدفمند و ترجیحی بوده و ابزار پژوهش نیز شامل یک پرسشنامۀ محقق ساختۀ 30 سؤالی است. روش تجزیه‌وتحلیل داده های کمی، شامل آزمون های ویلکاکسون تک نمونه ای و فریدمن، به‌منظور رتبه بندی موانع اجرایی سند تحول بنیادین بر اساس مؤلفه های مدل فولن، است. تجزیه‌وتحلیل داده های کیفی نیز با استفاده از روش هفت مرحله ای (Colaizzi, 1987) انجام شده است. نتایج پژوهش حاکی از تأیید فاصلۀ ایجادشده میان طراحان سند تحول و مجریان آن در مدارس که این امر نیز خود، علاوه بر موانع اجرایی دیگر موجود، به ناکارآمدی سند تحول در مرحلۀ اجرا دامن می زند. پرونده مقاله -
دسترسی آزاد مقاله
39 - Effects of Clinical Supervision on EFL Teachers’ Critical Thinking Disposition and Learners’ Overall Language Achievement
Nasim Mehrabian Hadi Salehi Omid Tabatabaei Hossein Vahid DastjerdiAlthough research on clinical supervision and teachers’ critical thinking has been separately carried out by many scholars, their integration in a unified study has been demanding, particularly in an English as a Foreign Language (EFL) context. Investigation of le چکیده کاملAlthough research on clinical supervision and teachers’ critical thinking has been separately carried out by many scholars, their integration in a unified study has been demanding, particularly in an English as a Foreign Language (EFL) context. Investigation of learners’ language achievement affected by doing clinical supervision appears to have been taken for granted. The present study was an attempt to figure out the effects of clinical supervision model proposed by Gall and Acheson (2011) on EFL teachers’ critical thinking disposition and learners’ overall language achievement. The present study constituted two sets of participants: 60 teachers and 66 learners selected through convenience sampling and were divided into two groups namely experimental. Clinical supervision was conducted for the experimental group teachers within three cycles of planning conference, classroom observation, and feedback conference. Those learners whose teachers took part in the clinical supervision constituted the experimental group while the remaining were the control group whose teachers were not provided with any teacher education program. Data were collected through the Critical Thinking Disposition Scale and learners’ pre-and post-tests. By running one-way analysis of variance (one-way ANOVA) and independent samples t-tests, clinical supervision was significantly effective regarding EFL teachers’ critical thinking disposition and resulted in the learners’ significant improvement as well. Findings demand the practice of clinical supervision as an effective and awareness-raising teacher education program to help teachers reflect upon their strengths and weaknesses and self-regulate their teaching practicum. پرونده مقاله -
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40 - The Relationship between Home-Culture Attachment and EFL Learners’ Reading Comprehension
Leila Anjomshoa Fatemeh TalebizadehThe current study aimed to investigate the relationship between home-culture attachment and EFL learners’ reading comprehension. It was a correlational survey using a questionnaire and a test to explore the relationship between home-culture attachment and EFL lear چکیده کاملThe current study aimed to investigate the relationship between home-culture attachment and EFL learners’ reading comprehension. It was a correlational survey using a questionnaire and a test to explore the relationship between home-culture attachment and EFL learners' reading comprehension. To fulfil the objectives of the study, 90 EFL learners at Kerman Azad University participated in this study. They were selected based on their language proficiency level and completed a home-culture attachment questionnaire developed by Pishghadam et al. (2013). The native language of the participants of the study was Persian and they were students of English literature, translation, and teaching. The findings showed that there was a negative relationship between home-culture attachment and learners’ reading comprehension. Analysis of the data showed significant negative correlations between EFL learners' religious and artistic attachments and reading comprehension. An increase in home-culture attachment and its sub-scales (religious attachment & artistic attachment) led to a decrease in reading comprehension, and religious attachment and artistic attachment predicted learners’ reading comprehension. Therefore, to minimize attachment to home culture and optimize reading effectiveness in educational contexts, teachers, students, and curriculum designers should increase student readiness and receptivity to target cultures must be considered. پرونده مقاله -
دسترسی آزاد مقاله
41 - The Role of Critical Thinking Disposition in Enhancing Argumentative Writing Skill: Iranian EFL Teachers’ and Learners’ Perspective
Shaho Hoorijani Hossein Heidari Tabrizi Mohsen MasoomiThis study investigated the attitude of the Iranian EFL teachers and learners toward the role of critical thinking disposition in enhancing argumentative writing in the Iranian EFL context at Islamic Azad University, Kurdistan branch. Attitude plays an important role th چکیده کاملThis study investigated the attitude of the Iranian EFL teachers and learners toward the role of critical thinking disposition in enhancing argumentative writing in the Iranian EFL context at Islamic Azad University, Kurdistan branch. Attitude plays an important role that affecting language learning, especially writing skills in an EFL context like Iran. In this descriptive study, 14 EFL teachers and 80 EFL learners both males and females were selected based on a random sampling method. The data were gathered based on a survey approach, by using the online CCTDI questionnaire. To answer the research questions of this study and uncover the attitude of EFL teachers and learners towards the treatment, the responses the to CCTDI online questionnaire were coded and analyzed. The results indicated that teachers and learners had positive attitudes towards all components of CCTDI. They represented a highly positive disposition towards truth-seeking and inquisitiveness. Results of the study revealed that of the EFL teachers and learners have a positive attitude regarding English language teaching and learning. Another finding of the study was that, having favorable perspective toward English did not enhance their proficiency in learning English. It is hoped that the findings of this study help teacher and learners learn about critical thinking principles they will apply prudent judgment, challenge the improbable, pursue difficulties, establish alternatives, use tactics, consider alternative perspectives, and attempt to be objective. پرونده مقاله -
دسترسی آزاد مقاله
42 - Iranian Intermediate EFL Learners’ Attitude and Preferences for Oral error correction
Kamran Rabani EbrahimiPourEFL teachers are suggested to investigate learners’ beliefs and preferences for oral error correction, an integral part of language teaching, to either adopt them or raise learners’ awareness in case their perceptions and preferences oppose the findings rega چکیده کاملEFL teachers are suggested to investigate learners’ beliefs and preferences for oral error correction, an integral part of language teaching, to either adopt them or raise learners’ awareness in case their perceptions and preferences oppose the findings regarding effective learning. Although Iranian EFL learners’ attitude and preferences for different aspects of oral error treatment have been relatively addressed, some mixed results were obtained. Using a quantitative descriptive design, the current study sought to extend this line of research by investigating the attitudes and preferences of 756 Iranian EFL learners regarding the existence of oral errors, oral error correction timing, provider, categories, and techniques. The findings revealed that EFL learners had positive attitude towards oral error correction. In details, a large number of learners had a preference for oral error correction most of the time. Moreover immediate teacher correction was favored by most subjects. Moreover, nearly half of the participants favored self-correction while most expressed dislike for peer error treatment. The findings concerning error treatment types and techniques, showed that EFL learners favored different types and techniques of oral error treatment among which a subtype of metalinguistic clues where teacher provides information or hints to correction and a subtype of clarification request in which teacher asks why the learner used the word or the structure were the most and least favorite ones respectively. The findings might help stakeholders gain a better understanding of learners ' attitudes and preferences for oral error treatment . پرونده مقاله -
دسترسی آزاد مقاله
43 - Effect of Technology and Online Learning on EFL Learners' Writing Achievement and Their Self- Concept
Niloofar Salajeghe Samira HasaniThe present study attempted to probe the effectiveness of online learning on Iranian EFL learners' self-concept. It also analyzed the effect of online learning on the EFL learners' writing achievement. To do this, a total number of 50 students of pre-intermediate level چکیده کاملThe present study attempted to probe the effectiveness of online learning on Iranian EFL learners' self-concept. It also analyzed the effect of online learning on the EFL learners' writing achievement. To do this, a total number of 50 students of pre-intermediate level was selected based on available sampling. A pre-test of writing was administered to the participants at the beginning of the term to ensure that they had the same language background. Then, they were randomly assigned as experimental and control group (25 Ss in each group). Experimental group benefited from online learning through BBB, and other group with the same number of students regarded as control group and received conventional method of teaching. At the beginning of the term, pre questionnaire of self-concept published among students of EG. The research was done in eight sessions and in the last session, post-test of writing was assigned to both groups to determine whether online learning method had positively affected the EFL learners' achievement and their self-concept. Moreover, post questionnaire of self-concept was published among experimental group to analyze their self-concept in online learning context. Data analysis of tests and questionnaire revealed that online learning method had positive effect on the EFL students' writing achievement and their self-concept. It is hoped that the results of the research indicate the importance of online learning through the mentioned application in the educational system. پرونده مقاله -
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44 - Effect of Consciousness-raising via Vocabulary Input Flooding on Iranian Intermediate Learners’ Writing Fluency
Saeideh Fatahzadeh sajad Shafiee Fariba Rahimi Esfahaniاین 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 کنت چکیده کاملاین 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 -
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45 - Virtual Reality (VR) Assistive Technology Among EFL Learners With Expressive Language Disorder (ELD): Effectiveness, Feasibility, and Risks
Mojgan Khaki Hossein Heidari Tabrizi Sajad ShafieeRooted in Assistive Technology Theory (AST), this qualitative study examined Virtual Reality (VR) as an assistive technology among EFL learners with Expressive Language Disorder (ELD) concerning its effectiveness, feasibility, and risks. Following a purposive sampling, چکیده کاملRooted in Assistive Technology Theory (AST), this qualitative study examined Virtual Reality (VR) as an assistive technology among EFL learners with Expressive Language Disorder (ELD) concerning its effectiveness, feasibility, and risks. Following a purposive sampling, 18 Iranian pre-intermediate EFL learners with mild to moderate levels of ELD were selected and experienced a fully-immersive VR learning environment through Virtual-Reality Head-Mounted Displays (VR-HMDs) in which a series of learning nuggets focusing on speaking skills were VR-authored for 20 seventy-minute sessions. The data were thematically analyzed by Max Weber Qualitative Data Analysis (MAXQDA). The findings showed the factors constituting VR assistive technology concerning (A) effectiveness (ICT literacy, prejudgments, technophobia or technostress, motivation, and quality of VR equipment); (B) feasibility (academic infrastructure, equipment price, customization features, types of content or context, and training), and (C) risks (various VR-induced physical and mental symptoms). The outcomes may benefit TEFL, assistive and educational technology, and therapeutic education. پرونده مقاله -
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46 - Relationship between Critical Thinking Ability and Listening Comprehension Strategies: Focus on Advanced EFL Learners
Azar Bagheri MasoudzadeThis study was an endeavor to explore the relationship between advanced EFL students' listening comprehension strategies and their critical thinking ability. To do this, 75 Iranian EFL learners of both genders were selected as the subjects of the study. All of them were چکیده کاملThis study was an endeavor to explore the relationship between advanced EFL students' listening comprehension strategies and their critical thinking ability. To do this, 75 Iranian EFL learners of both genders were selected as the subjects of the study. All of them were advanced learners that were selected based on cluster sampling. The employed instruments were two related questionnaires, Critical Thinking Questionnaire (CTQ) and Listening Comprehension Strategies Questionnaire (LCSQ). On the first day, the researcher explained the instruction of this survey clearly and the participants were provided with CTQ to evaluate the strategies employed by them. On the second day, LCSQ were distributed among them. The participants had to responded all the questions in the limited time. Fortunately, none of the students were absent during the data collection procedure, and this factor would increase the reliability of the results. Findings of the study revealed a significant relationship between advanced EFL students' listening comprehension strategies and their critical thinking ability. Results can be significant since identifying the strategies that students apply, assist them to overcome the difficulties they might encounter in different language skills. پرونده مقاله -
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47 - A Retrospective Evaluation of Iranian Third-Grade Junior High School English Textbook
Elham TAghipour Shaban Najafi KarimiThis study evaluated the third-grade junior high school English course book in Iran which was implemented in 2017 by the ministry of education. The study was done in order to find out whether its contents match the authors' claim. To do this, the researcher used a quant چکیده کاملThis study evaluated the third-grade junior high school English course book in Iran which was implemented in 2017 by the ministry of education. The study was done in order to find out whether its contents match the authors' claim. To do this, the researcher used a quantitative research design to evaluate the Course Book (CB). A sample of 200 teachers participated in this study for answering the questionnaire and were chosen randomly from a different state and private schools in Mazandaran province. They participated in the online and paper and pencil survey. The survey was developed by Cunnings Worth (1995). The items of the questionnaire were based on the characteristic of a good textbook and included 14 categories as content, grammar, vocabulary, phonology, language skills, methodology, study skills, objectives, content selection, gradation and recycling, visuals, practices and testing, supplementary materials and teacher manual. In short, the results indicated that Prospect 3 was perceived as moderately adequate since the mean composite scores for each category exceeded 2, except for gradation and recycling which scored 2.10. Gradation and recycling and study skills categories were two categories that scored a mean of 2.13 and 2.10. They gained the least support by the respondents. پرونده مقاله -
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48 - Educational Technology in Language Learning: Analyzing Advanced EFL Learners’ Perception on the Use of Technology at Language Institute
Soraya OmaraThe present study made an attempt to investigate advanced EFL learners' perception in a private language institute on the use of technology. It also analyzed the possible difference between the EFL learners' perceptions in terms of their genders. To do this, a quantitat چکیده کاملThe present study made an attempt to investigate advanced EFL learners' perception in a private language institute on the use of technology. It also analyzed the possible difference between the EFL learners' perceptions in terms of their genders. To do this, a quantitative study based on survey data and a structured interview was conducted. A group of 88 learners, 44 males, and 44 females made up the subjects. These learners had already studied in the institute using some technological devices; thus, they were familiar with the use of these devices in the language class. The questionnaire was distributed among the participants during their class time and soon after it, they were collected and submitted for analysis using SPSS. Afterwards, the participants were interviewed for cross validation purpose. The results of the study proved that the learners, both males and females, had positive perception towards the use of technology in their language class. In addition, all of the question items without much differences between them supported the positive effect of using different aspects of technology in the language class. In other words, both genders expressed the same type of attitudes towards the given ideas and not much difference could be observed between them. Findings of the present work can suggest the usefulness and practicality of educational technology in the area of language teaching and learning. پرونده مقاله -
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49 - Analysis of language Learning Needs of Tenth-grade Iranian Students
Fatemeh Mohammadi SadeghThe present study examined and analyzed the language learning needs of Tenth-grade Iranian Students. Despite the significant role of needs analysis in language learning, no attempt has been made to explore the current language learning needs of Tenth- grade students and چکیده کاملThe present study examined and analyzed the language learning needs of Tenth-grade Iranian Students. Despite the significant role of needs analysis in language learning, no attempt has been made to explore the current language learning needs of Tenth- grade students and these needs are apparently unknown at present. To do this, this research evaluate and discussed the current language learning needs of Tenth-grade students. Also, this project highlighted the most and the least important language learning needs of them. To this purpose, the data was collected through questionnaire. 250 EFL learners of different high schools in Zahedan were selected to answer the questionnaire. The questionnaire developed by Kittidhaworn (2001) and surveyed seven dimensions of language learning needs, and the extent of the importance, was remarked by Tenth-grade learners of high schools. According to obtained data, the most important language learning need was "listening Skill", and the least one attributed to the "Language Function" from their points of view. It is expected that the findings of this study may help teachers, students, and researchers who are interested in effective assessment of language learning needs and also administrators who are responsible for organizing and implementing them. پرونده مقاله -
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50 - The Effect of Using Advance Organizers on Improving Collocational Knowledge of Iranian EFL Learners in MALL-Oriented Classrooms
Elahe Ghorbani Leila AkbarpourABSTRACT The purpose of the present study was to explore if advance organizers with the help of MALL-oriented classrooms can help Iranian EFL learners improve their collocational knowledge or not. In other words, this study investigated the effect of advance organizers چکیده کاملABSTRACT The purpose of the present study was to explore if advance organizers with the help of MALL-oriented classrooms can help Iranian EFL learners improve their collocational knowledge or not. In other words, this study investigated the effect of advance organizers on improving collocational knowledge of Iranian EFL learners in a MALL-oriented classroom environment. To accomplish this aim, a quasi-experimental method of research, using a pretest-posttest design with a control group was employed in order to answer the research question. After the homogenization procedure the participants were divided into two groups of control and experimental. In order to investigate the effectiveness of the treatment and also compare the two proficiency levels regarding the treatment, two teacher-made multiple-choice grammar tests were employed as the pre- and post-test. The findings, guided by descriptive and inferential statistics, highlighted that advance organizers in a MALL-oriented classroom had a positive effect on improving EFL learners’ collocational knowledge. پرونده مقاله -
دسترسی آزاد مقاله
51 - The relationship between EFL learners’ learning style preferences and their satisfaction with online education
Alireza Tayebi Mohammad Javad RiasatiThis study was an attempt to investigate to what extent Iranian EFL learners are satisfied with online education. It also aimed at exploring which type of learning style is more associated with learners’ satisfaction with online education. Further, it sought if EF چکیده کاملThis study was an attempt to investigate to what extent Iranian EFL learners are satisfied with online education. It also aimed at exploring which type of learning style is more associated with learners’ satisfaction with online education. Further, it sought if EFL learners’ perceptual style preferences modify their satisfaction with online education. To this end, 104 EFL learners from three English Language institutes in Shiraz (61 females and 43 males) with the age range from 13 to 25 were selected through convenience sampling. The Learning Style Questionnaire and the questionnaire on learners’ satisfaction with online education were utilized as the instruments of the study. The data obtained from the two questionnaires were analyzed quantitatively utilizing the descriptive and inferential statistics. Means and standard deviations, as well as the Pearson product-moment correlation coefficient and the One-way ANOVA, were run to analyze the data. The results demonstrated that although EFL learners were not satisfied with the internet quality, they were satisfied with online education in general, and four dimensions of online education namely instructor, course, technology, and environment. The results showed that among the three learning styles, the visual learning style was more associated with learners’ satisfaction with online education. Moreover, based on the results, compared with the learners with kinesthetic style, learners with visual learning style were more satisfied with online education. Finally, the pedagogical implications of the study for language teachers, administrators, syllabus designers, and curriculum developers were listed. پرونده مقاله -
دسترسی آزاد مقاله
52 - An Investigation into the Impact of IELTS Teachers’ Self-Efficacy Training Workshops on their Learners’ Achievement
Maryam Talebi Nacim Shangarffam Behdokht Mall AmiriAn increasing amount of proof indicates that instructors have a notable impact on foreign language education and acquisition procedure. Moreover, the accomplishment of students is among the most crucial matters that can be affected by various factors connected to the te چکیده کاملAn increasing amount of proof indicates that instructors have a notable impact on foreign language education and acquisition procedure. Moreover, the accomplishment of students is among the most crucial matters that can be affected by various factors connected to the teacher, including the teacher’s efficacy which is regarded as a critical factor in the field of educational psychology and plays a vital role in the language instruction and acquisition process. This mental attribute can yield significant results and potentially result in academic achievement for both educators and learners. Therefore, this study makes an effort to scrutinize the importance of teachers’ efficacy in International English Language Testing System (IELTS) learners’ achievement. To this end, 90 learners participated and took the IELTS Mock test as a pretest and they were assigned to the control and experimental group. Those who were in the experimental group were taught by the teachers who were trained through efficacy workshops. At the end of the semester, the IELTS Mock test was used again as a posttest. The data were collected in the quasi-experimental and the findings of this study through running Multivariate Analysis of Variance (MANOVA) indicated a constructive effect of self-efficacy on IELTS learners’ achievement after the workshop training course. In line with these findings, some implications for language stakeholders were presented. پرونده مقاله -
دسترسی آزاد مقاله
53 - An Investigation into the Effect of Online Group Dynamic Assessment on EFL Learners' Grammar Achievement
Giti Komeishi Hamidreza FatemipourThe 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 چکیده کاملThe 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. پرونده مقاله -
دسترسی آزاد مقاله
54 - Cross-Disciplinary Investigation of EAP Students’ Vocabulary Learning Strategies in Online Platforms: The Mediating Role of Multiple Intelligence
Farzaneh Akbari Farahnaz Rimani Nikou Hossein SadeghoghliThis study was motivated by an interest in the process of acquiring EAP vocabulary for Iranian university students. The study identified the vocabulary learning strategies of 360 undergraduate EAP students considering the role of multiple intelligences and online educat چکیده کاملThis study was motivated by an interest in the process of acquiring EAP vocabulary for Iranian university students. The study identified the vocabulary learning strategies of 360 undergraduate EAP students considering the role of multiple intelligences and online education platforms using self-reported questionnaires. They were members of Telegram groups studying engineering, medical sciences, and humanities at different universities in Iran. Descriptive analysis of the VLS survey indicated that the participants frequently use strategies for making the new vocabulary part of their repertoire, followed by strategies for getting the meaning of the new word, and studying the vocabulary, respectively. Inferential analysis of the VLS data revealed that engineering students use different strategies to get the meaning of a new word to which they are exposed in the online classroom. Descriptive and inferential analysis of the participants’ MIs demonstrated the positive relationship of logical-mathematical, visual-spatial, bodily-kinesthetic, musical, and intrapersonal intelligence to the use of strategies for making the new vocabulary part of the repertoire only for the engineering group. The results suggest implications for EAP practitioners and learners. پرونده مقاله -
دسترسی آزاد مقاله
55 - The Impact of Flipped Instruction on Developing Iranian EFL Speaking Skills
Marzieh Rezaei Khatouni Mohammad Javad Riasati Fatemeh BahjatToday 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 چکیده کاملToday 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. پرونده مقاله -
دسترسی آزاد مقاله
56 - The Impact of Divergent and Convergent Tasks on Iranian EFL Students’ Reading Comprehension Success
Seyyed Amin Azimi Fatemeh Behjat Ali Asghar KargarThis study was an attempt to investigate the effect of divergent and convergent tasks on intermediate EFL students' reading comprehension success. The participants of this study involved sixty male and female EFL learners who were enrolled in the intermediate level at K چکیده کاملThis study was an attempt to investigate the effect of divergent and convergent tasks on intermediate EFL students' reading comprehension success. The participants of this study involved sixty male and female EFL learners who were enrolled in the intermediate level at Kish English Institute in Yasuj. To make them homogeneous in terms of their general English knowledge, they were asked to take part in an English proficiency test. Having been homogenized through an OPT test, sixty students were selected and randomly divided into a control and two experimental groups. Then, a pretest was run, and participants' reading comprehension was assessed. For the treatment, during eight sessions, the participants in the experimental groups were instructed on convergent and divergent tasks. The control group, on the other hand, received a traditional reading instruction. Finally, as the last step of data collection, all participants of the experimental and control groups took part in a post-test of reading comprehension. After applying statistical analyses, significant differences were observed among EFL learners’ performances, and those who had divergent tasks could improve their reading comprehension better than the other two groups. پرونده مقاله -
دسترسی آزاد مقاله
57 - The Effects of Guided and Unguided Semantic Mapping on Iranian EFL Learners’ Vocabulary and Grammar Knowledge
Samaneh Jaberi Ehsan Rassaei -
دسترسی آزاد مقاله
58 - A Syntax-based Approach to the Production of English Verbs’ Argument Structure by Iranian EFL Learners
Shima Akbarnezhad Firooz Sadighi Mohammad Sadegh Bagheri -
دسترسی آزاد مقاله
59 - The Effects of Learners’ Gender on Their Preferences for Corrective Feedback
Elaheh Khorshidi Ehsan RassaeiThis study aimed at investigating the effect of learners’ gender on their preferences for corrective feedback. Learners’ prefer- ences which were investigated included the necessity, frequency, timing, type, method, and delivering agent of error treatment. T چکیده کاملThis study aimed at investigating the effect of learners’ gender on their preferences for corrective feedback. Learners’ prefer- ences which were investigated included the necessity, frequency, timing, type, method, and delivering agent of error treatment. To this end, a questionnaire was administered to a random sample of 100 participants (50 males and 50 females) studying English (EFL) at Shiraz Azad Uni- versity. Pearson Chi-square was used to investigate the relationship between learners’ gender and their preferences for corrective feedback. The findings revealed that there were no statistically significant differ- ences between males and females regarding their preferences for correc- tive feedback except for their choice of necessity of error correction and the no corrective feedback option. In other words, males and females were different in rating necessity of error correction and also choosing no corrective feedback as a viable option. Furthermore, clarification request and repetition were the most frequent feedback while explicit feedback was the least frequent feedback among males and females. پرونده مقاله -
دسترسی آزاد مقاله
60 - Instructional Efficacy of Self-Regulated Learning on Iranian EFL Learners’ Speaking Ability
Elham Tavallali Amin Marzban -
دسترسی آزاد مقاله
61 - Web-Based Writing Lessons in EFL Contexts: Instruction on Coherent Writing
Seyyedeh Susan Marandi Fatemeh NamiIn Iranian language learning contexts, writing in English is an important challenge for learners, since it is usually treated as a secondary skill and is led to the periphery of language classes, due to its time-consuming nature. Computer technology and namely the fr چکیده کاملIn Iranian language learning contexts, writing in English is an important challenge for learners, since it is usually treated as a secondary skill and is led to the periphery of language classes, due to its time-consuming nature. Computer technology and namely the free online environments available in the World Wide Web (WWW) offer possibilities for moving beyond such confinements. Asynchronous discussion forums and web-based materials, for instance, can facilitate e-writing in addition to being motivational and engaging. Such environments can compensate for the time limitations which restrict language classes, and also offer equal learning opportunities to all learners. The present experimental research investigates how implementing technology i.e., web- based writing lessons can enhance the degree of coherence in participants’ English essays. The data consists of the results of the pre- and post-treatment TOEFL-like writing exams, which were scored according to the degree of coherence they demonstrated. The participants included forty female Iranian students studying English as a foreign language in a private institute in Tehran. They were randomly divided into comparison and experimental groups. The experimental group used an educational website entitled “Writing Snapshot: Web-Based Writing Lessons for EFL Learners,” specifically designed for this purpose; and their classes were held in the computer lab of the institute. The comparison group received a conventional book-based treatment. The results revealed that the essays of the participants in the experimental group working with web-based lessons demonstrated a statistically significantly higher frequency and diversity of indicators of coherence. It would seem, therefore, that introducing new technologies into language classes can open new horizons for EFL writing practice. پرونده مقاله -
دسترسی آزاد مقاله
62 - Iranian EFL Learners’ Perception of Autonomous Language Learning in Language Classrooms
Sohrab Azizi -
دسترسی آزاد مقاله
63 - The Effect of Iranian EFL Learners’ Attitude towards English Language Learning on Their Autonomy
Nasser Rashidi Hasti NazemiIn the process of English learning, each learner has his/her own attitude towards learning. In this path, s/he should feel free to be responsible for what s/he wants and seeks to learn which shows how autonomous the learner is. This study is based on the hypotheses that چکیده کاملIn the process of English learning, each learner has his/her own attitude towards learning. In this path, s/he should feel free to be responsible for what s/he wants and seeks to learn which shows how autonomous the learner is. This study is based on the hypotheses that there is a relationship between what the learner feels towards English language learning and his/her level of autonomy. For this aim, forty Iranian EFL learners were involved in this study. They were all females and studied English as their foreign language at Iran Language Institute. Twenty of them were put into an experimental group and received a treatment. The treatment was used to improve their positive attitudes towards learning English. The second group, known as a control group also consisted of twenty learners but no treatment was applied to this group. Before the study has begun, the two groups received two sets of questionnaires on autonomy and attitude as a pretest to measure their attitude towards learning English. The posttest which was the same questionnaire was given to the experimental group after the application of the treatment, and to the control group which received no treatment. In order to see if there is a relationship between the learners’ attitude and their level of autonomy or not, Pearson correlation coefficient was used to investigate the significance of the relationship. T-tests were conducted between and within the groups. The results showed that there was a significant relationship between the learners’ attitude and their level of autonomy and the significance of this relationship was also clarified پرونده مقاله -
دسترسی آزاد مقاله
64 - The Relationship between Cultural Intelligence and Expressions of Gratitude among Iranian Upper-Intermediate EFL Learners
Oranoos Rezaei Mohammad BavaliThis study investigated the relationship between cultural intelligence and the use of expressions of gratitude among Iranian upper intermediate EFL learners. 50 upper intermediate learners were selected through purposive sampling, with their proficiency level being cont چکیده کاملThis study investigated the relationship between cultural intelligence and the use of expressions of gratitude among Iranian upper intermediate EFL learners. 50 upper intermediate learners were selected through purposive sampling, with their proficiency level being controlled. A discourse completion test (DCT) for the expressions of gratitude and a cultural intelligence scale were given to the participants of the study. Learners' DCT responses and cultural intelligence were rated on a five-point Likert scale and then analyzed. Statistical test including Pearson Correlation was used to test the hypothesis. The results of the analysis revealed that there was no significant relationship between cultural intelligence and the use of expressions of gratitude. Based on the results, it can be concluded that cultural intelligence, in general, and its level, in particular, may not have any influence on Iranian upper intermediate EFL Learners' use of expressions of gratitude, implying that at least in the case of acquiring expressions of gratitude, there seems to be no reason to capitalize much on learners' cultural intelligence. پرونده مقاله -
دسترسی آزاد مقاله
65 - تأثیر مسئولیت اجتماعی بر رضایتمندی و وفاداری فراگیران به منظور ارایه مدل (مورد مطالعه مدارس سما دانشگاه آزاد اسلامی)
عباس باقری پرستو گودرزی معصومه ربی بیپژوهش حاضر با هدف تحلیل تأثیر مسئولیت اجتماعی بر رضایتمندی و وفاداری فراگیران مدارس غیر دولتی سما، وابسته به دانشگاه آزاد اسلامی انجام گردید. هدف کاربردی و روش پژوهش علّی-مقایسه‌ای بود که به صورت میدانی انجام شد. جامعه آماری را والدین دانش آموزان مدارس سما کل کشور تشکیل چکیده کاملپژوهش حاضر با هدف تحلیل تأثیر مسئولیت اجتماعی بر رضایتمندی و وفاداری فراگیران مدارس غیر دولتی سما، وابسته به دانشگاه آزاد اسلامی انجام گردید. هدف کاربردی و روش پژوهش علّی-مقایسه‌ای بود که به صورت میدانی انجام شد. جامعه آماری را والدین دانش آموزان مدارس سما کل کشور تشکیل دادند که در زمان انجام این پژوهش بر اساس جدول مورگان و نرخ بازگشت پرسشنامه ها 256 نفر به طور تصادفی به عنوان حجم نمونه انتخاب گردید. ابزار گردآوری داده‌های پژوهش پرسشنامه بود که برای مسئولیت اجتماعی از پرسشنامه کارول(1991)، رضایتمندی فان(1998) و پرسشنامه وفاداری کیم(2006) استفاده شد که البته با توجه به اپیدمی بیماری کرونا پرسشنامه ها به‌صورت مجازی در اختیار نمونه های آماری قرار گرفت. پایایی پرسشنامه ها با استفاده از آزمون آلفای کرونباخ به ترتیب 89/0، 87/0 و 91/0 محاسبه شد. از آزمون های توصیفی و استنباطی کلموگراف اسمیرنوف استفاده گردید و با استفاده از روش حداقل مربعات جزیی، برازش مُدل معادلات ساختاری مورد تحلیل قرار گرفت. نتایج نشان داد که در مدارس غیر دولتی سما، چهار نوع مسئولیت شامل: اقتصادی، اجتماعی، بشردوستانه و قانونی مطرح است که اجرای آنها تأثیر مستقیمی بر رضایتمندی و وفاداری والدین و دانش آموزان دارد. در واقع مدیران مدارس سما با اهمیت دادن به مسئولیت اجتماعی سازمان خود و ارائه خدمات پایدار و مسئولانه به والدین و دانش آموزان و رعایت منشورهای اخلاقی و استفاده از دبیران مجرب و امکانات و تجهیزات به روز، می توانند رضایتمندی آنها را تأمین نموده و سبب افزایش وفاداری والدین به مدارس گردند. پرونده مقاله -
دسترسی آزاد مقاله
66 - اثربخشی آموزش نظریه ذهن بر کاهش مشکلات هیجانی-رفتاری-اجتماعی نوآموزان پیش‌دبستانی
سمیه کشاورز علیرضا کاکاوند هانیه دشتدارهدف از پژوهش حاضر بررسی اثربخشی آموزش نظریه ذهن بر کاهش مشکلات هیجانی رفتاری اجتماعی نوآموزان پیش دبستانی می‌باشد. در یک پژوهش نیمه آزمایشی با طرح پیش آزمون و پس آزمون تعداد 40 نفر از نوآموزان پیش دبستانی از میان نوآموزان پیش دبستانی شهرستان قدس استان تهران در سال تحصیل چکیده کاملهدف از پژوهش حاضر بررسی اثربخشی آموزش نظریه ذهن بر کاهش مشکلات هیجانی رفتاری اجتماعی نوآموزان پیش دبستانی می‌باشد. در یک پژوهش نیمه آزمایشی با طرح پیش آزمون و پس آزمون تعداد 40 نفر از نوآموزان پیش دبستانی از میان نوآموزان پیش دبستانی شهرستان قدس استان تهران در سال تحصیلی 95-1394 با روش در دسترس انتخاب و به روش تصادفی به دو گروه آزمایش و کنترل تقسیم شدند. گروه آزمایش 8 جلسه 40 دقیقه ای با روش نظریه ذهن آموزش دید. از مقیاس اختلال رفتاری راتر برای جمع آوری داده‌ها استفاده و داده‌ها با روش تحلیل کوواریانس چند متغیری تحلیل شدند. یافته‌ها حاکی از آن بود که آموزش نظریه ذهن باعث کاهش پرخاشگری و بیش فعالی، اضطراب و افسردگی، رفتارهای ضد اجتماعی، ناسازگاری اجتماعی و اختلال کمبود توجه نوآموزان پیش دبستانی شد (05/0P پرونده مقاله -
دسترسی آزاد مقاله
67 - بررسی تطبیقی خطاهای نگارشی دانشجویان ایرانی زبان های انگلیسی و عربی
مهدی حسین پناهی تازه آباد امید ورزندههدف از انجام این تحقیق بررسی خطاهای نگارشی دانش جویان ایرانی رشته های زبان انگلیسی و زبان عربی از طریق مقایسه ی آنها هم به صورت مجزا و هم با یکدیگر می باشد. اگرچه پیش تر مطالعات زیادی در حوزه ی تحلیل خطاها در ایران انجام گرفته، کم تر به مقایسه ی دو زبان خارجی رایج در ای چکیده کاملهدف از انجام این تحقیق بررسی خطاهای نگارشی دانش جویان ایرانی رشته های زبان انگلیسی و زبان عربی از طریق مقایسه ی آنها هم به صورت مجزا و هم با یکدیگر می باشد. اگرچه پیش تر مطالعات زیادی در حوزه ی تحلیل خطاها در ایران انجام گرفته، کم تر به مقایسه ی دو زبان خارجی رایج در ایران یعنی انگلیسی و عربی، پرداخته شده است. برای انجام این تحقیق، برگه های امتحان پایان ترم درس نگارش تعداد 107 دانش جوی رشته ی عربی (56 نفر) و انگلیسی (51 نفر) شاغل به تحصیل در دانشگاه کردستان و دانشگاه فرهنگیان، واقع در شهر سنندج، مورد استفاده قرارگرفت و خطاهای موجود در آنها برای انجام تحلیل توصیفی با استفاده از مجذور خی، با به کاربردن دو جدول مجزا برای انگلیسی و عربی و یک جدول مشترک برای خطاهای مشترک آنها، در سه گروه اصلی برای هر زبان، دسته بندی شدند. نتایج تحلیل، تفاوت های معنی داری را میان خطاهای صورت گرفته توسط دانش جویان انگلیسی و عربی نشان می دهد؛ با این وجود، در مواردی مانند مقایسه ی خطاهای مشترک میان هر دو گروه، به دلیل ضعیف بودن میزان تأثیر، نتایج باید با احتیاط تفیسر گردد. پرونده مقاله -
دسترسی آزاد مقاله
68 - The Retroactive Effect of L2 on L1 in Word Recall and Lexical Activation
افسانه السادات موحدپور امین نعیمیThe present study aimed to investigate if learning English as an L2 has an effect on word recall and lexical activation among Iranian EFL learners. For this purpose, a sample of 45 male and female EFL learners was selected and they were classified into two experimental چکیده کاملThe present study aimed to investigate if learning English as an L2 has an effect on word recall and lexical activation among Iranian EFL learners. For this purpose, a sample of 45 male and female EFL learners was selected and they were classified into two experimental and one control group, 15 each. Word recall and oral time-limited tests were conducted within the three groups; they had to listen to 16 non-cognate Farsi words, each by 2 seconds, remember and recall them to resay. For lexical activation, an experiment was carried out by asking them to memorize and retell words shown to them through a computer screen. Outcomes of the word recall test revealed that the mean score of participants with low exposure to English was higher than lower and upper intermediate. Results exhibited that the participants in the first group surpassed those in the experimental group in word recall test. In the lexical activation test, the control group who were participants with low exposure to English performed better than the participants in the other two groups. Results revealed no meaningful difference among the mean scores of the three categories in lexical activation test, though. The results of the present study have some implications for language teachers, material developers and students. In fact, language teachers can provide a link between learners’ vocabulary knowledge of two languages, and this way help their students to activate their L2 vocabulary knowledge more easily and with less cognitive load. پرونده مقاله -
دسترسی آزاد مقاله
69 - Presenting Research-oriented Curriculum Pattern for Preschool Period (Case Study: Tehran)
Parisa Arjomandi Hamidreza Rezazadeh Bahadoran Alireza Assareh Abbas KhorshidiPurpose: The present study aims to provide a research-oriented curriculum Pattern for a preschool period.Methodology: The method is considered applied, qualitative, and self-emerging in terms of objective, data, as well as nature and type, respectively. In total, 15 exp چکیده کاملPurpose: The present study aims to provide a research-oriented curriculum Pattern for a preschool period.Methodology: The method is considered applied, qualitative, and self-emerging in terms of objective, data, as well as nature and type, respectively. In total, 15 experts were selected based on the snowball theoretical sampling method and theoretical data saturation. The instrument included a semi-structured interview in which the dimensions, components, and indices of the research-oriented curriculum of the preschool period were set. To this aim, all of the national and global Patterns, results, studies, and theories were assessed for the above-mentioned interview form. Then, the indices were counted with open coding, categorized in the form of dimensions, components, and indices through axial coding, and submitted to 15 experts. In the next step, the dimensions and components were identified using selective coding through interviews, the Delphi technique, and brainstorming.Results: resulting in finalizing three dimensions, 26 components, and 142 indices for the research-oriented curriculum Pattern of the preschool period. In the following procedure, the dimensions, features, and indices of the Pattern were drawn after the final confirmation and prioritization of the experts.Conclusion: Finally, the aforementioned Pattern was validated again by the experts. پرونده مقاله -
دسترسی آزاد مقاله
70 - The Effectiveness of Social Media Network- Telegram on Teaching English Collocations to Iranian EFL Learners
Zahra Ahmadpour Kasgari Reza Mirarab RaziTechnology has a profound influence on schooling in the 21st century and educators are being challenged to incorporate technological innovation to assist students in their learning. Accordingly, the face of learning is changing in general and new technologies are offeri چکیده کاملTechnology has a profound influence on schooling in the 21st century and educators are being challenged to incorporate technological innovation to assist students in their learning. Accordingly, the face of learning is changing in general and new technologies are offering students and teachers tools and occasions inconceivable before. In this respect, this study aimed to investigate the impact of Telegram (as mobile technology) on collocation learning and retention of Iranian EFL learners. Participants of this study included 120 EFL learns (in two experimental (N= 60) and control (N=60) groups) who received different treatments over the study. Analyzing the results showed that there was a significant difference between the performances of experimental and control groups, of course, in favor of the experimental group who confirmed the effect of Telegram on improving collocational knowledge. This study implies that using the social media network- Telegram has various pedagogical benefits and it can be very promising in EFL instruction. پرونده مقاله -
دسترسی آزاد مقاله
71 - ارتباط بین هویت مذهبی و عوامل نسبیت با میزان اعتماد به نفس دانشجویان رشته زبان انگلیسی
غلامرضا کاظمی قاسم مدرسی سید جمال عطاریدر این پژوهش به بررسی رابطه بین هویت مذهبی و عوامل نسبیت با میزان اعتماد به نفس در بین دانشجویان رشته زبان انگلیسی پرداخته شد. پژوهش حاضر از روش تحقیق آمیخته غیر همزمان و ترتیبی بهره جست که وزن اصلی یه داده‌های کمی اختصاص یافت. جامعه آماری بخش کیفی شامل 45 دانشجوی رشته چکیده کاملدر این پژوهش به بررسی رابطه بین هویت مذهبی و عوامل نسبیت با میزان اعتماد به نفس در بین دانشجویان رشته زبان انگلیسی پرداخته شد. پژوهش حاضر از روش تحقیق آمیخته غیر همزمان و ترتیبی بهره جست که وزن اصلی یه داده‌های کمی اختصاص یافت. جامعه آماری بخش کیفی شامل 45 دانشجوی رشته زبان انگلیسی و 20 نفر کارشناس رشته روانشناسی و آموزش زبان از دانشگاه‌های مختلف ایران بر اساس اشباع داده می‌باشد. روش گردآوری داده‌ها در بخش کیفی مصاحبه نیمه ساختار یافته بود. نتایج کیفی این پژوهش پس از مشخص کردن پایایی درون‌موضوعیِ، 14 کد مشترک بدست داد. جامعه آماری بخش کمی شامل 163 دانشجوی رشتة زبان انگلیسی از براساس نمونه‌گیری دردسترس می‌باشد. ابزار گردآوری داده‌ها در بخش کمی شامل پرسشنامه محقق ساخته هویت مذهبی، پرسشنامه عوامل نسبیت و پرسشنامه اعتماد به نفس است. برای طراحی و اعتبارسنجی پرسشنامه هویت ملی از بررسی عامل و مدل سازی معادلات ساختاری توسط نرم افزارهای SPSS نسخه 22 و AMOS نسخه 20 استفاده شد. با استفاده از کرانباخ آلفا، ضریب پایایی 82/0برای کل گویه ها شامل34 گویه مشخص گردید. پرسشنامۀ نهایی شامل چهار مولفه به نام‌های هویت مذهبیِ ایده‌ال، هویت مذهبیِ واقعی، هویت مذهبیِ باید و هویت مذهبیِ ترس می‌باشد. سپس، نتایج بدست آمده از ضریب همبستگی پیرسون نشان داد بین هویت مذهبی و عوامل نسبیت با میزان اعتماد به نفس آنها رابطه مثبتِ زیادی وجود دارد. ارزش‌های مذهبی کمک می‌کنند یادگیرنده در مواجهه با ناکامی، بیشتر تلاش‌کند و موفقیت‌های اندک منجر به افزایش اعتماد به نفس گردد. پرونده مقاله -
دسترسی آزاد مقاله
72 - The impacts of Direct and Indirect Observation on EFL Iranian Teachers' Teaching Quality Improvement
Shokofe Rezaie Mohammad Taghi HasaniThe present paper sought to examine the effectiveness of less experienced teachers' participationin experienced teachers' classes on students' achievements in terms of their proficiency levels inboth Elementary and Pre-intermediate levels. This quasi-experimental design چکیده کاملThe present paper sought to examine the effectiveness of less experienced teachers' participationin experienced teachers' classes on students' achievements in terms of their proficiency levels inboth Elementary and Pre-intermediate levels. This quasi-experimental design study was conductedin three Language institutes in Tehran, Iran. Twenty-one EFL teachers were selected asexperienced and less experienced ones. Also 169 female students taking Elementary and Preintermediatecourses formed the participants of this study. The participants assigned intoexperimental and control group. In order to test students' performance in English before thetreatment, a Key English Test (KET) and a Preliminary English Test (PET) were employed tocheck students' English proficiency. There was a statistically significant increase in KETexperimental group' final scores before (M=53.87, SD= 2.822), and after treatment (M=70.81,SD=3.113), p-value=.000 which is < .05. The mean increased with 95% confidence interval from15.81863 to 18.06599. Also there was a statistically significant increase in PET scores before(M=44.36, SD= 2.114), and after treatment (M=59.27, SD=1.835), p-value=.000 which is < .05.The mean increased with 95% confidence interval from 14.233 to 15767. Data analysis andstatistical calculations through T-TEST and one way ANOVA revealed that, although both controland experimental group students' proficiency in English enhanced, there was a significantdifference in experimental group students' final scores before and after treatment and directobservation is beneficial. پرونده مقاله -
دسترسی آزاد مقاله
73 - A Comparative Investigation into Speaking Anxiety of Extroverted and Introverted Iranian EFL Learners
Arezoo Rezvani Bahador SadeghiThis study sought to investigate the connection between foreign language anxiety andextroversion and introversion personality types. The way adult language learnersconceptualize their fear of negative evaluation as a component of foreign language anxietyconstruct was al چکیده کاملThis study sought to investigate the connection between foreign language anxiety andextroversion and introversion personality types. The way adult language learnersconceptualize their fear of negative evaluation as a component of foreign language anxietyconstruct was also investigated. To this end, 50 Iranian adult language learners were selectedas participants of the study and divided into two groups of extroverts and introverts. Thegrouping based on extroversion/introversion were handled using Eysenck PersonalityQuestionnaire (EPQ). Half of the students who had the highest score in extroversion sub-scalewere put into extroversion group and the remaining half were put into introvert group. Tomeasure level of students’ anxiety, Foreign Language Classroom Anxiety Scale (FLCAS)was utilized. To probe the possible differences between introverts and extroverts in terms oflanguage anxiety, statistical technique of T-test was run. Results showed that extroverts weresignificantly less anxious than introverts. With respect to the way Iranian foreign languagelearners conceptualize fear of negative evaluation, a semi-structured interview was carried outwith 20 participants. After collecting students’ responses to the interview questions, contentanalysis was conducted to find the recurrent patterns. It was revealed that students had fear ofnegative evaluation from both teachers and classmates. Error correction and incongruencebetween teacher’s expectation and student’s expectations regarding language performancewere among the aspects of fear of negative evaluation. پرونده مقاله -
دسترسی آزاد مقاله
74 - The Effect of Error Analysis on Iranian Intermediate EFL Learners of L2 Adjective Knowledge
Mahboobeh Joze Tajareh Mohammadreza KhodarezaThe present study intended to investigate the effect of Error Analysis on Iranian intermediate EFL learners’ knowledge of L2 adjectives. The question of this study followed the fact that whether Error Analysis has any effects on intermediate EFL learners’ kn چکیده کاملThe present study intended to investigate the effect of Error Analysis on Iranian intermediate EFL learners’ knowledge of L2 adjectives. The question of this study followed the fact that whether Error Analysis has any effects on intermediate EFL learners’ knowledge of L2 adjectives, In order to find the answer of this question, this article considered some issues about Error Analysis and their effect on L2 adjective knowledge. For this reason 60 intermediate EFL learners were selected by OPT test and were divided in two groups (a control group and an experimental group). Then the pretest of L2 adjectives knowledge was administered in both groups in order to find out about L2 adjectives ability. Then treatments were administered in both groups. Treatment in control group was the traditional way of teaching adjectives without attention to source of errors and in experimental group was teaching adjectives by using Error Analysis and considering the type and source of errors. After that the posttest was administered in both groups in order to find out the amount of progress between pretest and posttest. At the end, the data was analyzed by two ways, Independent sample t-test and One-way ANCOVAS. And the result of study showed that the null hypothesis of the study was rejected so the Error Analysis had positive effect on L2 adjective knowledge پرونده مقاله -
دسترسی آزاد مقاله
75 - Transactional and Interactional Strategies on Iranian Intermediate EFL Learners’ Spoken Language Performance
Mohammad Taghi Hasani Maede SiamakaniThis study investigated the effect of transactional and interactional strategies on developing Iranian intermediate EFL learners’ spoken language performance. First of all, to homogenize the participants, the researcher administered IELTS speaking tests to 50 part چکیده کاملThis study investigated the effect of transactional and interactional strategies on developing Iranian intermediate EFL learners’ spoken language performance. First of all, to homogenize the participants, the researcher administered IELTS speaking tests to 50 participants as the pre-test in order to select the main sample of the study which were 30 students. That is, those participants whose scores fell between one standard deviation above and one standard deviation below the mean were selected and randomly divided into two groups of 15 at intermediate level of proficiency. These groups were taught through transactional and interactional strategies using Speak Now books. After the treatment period and as the post-test, some IELTS speaking tests, which covered all the materials, were administered to these groups. After collecting the data, to test the research hypothesis and to answer the research questions, the researchers used t-test to investigate the effects of interactional and transactional strategies on spoken language performance of Iranian EFL learners. The findings showed that although the speaking performance of the learners improved, the differences among the groups were not statistically significant. پرونده مقاله -
دسترسی آزاد مقاله
76 - The Effect of Using Input Enhancement on Iranian Intermediate EFL Learners of L2 Adjective Knowledge
Mahboobeh Joze Tajareh Mohammadreza KhodarezaThe role of input is vital in the process of foreign language learning. This article intended toinvestigate the effect of using input enhancement on Iranian intermediate EFL learners’knowledge of L2 adjectives. The question of this study lied in the fact that whet چکیده کاملThe role of input is vital in the process of foreign language learning. This article intended toinvestigate the effect of using input enhancement on Iranian intermediate EFL learners’knowledge of L2 adjectives. The question of this study lied in the fact that whether using inputenhancement in classroom has any effects on intermediate EFL learners’ knowledge of L2adjectives. This article considered some issues underlying input enhancement between twolanguages and their effect on L2 adjective knowledge. The participants were 60 intermediateEFL learners were homogenized by Oxford Placement Test and were divided in two groups, oneof them was control group and the other was the experimental group. The next step, the pretest ofadjectives knowledge was administered for both groups. Then treatment was administered in theway that input enhancement was used in one group and there wasn’t any input enhancement incontrol group. After that the posttest was administered in both groups and at the end the data wasanalyzed by two way independent sample t-test and one-way ANCOVA. The result of studyshowed that the null hypothesis of the study was rejected. پرونده مقاله -
دسترسی آزاد مقاله
77 - A Critical Look at World English Textbook Evaluation and Its Effects on EFL Pre-intermediate Iranian Learners' Speaking Skill
Ehsan Hashemi Mohammad Taghi HasaniThis research was designed to look at World English textbook evaluation and its effects on EFL pre-intermediate Iranian learners' speaking skill. Thirty male students were selected randomly in Eshtehard language school. They took a pre-test as a proficiency test first t چکیده کاملThis research was designed to look at World English textbook evaluation and its effects on EFL pre-intermediate Iranian learners' speaking skill. Thirty male students were selected randomly in Eshtehard language school. They took a pre-test as a proficiency test first to determine their proficiency. To gain this aim, a language proficiency test, i.e., Nelson test was given to the total participants. Then they were assigned to an experimental and a control group, fifteen students for experimental group, fifteen students for control group. During twelve sessions of the treatment, experimental group worked on World English textbook. The participants in experimental group were encouraged to study and notice meaningfully to the units of the textbook. Along with the experimental group, the participants in the control group also worked on a different textbook (Top Notch). At the end, two post tests were performed in one session. Finally T-test was used to analyze the results of the control and the experimental group post- tests, and a significant difference was observed statically in the two experimental and control groups. At last an ESL textbook evaluation checklist was administrated to evaluate World English. Ten teachers were asked to present their ideas through the checklist. Most of them were satisfied with the textbook in terms of content, design, and so forth. پرونده مقاله -
دسترسی آزاد مقاله
78 - The Impact of Cultural Orientation on EFL Learners’ Reading Comprehension and Achievement Motivation
Mina SadeghiThis study investigated the effect of cultural orientation on reading comprehension andachievement motivation of the EFL learners. To conduct this study, the researcher recruited 60Iranian EFL learners at language institutes. All learners were selected from the intermed چکیده کاملThis study investigated the effect of cultural orientation on reading comprehension andachievement motivation of the EFL learners. To conduct this study, the researcher recruited 60Iranian EFL learners at language institutes. All learners were selected from the intermediate level.They were assigned to two groups; experimental and control groups. The researcher used a numberof cultural concepts and orientated the learners to these concepts as treatment in the experimentalgroup. After the treatment the researcher administered the reading comprehension post test tomeasure the participants’ reading comprehension and a questionnaire to assess their achievementmotivation. The findings showed the impact of familiarity with the cultural concepts beforestarting the reading texts on the participants’ reading comprehension and their achievementmotivation. پرونده مقاله -
دسترسی آزاد مقاله
79 - Metacognitive Strategy Instruction and EFL learners’ Listening Comprehension Ability: A Tale of Two Genders
Saeed Ranjbar Davood Mashhadi HeidarThis research aimed to probe the effect of two different models of metacognitive strategy instruction on the listening performance of EFL learners in Iran. 83 intermediate EFL learners in four groups, two male and two female groups were the participants. The participant چکیده کاملThis research aimed to probe the effect of two different models of metacognitive strategy instruction on the listening performance of EFL learners in Iran. 83 intermediate EFL learners in four groups, two male and two female groups were the participants. The participants in the first experimental groups – a male and a female group – were undergone a ten-week treatment including the linear strategy instruction of metacognitive strategies. The focus was upon planning, monitoring, and evaluation. The participants in the second experimental group were trained according to Metacognitive Pedagogical Sequence proposed by Vandergrift and Goh (2012) for ten weeks, and participated in a course in which a sequence of tasks helped them work on their metacognitive awareness of the processes underlying L2 listening through peer interactions. Through a test of listening comprehension, data were collected and changes were tracked in learners’ listening performance before and after the program. According to the findings of the study metacognitive strategy instruction led to a significant improvement in the overall listening performance of the learners in both groups, that is, no significant difference was found between two groups of male and female learners. Moreover, it was shown that the Metacognitive Pedagogical Sequence and the manner in which metacognitive strategies were presented according to this model led to significantly higher listening performance of EFL learners who participated in this study. پرونده مقاله -
دسترسی آزاد مقاله
80 - The Effect of Sentence-Writing Practice on Iranian low-intermediate EFL Learners’ L2 Grammatical Accuracy
Marzieh Rahmati Ramin RahimyThis study aimed to investigate the effect of sentence writing practice on male and female low-intermediate students’ English grammatical accuracy. The question this study tried to answer does English grammatical accuracy can be affected by sentence writing practi چکیده کاملThis study aimed to investigate the effect of sentence writing practice on male and female low-intermediate students’ English grammatical accuracy. The question this study tried to answer does English grammatical accuracy can be affected by sentence writing practice. To find the answer to the question, 15 low intermediate level students from Kish away institute were selected. They were both male and female. Low- intermediate level students were deal for the current study because they were learning all skills of language at the same time, and they were familiar with some words, also their English proficiency was enough to speak English and to understand the importance of grammar but they were not high enough to not make grammar errors during writing. The students were selected via administrating OPT which divided into two groups, one Experimental groups (with sentence writing practice) and one control group (no sentence writing practice). And the results revealed that the male and female participants performed better on English grammatical accuracy. پرونده مقاله -
دسترسی آزاد مقاله
81 - A Comparative Study of the Effectiveness of Persian vs. English Subtitled Movies on Listening Comprehension Ability among Iranian Intermediate EFL Learners
sanaz darvishi Seyed Taghi AndiThe present study examined the effects of Persian versus English subtitled movies on listening comprehension ability among Iranian intermediate EFL learners. To do so, 60 EFL learners were selected through OPT from two classes at a private institute in Sari, Mazandaran چکیده کاملThe present study examined the effects of Persian versus English subtitled movies on listening comprehension ability among Iranian intermediate EFL learners. To do so, 60 EFL learners were selected through OPT from two classes at a private institute in Sari, Mazandaran province. The participants were classified into three groups: two experimental groups: a) English subtitle group (N=20); Persian subtitle group (N = 20) and a control group (N=20). The instruments of this study were listening pre- and posttests. The collected data were analyzed through a paired sample t-test and a One-way ANOVA. The result showed that both Persian and English subtitle films had a significant effect on intermediate EFL learners’ listening comprehension performance. Therefore the first and the second hypotheses were rejected. Moreover, there was statistically meaningful difference between the performances of experimental and control groups in listening comprehension after they received instruction. Therefore, the third hypothesis was rejected. This study had few implications for language teachers, practitioners and syllabus designers to use audiovisual programs in facilitating language learning process. پرونده مقاله -
دسترسی آزاد مقاله
82 - Game-based Teaching of Stress Placement on Multi-syllabic English Words
Musa Nushi Samaneh Shafeie Meisam ShafieiAccurate pronunciation is an important component of language ability and the main outward linguistic sign of whether someone is a native speaker of a language or not. An area of particular difficulty for Persian-speaking learners of English, which may cause 'foreign acc چکیده کاملAccurate pronunciation is an important component of language ability and the main outward linguistic sign of whether someone is a native speaker of a language or not. An area of particular difficulty for Persian-speaking learners of English, which may cause 'foreign accent' or misunderstanding in speaking, is placement of stress on multi-syllable words. Game-based pronunciation teaching can be a pedagogical option to tackle that problematic feature of English pronunciation as it incorporates both implicit and explicit approaches to instruction. This study, therefore, investigates the effects of using a pronunciation game on learning stress placement on multi-syllable English words by young Iranian intermediate EFL learners. Fifty-two intermediate EFL learners were randomly selected through administration of Preliminary English Test (PET) and divided into two groups: the experimental group (group A) containing 27 students and the control group (Group B) containing 25 students. The experimental group received game-based instruction and materials for eight class sessions. Two weeks after the final class, a post-test was conducted to find out the changes. The results showed a significant difference between the performance of experimental and control groups on the post-test. The experimental group outperformed the control group and indicated quite positive attitudes towards the use of the game-based learning of pronunciation. The researchers recommend using such games to EFL teachers in order to motivate and help their students learn pronunciation more effectively. پرونده مقاله -
دسترسی آزاد مقاله
83 - The Effect of Contrastive Analysis on Iranian Intermediate EFL Learners of L2 Adjective Knowledge
Mahboobeh Joze Tajareh Mohammadreza KhodarezaContrastive analysis of hypothesis is the comparison of the linguistic system of two or more languages and it is based on the main difficulties in learning a new language that caused by interference from the first language. The present study intended to investigate the چکیده کاملContrastive analysis of hypothesis is the comparison of the linguistic system of two or more languages and it is based on the main difficulties in learning a new language that caused by interference from the first language. The present study intended to investigate the effect of contrastive analysis on Iranian intermediate EFL learners’ knowledge of L2 adjectives. The question of this study lied in the fact that whether contrastive analysis has any effects on intermediate EFL learners’ knowledge of L2 adjectives, In order to find the answer of this question, this article investigated some issues about contrastive analysis between two languages and their effect on L2 adjective knowledge. For this reason 60 intermediate EFL learners were selected by OPT test and were divided in two groups, one of them was control group and the other was the experimental group. After that the pretest of L2 adjectives knowledge was administered in both groups in order to understand about L2 adjectives knowledge. Then treatments were administered in both groups. Treatment in control group was the traditional way of teaching adjectives and in experimental group was teaching adjectives by using contrastive analysis between two languages. These treatments were administered for two weeks. After that administering posttest in both groups and at the end the data was analyzed by two way independent sample t-test and one-way ANCOVA. And the result of study showed that the null hypothesis of the study was rejected so the contrastive analysis had positive effect on L2 adjective knowledge. پرونده مقاله -
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84 - Iranian EFL learners’ knowledge of overt pronoun constraint in English
Samaneh Afrazi Kalvir Ramin RahmanyThe present study aims to investigated Iranian L2 speaker`s knowledge of the overt pronounconstraint (OPC) in English. It also aims to examine L2 learners understanding of UniversalGrammar (Chomsky 1981, 1986, 2000, 2001) and if it is common to all languages. Specifical چکیده کاملThe present study aims to investigated Iranian L2 speaker`s knowledge of the overt pronounconstraint (OPC) in English. It also aims to examine L2 learners understanding of UniversalGrammar (Chomsky 1981, 1986, 2000, 2001) and if it is common to all languages. Specifically,this study takes a new look at the L2 acquisition of knowledge of the overt pronoun constraint(Montalbetti 1984) by Persian learners of English. The current work examines whether Iranianlearners of English can obtain native-like knowledge of OPC in their sentences. Forty femalelearners of English (intermediate and advanced) completed three tests, a Pet test and an EnglishOPC test with a Persian OPC test at the Kish English Language Institute in Tehran, Iran. Thesecomprised a multiple choice test for English language proficiency (PET test) to determine thelevel of each participant, and a multiple choice OPC test including English and Persian questionsto measure the possible effect of null or overt pronoun structures in sentence construction,evaluating the participants` knowledge of OPC usage. Results from the experiment show that L2speakers can successfully achieve knowledge of the OPC regardless of pronoun position in theirtarget language in both levels. However, the advanced level candidates performed much betteron the OPC construction in the English test than those in the intermediate. There was asignificant dependency between the English language proficiency level and the understanding ofOPC structures. We believe that language proficiency affects the use of OPC in learners ofPersian, suggesting that OPC may not hold true in different situations. The findings of thecurrent study may have suggestions for L2 learners and teachers. پرونده مقاله -
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85 - The Effect of Working Memory Training on Vocabulary Recall and Retention of Iranian EFL Learners: The Case of Dual N-Back Task
Mojtaba MarashiThis study examined the effect of working memory training on vocabulary recall and retention ofIranian EFL learners using dual N-back task technique. To this end, 50 EFL learners at IslamicAzad University of Shoushtar were randomly assigned to the experimental (n = 25) چکیده کاملThis study examined the effect of working memory training on vocabulary recall and retention ofIranian EFL learners using dual N-back task technique. To this end, 50 EFL learners at IslamicAzad University of Shoushtar were randomly assigned to the experimental (n = 25) and control (n= 25) groups. Before the treatment, a vocabulary test was administered to the participants to assessthe participants’ vocabulary knowledge of the target words. The participants were taught 100English words in 20 sessions. In each session, the experimental group also received dual n-backtask to train the participants’ working memory. At the end and three weeks after the last treatmentsession, the vocabulary test was administered. The obtained data were analyzed through two-wayrepeated measure ANOVA and independent samples t-tests. The results showed that theexperimental group outperformed the control group in target words’ recall and retention.Implications arising from the findings and suggestions for further research are also explained. پرونده مقاله -
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86 - The Effect of Verbalization on Young Learners’ Speaking Performance: Collective versus Idiosyncratic Changes
Somayeh Akbari Parisa DaftarifardThis study investigated the role of verbalization in the development of young learners’ speaking ability and vocabulary knowledge at Cambridge English Movers level A1 through quasi experimental design. A total number of 60 participants between the ages of 5 and 6 چکیده کاملThis study investigated the role of verbalization in the development of young learners’ speaking ability and vocabulary knowledge at Cambridge English Movers level A1 through quasi experimental design. A total number of 60 participants between the ages of 5 and 6 years old were selected based on convenient sampling and had comparable scores on the listening section of the Mover Exam. Participants were divided into two experimental and control groups and were taught for ten sessions. The participants in the experimental group practiced verbalization strategy during the course of the study, whereas the young learners in the control group did not. The data, then, were subjected to both parametric and nonparametric analyses for collective results and Rasch model for idiosyncratic investigation. The results of Mann-Whitney U tests and Independent T-Test indicated there was no significant difference between experimental and control groups in their speaking performance. This showed that verbalization strategy had no significant effect on the language learners’ speaking performance when their speaking proficiency was concerned collectively. However, the results of Rasch repeated measure analysis indicated some idiosyncratic growth in the experimental group پرونده مقاله -
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87 - The Relationship between Learning Style and Iranian Intermediate EFL Learners' Speaking Performance
Mohadese Rabiee Mohammad Taghi HassaniThere are a number of factors which influence the success of learning foreign languageincluding students’ learning styles. This study investigated language learning styles of IranianEFL learners and their class achievement. To this end, sixty female intermediate l چکیده کاملThere are a number of factors which influence the success of learning foreign languageincluding students’ learning styles. This study investigated language learning styles of IranianEFL learners and their class achievement. To this end, sixty female intermediate learners ofinstruction and different ages (15-25), studying at a language institute in Rasht city wereasked to take part in the study. A 30- item language learning styles questionnaire developedby Reid (1987) was employed to elicit information for the study. The data obtained throughthe questionnaire were subjected to Pearson correlation in order to check the relationshipbetween the learning style and students’ speaking achievement. Results showed that studentsuse different learning styles in class and indicated that kinesthetic and group learning styleswere the most favorable ones among Iranian EFL learners. The aforementioned stylespositively correlated with the learners’ speaking achievement. پرونده مقاله -
دسترسی آزاد مقاله
88 - The Effect of Bilingualism on Iranian EFL Learners’ Multiple Intelligences
shabnam kurosh khanshan hassan asadollahfamThere is paucity of studies particularly on the possible relationship between multilingualism and intelligence in EFL (English as a Foreign Language) context of Iran in particular and all around the world in general. The current study, therefore, aimed at investigating چکیده کاملThere is paucity of studies particularly on the possible relationship between multilingualism and intelligence in EFL (English as a Foreign Language) context of Iran in particular and all around the world in general. The current study, therefore, aimed at investigating the effect of bilingualism on Iranian EFL learners' multiple intelligences (MI) across gender. To this end, 80 EFL learners, including 20 females and 20 males in each group, from Urmia state and Azad universities participated in this study. The participants were within the age range of 18-26. Data was collected through Multiple Intelligences Profiling Questionnaire offered by Armstrong (1995) including 40 items. Results of an independent samples t-test revealed a significant effect of linguistic background on the MI profile of the participants. In other words, it was in favor of bilinguals who reported higher level of MI. In addition, findings indicated no significant effect of gender on MI. The findings are discussed in relation to effective EFL instruction especially to multi/bilinguals contexts. پرونده مقاله -
دسترسی آزاد مقاله
89 - Groping Feedback Types on Interactional Patterns via Storytelling among EFL Iranian Young learners
marjan vosoughee mahshid HosseiniIn this study, storytelling was surveyed with regard to the impact that it might haveon student-teacher interactional patterns. For this aim, the researchers utilized anintact class with ten young students in a language institute in a north eastern part ofthe country. F چکیده کاملIn this study, storytelling was surveyed with regard to the impact that it might haveon student-teacher interactional patterns. For this aim, the researchers utilized anintact class with ten young students in a language institute in a north eastern part ofthe country. Four sessions of the class were transcribed after a full observationalprotocol. Two groups of Interactional patterns on student-led and teacher-ledfeedback types were codified via MAXQDA software after conducting thoroughcontent analyses over student-teacher and student-student interactions. Findingsrevealed that among teacher-led interaction feedbacks involving clarificationrequest, comprehension check, confirmation check, seeking students’ feedback onthe story, self-repetition and recast, comprehension check was the most frequentfeedback type detected. Additional feedbacks that were found within theconversational pattern were students-led which consisted of peer correction, firstlanguage uses, response to teacher's question, students' enthusiasm for the story,JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 6, NO. 4, Spring 2018112seeking the info. on the lesson practicum, students' sympathy with the storycharacters, socialization with the teacher, seeking the grammatical aspects,clarification seeking of the story plot, seeking the meaning of unfamiliar words,clarification requests, students’ socialization with the teacher, initiation forstorytelling, students’ concerns, students’ complaints, students’ appraise of the story,students’ predictions and socialization with the teachers’ method. Among thestudent-led feedback types, students’ appraise of the stories and seeking the meaningof unfamiliar words denoted that through focus on meaning, they might have mostprobably been much engaged in the meaning of the stories. پرونده مقاله -
دسترسی آزاد مقاله
90 - Investigation of the Relationship between Metacognitive Reading Strategies and Motivation: The Case of Iranian EFL Learners
Fatemeh Mohseni Zohreh Seifoori Saeideh AhangariThis study was to investigate the use of metacognitive reading strategies, patterns of motivation aswell as the relationship between motivation and L2 readers’ metacognitive awareness andperceived use of strategies among Iranian EFL learners. A total number of 36 چکیده کاملThis study was to investigate the use of metacognitive reading strategies, patterns of motivation aswell as the relationship between motivation and L2 readers’ metacognitive awareness andperceived use of strategies among Iranian EFL learners. A total number of 36 intermediate studentsfrom an English Institutes in Qazvin took part in this study. They were asked to fill in twoquestionnaires: (a) a questionnaire on motivation, which was developed by Vallerand et al. (1992),and (b) a questionnaire on Metacognitive awareness strategies in reading developed by Mokhtari& Reichard, (2002). The results of the study revealed that: 1) In the category of metacognitivereading strategies, problem solving was the most frequently used strategy and global and supportwas the least frequently used one. 2) There was no significant difference in terms of type ofmotivation among Iranian EFL learners 3) Positive relationship was found between both types ofmotivation and use of metacognitive reading strategies. This study suggested that readers’metacognitive awareness should be cultivated and strategy instruction should be integrated intothe teaching of reading. پرونده مقاله -
دسترسی آزاد مقاله
91 - The effect of teaching the etymology of words to learn and reinforce vocabulary by Iranian children
Ramin Rahmany Houtan GolzarniaThis study was an attempt to investigate the effect of teaching morphemes on young EFLlearners. To this end, 23 young EFL learners in two different classes who studied at intermediatelevel were selected to participate in the present study. The participants were divided چکیده کاملThis study was an attempt to investigate the effect of teaching morphemes on young EFLlearners. To this end, 23 young EFL learners in two different classes who studied at intermediatelevel were selected to participate in the present study. The participants were divided into twogroups. One of the groups was treated as experimental and the other one was considered as thecontrol group. Furthermore, the pre-test of word parts was administered to both groups. Theresearcher chose 27 prefixes, suffixes, and roots and taught the selected morphemes to theexperimental group in 9 sessions. At last, the researcher administered post-test to both groups. Theresults showed that experimental group outperformed the control group regarding their knowledgeof word parts. It should be noted that the present study has some implications for teachers, materialdevelopers, and EFL learners. پرونده مقاله -
دسترسی آزاد مقاله
92 - A Novel Ensemble Approach for Anomaly Detection in Wireless Sensor Networks Using Time-overlapped Sliding Windows
Zahra Malmir Mohammad Hossein RezvaniOne of the most important issues concerning the sensor data in the Wireless Sensor Networks (WSNs) is the unexpected data which are acquired from the sensors. Today, there are numerous approaches for detecting anomalies in the WSNs, most of which are based on machine le چکیده کاملOne of the most important issues concerning the sensor data in the Wireless Sensor Networks (WSNs) is the unexpected data which are acquired from the sensors. Today, there are numerous approaches for detecting anomalies in the WSNs, most of which are based on machine learning methods. In this research, we present a heuristic method based on the concept of “ensemble of classifiers” of data mining. Our proposed algorithm, at first applies a fuzzy clustering approach using the well-known C-means clustering method to create the clusters. In the classification step, we created some base classifiers, each of which utilizes the data of overlapping windows to utilize the correlation among data over time by creating time-overlapped batches of data. By aggregating these batches, the classifier proceeds to find an appropriate label for future incoming instance. The concept of “Ensemble of Classifiers” with majority voting scheme has been used in order to combine the judgment of all classifiers. The results of our implementation with MATLAB toolboxes shows that the proposed majority-based ensemble learning method attains more efficiency compared to the case of the single classifier method. Our proposed method enhances the performance of the system in terms of major criteria such as False Positive Rate, True Positive Rate, False Negative Rate, True Negative Rate, Sensitivity, Specificity and also the ROC curve. پرونده مقاله -
دسترسی آزاد مقاله
93 - بررسی تاثیر آموزش های ضمن خدمت بر توانمند سازی کارکنان از دیدگاه فراگیران در استانداری قزوین
علی اکبر قهرمانی گلوزان اعظم السادات مصطفویمدیران سازمان ها، در عصر تغییر و تحولات روز افزون ناگزیرند به شرایط و موفقیت سازمان خود بیاندیشند و یکی از مهم ترین رویکردها برای توانمندسازی و توسعه سرمایه انسانی به منظور ایجاد قابلیت‌های دانشی، مهارتی و رفتاری در کارکنان سرمایه گذاری در دوره‌های آموزشی ضمن خدمت است. چکیده کاملمدیران سازمان ها، در عصر تغییر و تحولات روز افزون ناگزیرند به شرایط و موفقیت سازمان خود بیاندیشند و یکی از مهم ترین رویکردها برای توانمندسازی و توسعه سرمایه انسانی به منظور ایجاد قابلیت‌های دانشی، مهارتی و رفتاری در کارکنان سرمایه گذاری در دوره‌های آموزشی ضمن خدمت است. سازمان‌ها با توجه به اهمیت آموزش تلاش می‌کنند، فرصت‌هایی را برای رشد و بالندگی کارکنان خود فراهم آورند، تا بدین وسیله بتوانند به رسالت‌ها و اهداف خویش نائل گردند. هدف از این مطالعه تعیین میزان تاثیرآموزش های ضمن خدمت بر توانمندسازی کارکنان می‌باشد. این پژوهش در پی پاسخ به این سوال اصلی است که "تاثیر آموزش ضمن خدمت بر توانمندسازی کارکنان استانداری قزوین به چه میزان است؟ پژوهش حاضر از حیث هدف کاربردی است و از نظر شیوه جمع آوری اطلاعات توصیفی، پیمایشی است. جامعه آماری عبارت است از کارکنان استانداری قزوین که دوره‌های آموزش ضمن خدمت را طی کرده اند. نمونه جامعه آماری 92 نفر به روش نمونه گیری تصادفی ساده سهمیه ای بوده است.، پایایی ابزار جمع‌آوری داده‌ها، با استفاده از آلفای کرونباخ، ارزیابی شد. برای تجزیه‌وتحلیل داده‌ها از آزمون کلموگروف اسمیرنوف، ضریب همبستگی پیرسون، آزمونF و آماره T از نرم‌افزار SPSS استفاده شده است. یافته‌های تحقیق نشان داد که، از نظر فراگیران، آموزش های ضمن خدمت در توسعه ابعاد توانمندسازی کارکنان تاثیرگذار بوده است. نتایج بیانگر آن است که آموزش‌های ضمن خدمت موجب افزایش و ارتقای توانمندی کارکنان استانداری قزوین نسبت به شغل و سازمان خود شده است. پرونده مقاله -
دسترسی آزاد مقاله
94 - تأثیر به کار گیری متون شنیداری بر مهارت گفتاری زبان آموزان ایرانی زبان انگلیسی
رامین رحیمی سیده معصومه عصاییپژوهش حاضر به بررسی تأثیر به کارگیری متون شنیداری (شفاهی) بر مهارت گفتاری زبان آموزان ایرانی زبان انگلیسی می پردازد. روش پژوهش از نوع شبه تجربی و طرح پیش آزمون- پس آزمون است. جامعه آماری این پژوهش شامل 150 دانشجوی مترجمی زبان انگلیسی دانشگاه آزاد اسلامی واحد تنکابن می ب چکیده کاملپژوهش حاضر به بررسی تأثیر به کارگیری متون شنیداری (شفاهی) بر مهارت گفتاری زبان آموزان ایرانی زبان انگلیسی می پردازد. روش پژوهش از نوع شبه تجربی و طرح پیش آزمون- پس آزمون است. جامعه آماری این پژوهش شامل 150 دانشجوی مترجمی زبان انگلیسی دانشگاه آزاد اسلامی واحد تنکابن می باشد. نمونه آماری پژوهش شامل 60 ترجمه آموز کارشناسی مترجمی زبان انگلیسی دانشگاه آزاد اسلامی واحد تنکابن می باشد که از طریق آزمون تعیین سطح OPT و به صورت تصادفی انتخاب و در آزمایش شرکت کردند و به دو گروه آزمایشی و گواه تقسیم گردیدند. سپس پیش آزمون مهارت گفتاری از هر دو گروه به عمل آمد و به دنبال آن هر دو گروه در معرض 10 جلسه تدریس مهارت گفتاری با استفاده از متون شفاهی (گروه آزمایشی) و بدون استفاده از متون شفاهی (گروه گواه) قرار گرفتند. پس از آن از هر دو گروه پس آزمون مهارت گفتاری به عمل آمد. ابزار پژوهش حاضر، پرسشنامه تعیین سطح آکسفورد بود که از روایی و پایایی مناسبی برخوردار بود. داده های به دست آمده با توجه بر آمار توصیفی(میانگین و انحراف استاندارد) و آمار استنباطی (آزمون تی، تحلیل کوواریانس و ضریب همبستگی پیرسون) مورد تجزیه و تحلیل قرار گرفتند و نتایج نشان داد که مهارت گفتاری ترجمه آموزان در اثر به کارگیری متون شفاهی ارتقا می یابد. پرونده مقاله -
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95 - Unveiling Vocabulary Learning Strategies: A Mixed Methods Study among EAP Students
فرزانه اکبری فرحناز ریمنی نیکو شیما احمدی آزادThis study focused on the importance of Vocabulary Learning Strategies (VLSs) in English for Academic Purposes (EAP) and how Iranian EAP students learn academic vocabulary. The study used a predominantly quantitative approach by gathering data from 238 participants thro چکیده کاملThis study focused on the importance of Vocabulary Learning Strategies (VLSs) in English for Academic Purposes (EAP) and how Iranian EAP students learn academic vocabulary. The study used a predominantly quantitative approach by gathering data from 238 participants through online self-report VLS questionnaires, which were analyzed using SPSS-26. A triangulation approach was used to ensure accuracy and consistency, with qualitative data gathered through semi-structured interviews with 20 students. The analysis revealed that participants frequently used strategies for incorporating new vocabulary into their repertoire. Additionally, teacher-related, student-related, and material-related themes emerged through coding the participants’ beliefs. The results indicated that raising learners’ consciousness of VLSs, training teachers, providing tasks for all language skills, using technology, materials revision, and developing autonomous and independent learning can help with vocabulary acquisition and the satisfaction of EAP students. Overall, this study highlights the importance of VLSs in EAP and provides insights into effective strategies for acquiring academic vocabulary. پرونده مقاله -
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96 - Effective Language Classroom: A Qualitative Study Using a Critical Incident Technique
پویا درود مسعود ذوقی هانیه دواتگری اصلAn effective language classroom is a multifaceted and intricate setting that involves various dimensions and has gained increasing recognition in the academic literature. Insufficient information is available regarding the experiences and perceptions of EFL learners reg چکیده کاملAn effective language classroom is a multifaceted and intricate setting that involves various dimensions and has gained increasing recognition in the academic literature. Insufficient information is available regarding the experiences and perceptions of EFL learners regarding productive English language classrooms. This research focused on understanding how Iranian students who are learning English as a foreign language feel about and have experienced effective learning in the classroom. The present study was based on a phenomenological study in which participants’ perceptions about effective learning in class were examined. The research utilized the critical incident interview method to gather information from 30 MA EFL students with extensive English learning experience, who were deemed capable of contributing valuable insights on the topic. Therefore, participants were selected through purposive sampling. The process of analyzing data has yielded identification of significant themes of 1) attention to learners’ opinions 2) material transfer 3) teaching enthusiasm 4) instructors’ competence 5) learning environment and 6) learning process. The present study’s findings have led to the provision of recommendations for researchers in the realm of language learning. پرونده مقاله -
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97 - Construction of Intercultural Savoirs Through Interculturally-laden Tasks: An Iranian Experience
داود کوهی سیده زهرا اسماعیلی ثریا بهروزی زادA long-standing concern reverberating over the minds of intercultural scholars is how best to incorporate intercultural issues in English language teaching, an issue on which there has been little research in EFL contexts. To fill this gap, this qualitative study examin چکیده کاملA long-standing concern reverberating over the minds of intercultural scholars is how best to incorporate intercultural issues in English language teaching, an issue on which there has been little research in EFL contexts. To fill this gap, this qualitative study examined the efficacy of interculturally-laden tasks in promoting Iranian learners’ intercultural competency in Anzali, Guilan province, Iran. Thus, a group of 22 Iranian intermediate EFL learners were recruited through convenience sampling from a pool of 44 according to their score on Oxford Quick Placement Test. All the participants were 12 females and 10 males aged 21-30. Then, they attended eighteen sessions of intercultural training using Mirrors and Windows: An intercultural communication textbook and completed seven intercultural tasks as a pretest and posttest. Data was collected through seven intercultural tasks and reflective worksheets. Drawing on the qualitative content analysis of intercultural tasks, the findings revealed that the tasks could help the participants increase their intercultural competence. Moreover, three themes were emerged from the analysis of the reflective worksheets as follow: (1) the participants’ evaluation of the ICC course and intercultural tasks, (2) perceptions regarding intercultural development and (3) language skills and anxiety. The implications and suggestions for further research are discussed. پرونده مقاله -
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98 - The Effect of BBC News Lessons on High School EFL Learners’ Vocabulary Learning
حسن علیزاده محمود علیلو توران آهورForeign language vocabulary learning is challenging and requires using an appropriate method. To this end, this study aimed to investigate the effect of listening and viewing BBC News lessons as a teaching and learning tool on high school EFL learners’ vocabulary چکیده کاملForeign language vocabulary learning is challenging and requires using an appropriate method. To this end, this study aimed to investigate the effect of listening and viewing BBC News lessons as a teaching and learning tool on high school EFL learners’ vocabulary learning. This quasi-experimental research was carried out in the twelfth grade of Shohada high school in Kalybar city in East-Azarbijan, Iran. Forty two high school EFL learners were chosen as participants from two intact classes. The homogeneity of the classes was checked through a KET test. Then, they were randomly assigned into the experimental (n=19) and control (n=23) groups. Target words were selected from the eight BBC News lessons for both groups. The unfamiliarity of these words to the learners was found through the Vocabulary Knowledge Scale. The experimental group experienced vocabulary learning through watching and listening to the BBC News lessons; while, the control group received the same target words through the traditional method. A vocabulary-based post-test was administrated after the treatment. The result of Independent-Samples t-test on the post-test scores of both groups revealed the significant outperformance of the experimental group compared to the control group. Practical implications are presented to teachers, researchers, and learners. پرونده مقاله -
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99 - The Effect of Graphic Organizer Strategy on Improving Iranian Intermediate EFL Learners’ Complexity of Written Performance
مریم حسن پور فاطمه میرزاپورWriting by which students can be assessed plays an important function in the education process. By considering this fact, investigating the impact of graphic organizer strategy on improving Iranian intermediate EFL learners’ complexity of written performance was t چکیده کاملWriting by which students can be assessed plays an important function in the education process. By considering this fact, investigating the impact of graphic organizer strategy on improving Iranian intermediate EFL learners’ complexity of written performance was the main goal of this study. 40 intermediate EFL learners were selected as the participants of the study on the basis of findings of Preliminary English Test. After that, they were randomly divided into two experimental and control groups. To assess the initial writing ability of participants, two groups were given a pre-test prior to the treatment. After applying traditional method to the control group and the graphic organizer strategies to the experimental group, both groups received a post-test to examine the effect of materials. To examine the effectiveness of the treatment, an independent samples t-test was conducted. To see the progression amount between pre-test and post-test of the experimental group, a paired samples t-test was also employed. The findings of the study indicated that graphic organizer strategies improved the learners’ complexity of written performance. The results have some implications for EFL/ESL teachers, students, test and materials developers, and syllabus designers. پرونده مقاله -
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100 - Iranian EFL Learners’ Attitudes towards Target and Source Cultures
غلامرضا عباسیان مژگان کوه پایه زاده غلامرضا اصغرپورMaintaining that language and culture are interwoven to the extent that learning the former is largely dependent on the latter, this study aimed to investigate the attitude of Iranian English as Foreign Language (EFL) Learners of Tehran South Branch of Islamic Azad Univ چکیده کاملMaintaining that language and culture are interwoven to the extent that learning the former is largely dependent on the latter, this study aimed to investigate the attitude of Iranian English as Foreign Language (EFL) Learners of Tehran South Branch of Islamic Azad University (both undergraduates and postgraduates) towards the learning of the cultural aspects of language, both the target and source cultures, in their EFL classrooms. To this end, a quantitative approach was employed and a Likert scale questionnaire was designed. Fifty EFL learners were randomly invited to answer the questionnaire in relation to their attitude being exposed to the culture of target language. The findings of the chi-square test indicated that the Iranian undergraduate and postgraduate EFL learners consider culture as an important element in learning the target language. Both the culture of the source language and the culture of the target language were deemed important while learning a second language. The findings of this study also showed that postgraduate EFL learners have more intension to learn more about the culture of both source and target language than undergraduate EFL learners in Iran. پرونده مقاله -
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101 - The Interplay between Language Anxiety, Locus of Control and Language Proficiency in Online Classes: The Case of EFL Learners
حسین میرزایی رحمان صحراگردThe present study investigated the interplay between language anxiety, locus of control, and language proficiency of EFL students in online classes. The participants of the study were 67 upper-intermediate students between 18 to 30 years old and were selected randomly f چکیده کاملThe present study investigated the interplay between language anxiety, locus of control, and language proficiency of EFL students in online classes. The participants of the study were 67 upper-intermediate students between 18 to 30 years old and were selected randomly from a few language institutes in Shiraz. Two questionnaires and a proficiency test were used: Chametzky’s Online World Language Anxiety Scale, Rotter’s Locus of control questionnaire, and The Examination for the Certificate of Proficiency in English. Pearson-product-moment correlation, multiple regression analysis, and independent-samples t-test were run to answer the research questions. The results of the study revealed a strong negative correlation between locus of control and language proficiency, meaning that those who had higher scores on the proficiency test were internal. In addition, a strong negative correlation was found between language anxiety and language proficiency, indicating that anxiety has adverse effects on language proficiency. Thirdly, both locus of control and language anxiety could predict language proficiency, but the former was a better predictor. This means that the effect of locus of control is much higher than anxiety on the language proficiency of Iranian EFL learners in online classes. This research can help students and teachers to recognize individual differences better. پرونده مقاله -
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102 - The Effect of One Teach-One Assist Model of Co-teaching on Iranian EFL Learners’ Reading Comprehension
فاطمه محمدحسنی سودمند توران آهورCo-teaching is a method that two teachers work together and deliver the instruction in the same classroom to a heterogeneous group of learners. This study was an attempt to find out the effect of one teach-one assist model of co-teaching on Iranian EFL learners’ r چکیده کاملCo-teaching is a method that two teachers work together and deliver the instruction in the same classroom to a heterogeneous group of learners. This study was an attempt to find out the effect of one teach-one assist model of co-teaching on Iranian EFL learners’ reading comprehension. To this end, a quasi-experimental design with the pre-test, post-test, and control group was employed and 35 female students within the age range of 15-18 at the elementary level were selected as the participants of the study from Sanjesh-E-No institute in Tabriz, Iran. They were randomly assigned into the experimental and control groups after taking Key English Test (KET). The experimental group received instruction through two teachers while the control group was taught by a single teacher. Both groups took part in the pre-test and post-test of reading comprehension. The results of an independent-samples t-test revealed that the experimental group had significantly better reading performance compared to the control group. The results of the study can be useful for teachers, students, and any ELT program. پرونده مقاله -
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103 - A Corpus-based Analysis of Epistemic Stance Adverbs in Essays Written by Native English Speakers and Iranian EFL Learners
امیر سبزوار حمیدرضا حق وردی رضا بی ریاAcademic essays entail taking a stance on the truth value of propositions. Epistemic adverbs deal with the speaker's assessment of the truth value of propositions. Employing a corpus-based approach with descriptive statistics and qualitative description, this study expl چکیده کاملAcademic essays entail taking a stance on the truth value of propositions. Epistemic adverbs deal with the speaker's assessment of the truth value of propositions. Employing a corpus-based approach with descriptive statistics and qualitative description, this study explored the use of epistemic stance adverbs in academic essays written by native English speakers and Iranian EFL learners. Following Biber et al.'s (1999) framework of stance adverbials, the researchers employed a corpus of 62077 words taken from class assignments written by Iranian EFL learners and a corpus of 65268 words taken from British Academic Written English (BAWE) to investigate the use of epistemic stance adverbs. Antconc software 3.4.3 version was used to search the most frequent stance adverbs. Frequency counts for each of the adverbs were extracted and normalized per 1000 words; then, Chi-square was run to pinpoint any differences between the two groups. The findings revealed both similarities and differences in the use of stance adverbs between the two groups. For example, EFL writers used more confident adverbs to show their authorial presence while native speakers used more maybe adverbs which are less authority-oriented. The findings may have implications for second/foreign language learners and writing instruction. پرونده مقاله -
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104 - The Comparative Effect of Antonym in-Text Glosses and Description in-Text Glosses on EFL Learners' Reading Comprehensio
هانیه قاسمی مونا خبیریThe present study was carried out to investigate the comparative effect of antonym in-text glosses and description in-text glosses on a group of Iranian EFL learners' reading comprehension. To fulfill the purpose of this study, 60 female intermediate students between 18 چکیده کاملThe present study was carried out to investigate the comparative effect of antonym in-text glosses and description in-text glosses on a group of Iranian EFL learners' reading comprehension. To fulfill the purpose of this study, 60 female intermediate students between 18 and 19 years old were selected among a total number of 90 through their performance on a piloted PET. These 60 participants were non-randomly divided into two equally populated experimental groups. During the process of this study, in one of the experimental groups the participants were given reading texts with antonym in-text glosses and in the other group, the participants were given reading texts with description in-text glosses. A piloted reading comprehension posttest (derived from another sample of PET) was administered at the end of the treatment to both groups and their mean scores on the test were compared through an independent samples t-test. The result led to the rejection of the null hypothesis, thereby, demonstrating that the learners in the description in-text glosses group benefited significantly more than those in the antonym in-text glosses group in terms of improving their reading comprehension. پرونده مقاله -
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105 - The Impact of Playing Word Games on Young Iranian EFL Learners’ Vocabulary Learning and Retention
رحیله کبیری ناصر غفوریAcquiring adequate vocabulary in a foreign language is very important but often difficult. Considering the importance of learner’s vocabulary learning and retention, the present study aimed at examining the impact of playing word games on young Iranian EFL learner چکیده کاملAcquiring adequate vocabulary in a foreign language is very important but often difficult. Considering the importance of learner’s vocabulary learning and retention, the present study aimed at examining the impact of playing word games on young Iranian EFL learners’ vocabulary learning and retention at Irandoostan language Institute in Tabriz. To that end, 50 female learners at the age range of 8-12 were selected and assigned into an experimental (n=25) and a control (n=25) group. The design of the study was quasi-experimental with pretest, immediate posttest and delayed posttest. The content of the tests were based on the students’ course books and consisted of 20 items. The researcher utilized the word games in order to teach the selected vocabulary items during the course which lasted for a month and a half. The games were played each session for about 15 minutes. The experimental group was engaged in playing word games as a treatment and the control group received usual instruction. After the treatment, the participants in both groups took the post-test and after two weeks the learners were asked to take the test once more. This time their scores were assigned as the retention post-test scores. The mean scores of two groups were compared three times through the independent samples t-test. The results of the data analysis revealed that playing word games were effective in helping learners to improve their vocabulary learning and retention. پرونده مقاله -
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106 - Cross-cultural Study of Iranian and English Students’ Impoliteness and Threat Responses
مریم فرنیا زهرا شیبانیThe purpose of the present study is to compare the impoliteness strategies employed by Iranian and English students in English and Persian Languages. The participants consisted of 6o Iranian EFL learners at intermediate level of language proficiency, 60 Iranian non-Engl چکیده کاملThe purpose of the present study is to compare the impoliteness strategies employed by Iranian and English students in English and Persian Languages. The participants consisted of 6o Iranian EFL learners at intermediate level of language proficiency, 60 Iranian non-English major students, and 212 native English-speaking students. The data were collected through an open-ended questionnaire in the form of discourse completion task where responses to different threatening situations were elicited. The questionnaire consisted of six situations with variations in social power. The data were analyzed based on Limberg’s (2009) model of threat responses. The findings showed variations in the use of strategies employed with variation of social power in different situations. Moreover, the overall findings displayed the frequent use of tendency strategies, that is, toward compliance, toward non-compliance, by the three groups of respondents. It is hoped that the findings of this study can add to the body of knowledge in impoliteness studies and to our understanding of how threat responses vary cross-culturally in particular. پرونده مقاله -
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107 - The effect of Virtual and Real Classroom Instruction on Inter-language Pragmatic Development: Microblogging versus Traditional Instruction of Speech Acts to Iranian EFL Learners
فاطمه داورزنی حسین طالب زادهDespite the fact that virtual learning seems to have considerable potential for enhancing language learners’ communicative abilities, it has received less attention for improving pragmatic competence of learners in EFL educational settings. The present study was a چکیده کاملDespite the fact that virtual learning seems to have considerable potential for enhancing language learners’ communicative abilities, it has received less attention for improving pragmatic competence of learners in EFL educational settings. The present study was an attempt to investigate the impact of virtual and real classroom instruction of speech acts on the pragmatic awareness and development of Iranian EFL learners. To do so, a quasi-experimental study was designed and, through a homogeneity test, 57 EFL female language learners at the intermediate level were chosen. The participants were randomly divided into the experimental groups of virtual and real classroom learning and went through the procedure of pretest, intervention, and posttest; the pertinent data were collected by means of a PET test, a speech-act pre-test and comparable post-tests of speech acts. Both measures of independent and paired-samples t-test were used to analyze the data. The findings revealed that instruction of speech acts through both virtual and real classroom techniques can be conducive to the promotion of pragmatic awareness among the EFL learners in the Iranian context; meanwhile, real classroom instruction of speech acts proved to be more fruitful and more significantly elevated the pragmatic awareness of Iranian EFL learners. We conclude the study drawing on the implications of our findings for ELT and EFL policy makers, language educators and teachers, material developers, and learners. پرونده مقاله -
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108 - The Impact of Task-based Activities on the Reading Skill of Iranian EFL Young Learners at the Beginner Level
ارشیا کیوانفر مونا مدرسیTask-based learning and teaching in the realm of teaching young learners is still considered an adventure since very few experimental studies to date have tackled its applicability in that age group. The present research was an attempt to find out whether using task-bas چکیده کاملTask-based learning and teaching in the realm of teaching young learners is still considered an adventure since very few experimental studies to date have tackled its applicability in that age group. The present research was an attempt to find out whether using task-based reading activities has any impact on the development of text comprehension in Iranian young learners studying English as a foreign language at the beginner level. Two groups of 25 students, aged 11 to 13, were the participants of the study. Through a reading pretest, it was ensured that the two groups were at the same level and belonged to the same population in terms of the reading skill. Having instructed the experimental group with four task types and the control group with classical reading activities, the researcher compared the reading performance of the two groups through a t-test which, not surprisingly, manifested the better performance of the experimental group. A follow-up reading test also showed that the experimental group still enjoyed a higher level of reading skill after one month. Furthermore, the scores gained from the four task types were compared and it was concluded that the students performed better in tasks which involved creativity and gave them the experience of playing. پرونده مقاله -
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109 - University Students’ Perception of Demotivating Factors in Learning English as a Foreign Language
نفیسه حسین پور حسین حیدری تبریزیDemotivation is a relatively new topic in the field of second or foreign language acquisition which is in need of more rigorous research. In this regard, the present study was an attempt to investigate demotivating factors in learning English as a foreign language in an چکیده کاملDemotivation is a relatively new topic in the field of second or foreign language acquisition which is in need of more rigorous research. In this regard, the present study was an attempt to investigate demotivating factors in learning English as a foreign language in an Iranian context. To this end, 382 Persian learners of English were selected through stratified clustering sampling procedure to participate in this mixed method study. The Data was collected through a 40-item Likert type questionnaire. The Factor analysis of the data extracted seven factors including a) inadequate facilities, b) reduced self-confidence, c) class characteristics, d) lack of purpose to study English, e) teaching methods, f) teachers and teaching styles, and g) negative attitudes toward English and the culture of English-speaking countries as demotivators. The Students’ perceptions of these seven factors were compared based on their general English proficiency levels. The Results revealed that low proficient learners perceived reduced self-confidence and negative attitudes more demotivating than their counterparts at other levels of proficiency. پرونده مقاله -
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110 - The Impact of Vocabulary Enrichment through the Integration of Reading and Writing Tasks on Advanced EFL Learners’ Motivation in ESP Courses
زهرا چراغی علیرضا آل بندMotivation in English for Specific Purposes (ESP) courses is an issue of utmost importance. Expanding specialized vocabulary is one of the objectives defined by ESP stakeholders. Therefore, the aim of this study was to investigate the role of vocabulary enrichment throu چکیده کاملMotivation in English for Specific Purposes (ESP) courses is an issue of utmost importance. Expanding specialized vocabulary is one of the objectives defined by ESP stakeholders. Therefore, the aim of this study was to investigate the role of vocabulary enrichment through close integration of reading and writing tasks in promoting advanced English for Occupational Purposes (EOP) learners’ motivation and attitudes. To this end, fifteen civil engineers were selected through convenience sampling. Following an eight-session course centered around technical vocabulary using reading and writing tasks, questionnaires were used as pretest and posttest based on Attitudinal/Motivation Test Battery (ATMTB), to measure nine types of motivation. Nine paired samples t-tests were conducted to determine whether there was a mean difference in the questionnaire results across time from pretest to posttest. The results demonstrated significant increase in all types of motivation following the integration of reading and writing tasks, excluding intrinsic motivation considering self-confidence. It was shown that there is a close relation between ESP learners’ motivation and the amount of vocabulary they learn. The results proposed certain practical strategies in order for ESP/EOP material developers and teachers to fulfill the objectives and aims of these needs-based courses. پرونده مقاله -
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111 - Effect of Précis Writing Instruction on the Creation of Cohesive Text by Iranian High School EFL Learners
لطف الله کریمی معصومه طورجی راغبBeing expert in establishing cohesion and coherence in writing is not an easy task. The EFL learners are to pass through very long, uneven paths such as précis exercise to achieve this skill. The present study was launched to explore the effect of précis w چکیده کاملBeing expert in establishing cohesion and coherence in writing is not an easy task. The EFL learners are to pass through very long, uneven paths such as précis exercise to achieve this skill. The present study was launched to explore the effect of précis writing on the creation of a compact text. To this end, a true-experimental method of research with the pretest-posttest control design was employed. Via double-stage sampling, 40 female students were selected at Fatemeh-al-Zahra High School in Kabutarahang, Hamedan, Iran. The control group was taught some grammatical structures such as active and passive voices, reduced adjective clauses, and different tenses in English during twelve sessions; while the experimental group received a lesson plan consisting of twelve sessions of précis writing. To analyze the data collected via pretest and posttest, analysis of covariance (ANCOVA) was run. The findings of the study indicated that the participants in the experimental group performed better in producing cohesive and qualified texts than those in the control group. The conclusion drawn was that teaching précis, as a basic skill, can improve the writing ability and provide the students with more opportunities to utilize the cohesive devices and consequently produce more cohesive pieces of text. پرونده مقاله -
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112 - The Effect of Visual Advance Organizer and Types of Passages on EFL Learners’ Listening Comprehension
غلامرضا کیانی سارا جلالیTesting the comprehension of spoken language is of primary importance. A lot of factors may affect the performance of EFL learners on listening comprehension tests, among which are the use of visual advance organizers, and types of listening passages (dialogues or monol چکیده کاملTesting the comprehension of spoken language is of primary importance. A lot of factors may affect the performance of EFL learners on listening comprehension tests, among which are the use of visual advance organizers, and types of listening passages (dialogues or monologues). As B-Ikeguchi (1997) states a few studies have been carried out on the effects of these factors on EFL learners’ listening comprehension with controversial results. And even fewer studies have concentrated on the effects of these factors on EFL learners’ performance on listening comprehension tests, which is the purpose of this study. In the present study, 180 advanced EFL learners were randomly selected by administering the Oxford Placement Test (OPT). The subjects were randomly assigned to three groups each consisting of 60 students. As far as the performance of subjects on listening comprehension test was concerned, the following results were obtained: 1) There was a significant difference between the presence vs. lack of visual advance organizer; 2) There was a significant difference between the uses of short-interval vs. long-interval advance organizer; 3) There was a significant difference between different types of listening passages (dialogues vs. monologues); and 4) There was no significant interaction between the use of visual advance organizer and different types of listening passages. پرونده مقاله -
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113 - Learning and Teaching Styles in the Focus: The Case of Iranian EFL Learners and Teachers
زهره سیفوری زهرا حسن زادهUnderlying any learning and teaching process is a set of preferred Learning Styles (LSs) and Teaching Styles (TSs) which epitomize the overall educational policy and identification of which is sine qua non for any reform of the educational system. This ex-post-facto stu چکیده کاملUnderlying any learning and teaching process is a set of preferred Learning Styles (LSs) and Teaching Styles (TSs) which epitomize the overall educational policy and identification of which is sine qua non for any reform of the educational system. This ex-post-facto study scrutinized preference of Iranian EFL teachers' for Expert, Formal Authority, Personal Model, Facilitator, and Delegator TSs and their students' tendencies towards Visual, Auditory, and Kinaesthetic student LSs. We collected the research data based on Grasha's (1996) Teaching Style Questionnaire administered to 30 Iranian EFL teachers and the Barsch Learning Style Questionnaire (1991) administered to 300 Iranian EFL learners. Descriptive statistics of the research data revealed that majority of Iranian EFL learners opt for the visual learning style and teachers highly favour facilitating foreign language learning. However, Visual and Delegate Learning and Teaching Styles reflected the lowest frequencies. The findings underscore the need to raise teachers’ awareness of LSs so that they can modify their teaching according to their students’ preferences. پرونده مقاله -
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114 - The Relationship between L2 Listening Comprehension and Listening Fatigue among Iranian Intermediate EFL Learners
سعید نجفی صارم حمید مرعشی مسعود سیریListening is referred to by many scholars as the most important as well as the most complicated skill in the language, which can cause mental fatigue in the learners. This study was an attempt to investigate the relationship between L2 listening comprehension and listen چکیده کاملListening is referred to by many scholars as the most important as well as the most complicated skill in the language, which can cause mental fatigue in the learners. This study was an attempt to investigate the relationship between L2 listening comprehension and listening fatigue among Iranian EFL learners. For this purpose, 86 intermediate and upper-intermediate Iranian EFL learners randomly selected after administering a paper-based TOEFL among an initial sample of 120 BA learners majoring in English language translation, took part in the study. A TOEFL listening test and a researcher-made validated listening fatigue questionnaire were utilized in order to gather the necessary data. Afterwards, during the qualitative phase, oral interviews were employed to obtain 30 % of the participant’s’ attitudes about the relationship between listening comprehension and listening fatigue. Applying a Pearson product-moment correlation revealed that there was a significant relationship between L2 listening fatigue and their listening comprehension. These findings were also supported by a small qualitative phase and learners gave their positive support and attitude about the relationship. These findings have some pedagogical implications for teaching and learning an L2, the most important of which is that in order to enhance EFL learners’ L2 listening comprehension, it is better to reduce their debilitative listening fatigue. پرونده مقاله -
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115 - The Relationship between Iranian Male and Female EFL Learners’ Critical Thinking Ability and Autonomy
Nasser Ghafoori ناصر غفوریOne of the main aims of the education agenda in the last decade has been to develop critical thinking and autonomy among children, in order to educate them to be activeand involved persons in society. The present study sought to examine the relationship between Iranian چکیده کاملOne of the main aims of the education agenda in the last decade has been to develop critical thinking and autonomy among children, in order to educate them to be activeand involved persons in society. The present study sought to examine the relationship between Iranian male and female EFL learners’ autonomy and their critical thinking ability. To this aim, the researcher used a language proficiency test, a questionnaire of autonomy, and a questionnaire of critical thinking. The study was conducted in two phases. In the first phase, 242 third-grade high school students of Urmia city were provided with a Key English Test (KET). Afterwards, 162 of them were selected as the homogenizedgroup and were given a questionnaire of autonomy and questionnaire of critical thinking. Finally, the results of 144(because some of participants did not complete their critical thinking questionnaire) participants were analyzed. The Pearson coefficient of correlation revealed that Iranian EFL learners’ autonomy and critical thinking were significantly related. The findings offered important pedagogical implications for teachers, learners, and syllabus designers. پرونده مقاله -
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116 - EFL Teachers’ and Students’ Perceptions about Communication Strategies Teachability
راضیه بهروزیان ناصر غفوری سعیده آهنگریThe current study examined the Iranian EFL teachers’ and students’ perceptions about Communication Strategies Teachability. The study was conducted with 20 teachers and 110 students from universities and private language Institutes in Tabriz, Iran. The liter چکیده کاملThe current study examined the Iranian EFL teachers’ and students’ perceptions about Communication Strategies Teachability. The study was conducted with 20 teachers and 110 students from universities and private language Institutes in Tabriz, Iran. The literature regarding the teachability of communication strategies (CSs) has been far from conclusive. Some researchers reject the possibility of CSs instruction while many empirical studies support their teachability. Taking a mixed method design, the present study used a language proficiency test, a questionnaire and an interview for data collection. In the quantitative phase, the participants’ responses to questionnaire before and after a 12-week period of teaching CSs were statistically compared. The analysis of the quantitative data obtained from the questionnaire through Paired-samples t-test indicated that the students’ perceptions towards the usefulness of CSs grew significantly more positive after their instruction. The qualitative analysis of the interview data collected from the teachers indicated that most teachers found CSs useful and possible to teach. It was also found that these strategies improved capability of English language learners to speak and enhaned their conciousness of CSs. This study could offer pedagogical implications for both teachers and students and pave the way for further studies in the field. پرونده مقاله -
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117 - On the Differential Effects of Computer-Mediated and Metalinguistic Corrective Feedback on Iranian EFL Learners’ Writing Accuracy
میر ایوب طباطبایی کامه خاصه خان نگین قویدل نیا صمد رمزیThe present study investigated differential effect of two types of feedback namely, computer-mediated and metalinguistic, on Iranian EFL learners’ writing accuracy. To this end, based on Nelson Proficiency Test (300 A), 69 Iranian advanced EFL learners, including چکیده کاملThe present study investigated differential effect of two types of feedback namely, computer-mediated and metalinguistic, on Iranian EFL learners’ writing accuracy. To this end, based on Nelson Proficiency Test (300 A), 69 Iranian advanced EFL learners, including 45 males and 24 females, aged between 17 and 24, learning English in language institutes in Salmas, were selected randomly out of the total population of 121 EFL learners and then divided into three groups. The participants in the two experimental groups received metalinguistic and computer-mediated feedback separately while those in the control group received no feedback. The analyses of the results obtained through a pre-test and a post-test indicated that both feedback types significantly influenced learners’ writing accuracy. However, analysis of the participants’ performances on the post-test demonstrated that metalinguistic group outperformed computer-mediated one. Thus, the effect of metalinguistic feedback was more than that of computer-mediated feedback. In addition, both of them were more influential than no-feedback instruction. The findings of the present study can be fruitful for syllabus designers and EFL teachers. پرونده مقاله -
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118 - The Efficacy of an SFL-Oriented Register Instruction in Improving Iranian EFL Learners’ Writing Performance and Perception: Language Proficiency in Focus
محمد یوسفی اسگویی نادر اسدی آیدینلو مسعود ذوقیThe current study sought to explore the impact of SFL-oriented register instruction on Iranian EFL learner’ writing performance with a central focus on their English proficiency level. As its secondary aim, the study delved deeply into the learners’ percepti چکیده کاملThe current study sought to explore the impact of SFL-oriented register instruction on Iranian EFL learner’ writing performance with a central focus on their English proficiency level. As its secondary aim, the study delved deeply into the learners’ perception of the register-based instruction. To these ends, 50 intermediate and 50 advanced Iranian EFL learners were selected randomly and assigned to four groups: two experimental and two control groups. Employing an experimental pretest/posttest design, the learners of the two experimental groups received instruction on the three components of register; that is, field, tenor, and mode along with the implementation of a three-phase teaching/learning cycle, whereas the learners in the control groups were exposed to a conventional writing instruction. Quantitative analysis of the learners’ writing performance on the pre- and posttest measures revealed the contributory role of register instruction in improving Iranian EFL learners’ writing performance, regardless of their English proficiency level. Furthermore, having been surveyed through a researcher-made questionnaire, the advanced and intermediate learners expressed their positive attitude towards the instruction. The findings highlighted the necessity of superseding the traditional linguistic-based writing instruction by a contextual and situational teaching methodology similar to what has been implemented in the current study. پرونده مقاله -
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119 - Promoting Dialogic Talk in a Speaking Classroom: Rethinking Bakhtinian Pedagogy
فاطمه نیک نژاد ناییج آباد محمدرضا خدارضا داوود مشهدی حیدرThis study sought to promote EFL learners' speaking ability drawing on Bakhtin’s notion of dialogic discourse pattern (DDP) and to explore their perceptions towards implementing dialogic teaching (DT) in a speaking classroom. To this end, from the population of st چکیده کاملThis study sought to promote EFL learners' speaking ability drawing on Bakhtin’s notion of dialogic discourse pattern (DDP) and to explore their perceptions towards implementing dialogic teaching (DT) in a speaking classroom. To this end, from the population of students in different language institutes, 47 students were selected based on a purposive sampling method. The data were collected at two step-wise processes adopting a mixed-method approach. First, the researcher directed two EFL teachers to apply the DDP principles in a dialogic (DG) and non-dialogic group (NDG). The intervention lasted for 12 weeks. Then, a posttest of speaking was conducted to track the possible improvement. The findings attested that the dialogic talk could promote EFL learners’ speaking ability. Next, DG group was required to complete a written discourse completion task to determine the extent to which incorporating DT could promote learners’ speaking ability. To analyze the data, Thomas's (2006) inductive approach was adopted comprising the dominant themes. The results revealed different themes and sub-themes such as developing self-directed learning skills, disseminating critical literacy practice, fostering language learning, promoting motivation and affective factors, to name but a few. The findings propose some implications for classroom management, materials preparation, and language policy program. پرونده مقاله -
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120 - The Impact of Observer Ring Technique on the Writing Achievement: A case of Iranian EFL Learners
جهانبخش نیکوپور محمد امینی فارسانی فهیمه محمودیThis study was conducted to probe the effect of the observer ring technique on the participants’ writing achievement. In so doing, the researchers utilized a quasi-experimental design with 20 participants in the control group and 18 in the experimental group. Inst چکیده کاملThis study was conducted to probe the effect of the observer ring technique on the participants’ writing achievement. In so doing, the researchers utilized a quasi-experimental design with 20 participants in the control group and 18 in the experimental group. Instrumentation included a writing handout, an Oxford Placement Test (standard proficiency test), and a rating scale of writing. As a treatment, the participants in the experimental group were asked to write at home and bring their papers to the class to be corrected by their classmates and the teacher was the supervisor. In the control group, the papers were corrected by the teacher. The results of the pre-test indicated that the participants of the two groups were homogeneous with regard to proficiency level as well as their writing ability. The results of the post-test revealed that the writing ability of the participants in the experimental group had improved during the study. Moreover, the observer ring technique had a positive and significant effect on the participants' writing ability. The findings may promise implications for incorporating this new interactive feedback model into EFL writing classes. پرونده مقاله -
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121 - The Role of Games in Teaching English Numbers to Iranian EFL Learners at the Elementary Level
Farzaneh Zardoshti فاطمه بهجت محمد رستم پورEnglish vocabulary, especially at the elementary stage of language learning process, is easily forgotten. Language games seem to be a good strategy for learning a foreign language. This study aimed to find a way to help elementary EFL learners fix the new English number چکیده کاملEnglish vocabulary, especially at the elementary stage of language learning process, is easily forgotten. Language games seem to be a good strategy for learning a foreign language. This study aimed to find a way to help elementary EFL learners fix the new English numbers in their minds. First, the general test of English numbers as a pretest was administered to 60 participants. They were required to write equivalents of the target numbers in the blank spaces. After giving the pre-test, the researcher divided the learners into the experimental group and the control group. Students in experimental group were taught new English numbers through games including: One to TEN, Slap that, Number of chairs, How many plastic apples?, Count in jumps, Cooperative numbers Circling math challenge, Answer me, Buzz fizz, Circling math challenge, Choose your score now. In the control group, the new numbers were presented through traditional methods such as repetition or translation. The study was conducted at Poyandegan language Institute in Neyriz. Thirty students as an experimental group and 30 students as a control group aged between 9-12 participated in this study. The collected data were analyzed using paired and independent samples T- test. The study indicated that there were statistically significant differences in mean scores of vocabulary tests in favor of the experimental group in the post test. It is hoped that due to the findings of this study teachers will reconsider the role of games and appreciate its value. پرونده مقاله -
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122 - The Impact of Code-Switching on Bilingual EFL Learners’ Reading Comprehension
پریسا یگانه پور Zohreh SeifooriThis study sought to investigate the probable effects of code-switching (CS) on Iranian bilingual English learners' reading comprehension. In this study, two intact classes of freshmen, taking the four-credit Reading and Comprehension Course 1, comprising a total of 70 چکیده کاملThis study sought to investigate the probable effects of code-switching (CS) on Iranian bilingual English learners' reading comprehension. In this study, two intact classes of freshmen, taking the four-credit Reading and Comprehension Course 1, comprising a total of 70 participants, with 35 in each class, were randomly assigned as the experimental and the control groups after their initial homogeneity in reading comprehension was assessed via the reading section of the Preliminary English Test (PET). In the experimental group, the participants were allowed to switch codes during the twenty-hour-treatment that extended over five weeks. The participants in the control group, however, were required to rely exclusively on English as the language of communication and instruction with no CS. The independent samples t-test of the post test scores, administered at the end of the treatment, revealed significant differences in the reading comprehension of the two groups. The experimental CS group outperformed the control group. Since variables such as proficiency, teaching materials, and teach methodology, were kept constant in both classes, CS might be regarded as one of the probable causes of different levels of achievement in reading comprehension in both groups. Cautious use of CS to promote different aspects of the learning process will be discussed in the paper. پرونده مقاله -
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123 - The Power of Aural and Picture Vocabulary Size Test in Predicting Iranian EFL Learners’ Viewing Comprehension
سید محمدرضا امیریان سعید غنی آبادی مهلا قلیچیThe aim of this investigation has been to predict Viewing Comprehension through Aural and Picture Vocabulary Size among Iranian EFL Learners. To this end, 110 intermediate students were selected from two institutes of a city in Khorasan Razavi province, Iran. Pictorial چکیده کاملThe aim of this investigation has been to predict Viewing Comprehension through Aural and Picture Vocabulary Size among Iranian EFL Learners. To this end, 110 intermediate students were selected from two institutes of a city in Khorasan Razavi province, Iran. Pictorial vocabulary knowledge of learners was tested by Picture Vocabulary Size Test, Aural vocabulary knowledge was measured by Aural vocabulary size test and viewing comprehension was tested by a multiple-choice question test. All analyses were carried out using SPSS for Microsoft windows 22. Pearson product moment correlation analysis was run to analyze the relationship among viewing comprehension, picture vocabulary size and aural vocabulary. After the correlation analysis, we did step-wise multiple regression analysis to predict an outcome variable from two predictors. Interestingly, it was found that both picture and aural vocabulary size have a significant positive correlation with viewing comprehension. It was also proved that only aural vocabulary size can be considered as a significant predictor of EFL learners' viewing comprehension ability. پرونده مقاله -
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124 - Impact of Process and Genre-Based Approaches to Writing on Iranian EFL Learners' Writing Performance across Creativity Levels
سولماز ایران نژاد ناصر غفوری اصغر محمودیThis study aimed at investigating the effect of process-based and genre- based approaches to writing instruction on Iranian EFL learners’ writing performance across high and low creativity levels. The study followed a quasi-experimental design and it was conducted چکیده کاملThis study aimed at investigating the effect of process-based and genre- based approaches to writing instruction on Iranian EFL learners’ writing performance across high and low creativity levels. The study followed a quasi-experimental design and it was conducted with a homogenous sample of 72 learners who were selected from an initial group of 90 participants from a private language institute in Urmia, Iran. Based on the results of an English proficiency test known as Oxford Placement Test and a test of creativity known as Abedi-Schumacher Creativity Test, the participants were assigned into four groups of 18. The treatment period lasted for 10 sessions including pretest and posttest sessions. The results of ANCOVA statistics showed that the type of instruction had statistically significant effect on the learners’ writing performance, with the higher performance of genre-based over the process-based writing instruction, while the level of creativity had no significant effect on the participants’ writing scores. Furthermore, a significant interaction was observed between instruction type and the learners’ creativity level. The findings of this study have pedagogical implications for teachers, syllabus designers, and practitioners to use appropriate instructional methods in ELT with special attention on learners’ creativity levels. پرونده مقاله -
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125 - The Impact of Morphological Awareness on Iranian Pre-University Students’ Listening Transcription
محمد نبی کریمی عامر قیطوریMorphological Awareness (henceforth: MA), defined as the ability to understand the morphemic structure of the words, has been reported to affect various aspects of second language performance including reading comprehension ability, spelling performance, etc. Yet, the c چکیده کاملMorphological Awareness (henceforth: MA), defined as the ability to understand the morphemic structure of the words, has been reported to affect various aspects of second language performance including reading comprehension ability, spelling performance, etc. Yet, the concept has been far less treated with reference to l2 listening transcription. Thus, against this background, this study aims to investigate the link between MA and listening transcription ability of Iranian pre-university students. To this aim, 40 pre-university students participated in the study, and were assigned to two control and experimental groups. Both groups were first given three short listening passages to transcribe as the pre-tests. The results of the independent-samples t-test revealed no significant difference between the two groups. The experimental group, then, received five one-hour sessions briefing them on the morphological realization of English words. The two groups were then given three short listening passages to transcribe as their post-tests. The results of the independent-samples t-tests attested to the significant difference between the two groups, thus, supporting the relationship between MA and listening transcription ability. The study concludes with some suggestions as to the incorporation of MA into L2 learning programs. پرونده مقاله -
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126 - The Effect of Semantic Mapping on Reading Comprehension
المیرا تقوی کریم صادقیThe research reported here examined the relative effectiveness of semantic mapping, as an interactive pre-reading strategy, on reading comprehension of Iranian undergraduate students (non-EFL majors). It also examined whether there was an interaction between gender and چکیده کاملThe research reported here examined the relative effectiveness of semantic mapping, as an interactive pre-reading strategy, on reading comprehension of Iranian undergraduate students (non-EFL majors). It also examined whether there was an interaction between gender and the effect of teaching semantic mapping strategy on reading comprehension. The participants in this study consisted of 120 male and female pre-intermediate undergraduate students taking a General English course at UrmiaUniversity in Spring 2008. A Certificate of Advanced English Reading Paper (CAE) was administered to measure the students’ proficiency at the beginning of the research. Later, the participants were semi-randomly (Mackey and Gass, 2005) assigned into experimental and control groups. The experimental group was instructed on how toemploy semantic mapping strategy in reading while the control group received normal reading instruction. The post-test results supported the findings of earlier research that instruction on the application of semantic mapping contributed to reading comprehension. Further findings and implications are discussed in the paper. پرونده مقاله -
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127 - More Proficient vs. Less Proficient EFL Learners’ Perceptions of Teachers ‘Motivation Raising Strategies
نسرین یوسفی مرجان وثوقی مینو عالمیMotivation raising strategies are frequently used in English as a Foreign Language (EFL) classes; nevertheless, learners’ perceptions of such strategies used by language teachers have not sufficiently been explored. Also, there are not enough studies on difference چکیده کاملMotivation raising strategies are frequently used in English as a Foreign Language (EFL) classes; nevertheless, learners’ perceptions of such strategies used by language teachers have not sufficiently been explored. Also, there are not enough studies on differences and similarities between more and less proficient EFL learners regarding this issue. To scrutinize this topic, a groups of more (No=50) and less proficient EFL learners (No=50) participated in this study by completing to a validated, researcher-made questionnaire with a five-point Likert type format. Non-parametric Mann-Whiteny U test was run in the SPSS ver. 23 to check the differences between the two groups. The results of the study verified that, regardless of each individual scale in the utilized questionnaire, overall, the more proficient ones manifested significantly less perceptions on teachers’ motivation raising strategies based on the total estimated mean ranks compared with the less proficient learners. However, within the surveyed scales, only in the classroom atmosphere scale, the results showed that the less proficient learners were more mindful of teacher strategies for motivation raising. The findings from this study have implications for motivation raising strategy instructions for a language classroom. پرونده مقاله -
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128 - بررسی اثربخشی بازی‌درمانی عروسکی بر خودپنداره، ادراک شایستگی و رشد اجتماعی دانش‌آموزان دیرآموز پایه پنجم آذرشهر
سیما ممقانیان مرضیه علیوندی وفاهدف کلی این تحقیق، تعیین اثربخشی بازی‌درمانی عروسکی بر خودپنداره، ادراک شایستگی و رشد اجتماعی دانش‌آموزان دیرآموز پایه پنجم مقطع ابتدایی بود. جامعه آماری این پژوهش را کلیه دانش‌آموزان دیرآموز دختر پایه پنجم ابتدایی شهر آذرشهر در سال تحصیلی 1400-1399 تشکیل داده بودند. در چکیده کاملهدف کلی این تحقیق، تعیین اثربخشی بازی‌درمانی عروسکی بر خودپنداره، ادراک شایستگی و رشد اجتماعی دانش‌آموزان دیرآموز پایه پنجم مقطع ابتدایی بود. جامعه آماری این پژوهش را کلیه دانش‌آموزان دیرآموز دختر پایه پنجم ابتدایی شهر آذرشهر در سال تحصیلی 1400-1399 تشکیل داده بودند. در فرآیند نمونه‌گیری، از روش نمونه‌گیری هدفمند استفاده شد؛ به طوری که از بین دانش‌آموزان دختر دیرآموز پایه پنجم شهر آذرشهر 30 نفر انتخاب شده و به شکل جایگزینی تصادفی در دو گروه آزمایش (15 نفر) و گروه گواه (15 نفر) قرار داده شدند. برای گردآوری داده‌ها، از ابزارهای مقیاس خودپنداره پیرز ـ هریس، پرسشنامه خودادراکی هارتر، مقیاس بلوغ اجتماعی واینلند استفاده شد. طرح کلی تحقیق بر اساس طرح نیمه‌تجربی از نوع طرح پیش‌آزمون ـ پس‌آزمون با گروه کنترل بود؛ به طوری که گروه آزمایش، برنامه بازی‌درمانی عروسکی را طی 9 جلسه 90 دقیقه‌ای دریافت داشته و گروه کنترل مداخله‌ای دریافت نکردند. نتایج تحلیل کوواریانس تک‌متغیره نشان داد که خودپنداره دانش‌آموزان دیرآموز گروه مداخله بازی‌درمانی عروسکی بیشتر از گروه گواه بود. همچنین بر اساس نتایج آماری، مداخله بازی‌درمانی عروسکی توانسته بود میزان ادراک شایستگی دانش‌آموزان دیرآموز را در گروه آزمایش بهبود بخشد. به علاوه، نتایج نشان داد که رشد اجتماعی گروه آزمایش نیز بعد از مداخله بازی درمانی عروسکی بیشتر از گروه گواه بوده است. بر اساس یافته‌ها، چنین استنباط می‌شود که می‌توان از برنامه بازی‌درمانی عروسکی برای بهبود وضعیت خودپنداره، ادراک شایستگی و رشد اجتماعی دانش‌آموزان دیرآموز مقطع ابتدایی در کنار دیگر مداخله‌های آموزشی و درمانی استفاده کرد (05/0p<). پرونده مقاله -
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129 - اثرات عملکردی نفوذ استاد و عدم نفوذ استاد بر تمایل زبان آموزان به برقراری ارتباط
محمدعلی یاغچی ناصر غفوری نساء نبیفرتحقیق حاضر سعی دارد تا تاثیرات به کارگیری چارچوب نظری نفوذ استاد را در کلاسهای آموزش زبان انگلیسی در دانشگاه فرهنگیان تبریز مورد بررسی قرار دهد، چهارچوبی که جان هرون تحت عنوان "بررسی شش اصل نفوذ استاد بر تمایل زبان آموز به برقراری ارتباط" مطرح کرده است. این مدل که ریشه چکیده کاملتحقیق حاضر سعی دارد تا تاثیرات به کارگیری چارچوب نظری نفوذ استاد را در کلاسهای آموزش زبان انگلیسی در دانشگاه فرهنگیان تبریز مورد بررسی قرار دهد، چهارچوبی که جان هرون تحت عنوان "بررسی شش اصل نفوذ استاد بر تمایل زبان آموز به برقراری ارتباط" مطرح کرده است. این مدل که ریشه در نظارت بالینی دارد، می تواند رفتار کلامی و جمله های حقیقی که استاد در بافت یادگیری زبان بکار می برد را جهت دهد. 60 دانشجو در آزمون مهارتهای عمومی زبان PET شرکت کردند که بر اساس نتایج حاصله ، 36 نفراز آنها به دو گروه 18 نفری برای این پژوهش انتخاب شدند. گروه اول، گروه تحت نفوذ استاد بود که در آن استاد تعیین می کرد چه اقداماتی باید صورت پذیرد، این استاد بود که اطلاعات را ارائه می داد و یا با دانشجوها تعامل داشت. گروه دوم، گروه عاری از نفوذ استاد بود که در آن استاد صرفا ایده دهنده، حلال مشکلات و اعتماد به نفس دهنده بود. این دو گروه پرسشنامه های مربوط به تمایل به برقراری ارتباط، هم قبل، هم بعد و هم در دوره پیگری مجدد آموزشی را کامل کردند. نتایج حاصل از بکارگیری شش اصل نفوذ استاد حاکی از تغییرات چشمگیر در عملکرد دانشجویانی داشت کهو تحت نفوذ استاد نبودند و به عملکرد بهتر این گروه ازگروه تحت نفوذ استاد منجر گردید. امید است که این تحقیق افق های روشن جدیدی را به روی متخصصان، اساتید و نیز دانشجویان در حیطه آموزش زبان انگلیسی ایجاد نماید پرونده مقاله -
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130 - A Comparative study of Young Learners in their Willingness to Communicate from Socio-cultural Perspective
سونا حراره حامد برجستهThis study embarks upon uncovering the probable difference in willingness to communicate between Iranian male and female EFL learners. To undertake the present research, it was limited to socio-cognitive perspective. More precisely, it aimed to distinguish the types and چکیده کاملThis study embarks upon uncovering the probable difference in willingness to communicate between Iranian male and female EFL learners. To undertake the present research, it was limited to socio-cognitive perspective. More precisely, it aimed to distinguish the types and frequency of socio-cognitive strategies used by Iranian students as far as their gender was concerned. In doing so, 32 advance learners (16 males and 16 females) were asked to fill up a WTC and Socio-cultural strategy use questionnaire. The result revealed that both groups were similar in the cognitive strategy use. In addition, males were more willingness to communicate than female learners. This finding has implication for language teachers, social sciences, psycho-linguistic and socio-linguistic teachers and learner. پرونده مقاله -
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131 - The Social Impact of Telegram as a Social Network on Teaching English Vocabulary among Iranian Intermediate EFL Learners ( Payam Noor Center)
Maryam Kaviani Davood Mashhadi HeidarTelegram is now considered as one of the most famous platform online social networks among media university students. Nowadays, the immense popularity of social networking websites such as Telegram has created new opportunities for English learners. Accordingly, the pre چکیده کاملTelegram is now considered as one of the most famous platform online social networks among media university students. Nowadays, the immense popularity of social networking websites such as Telegram has created new opportunities for English learners. Accordingly, the present study aims to investigate whether Telegram would be an effective and easy learning tool of vocabulary for Iranian female EFL learners at Intermediate Level at Payam Noor University, Babol, Iran. The participants in this study were 50 female EFL learners, ranging from 18-28 years old, selected from 100 cases. Pretest and posttest were also used to assess learners' knowledge about vocabulary taught during the session (four weeks). The data were collected and analyzed by SPSS. The results indicated that in spite of the popularity of social networks, Telegram learning can bring unique technological and pedagogical advantages for EFL learners and has a significantly positive effect on the development of vocabulary learning. The findings of this study are considered to be useful in English methodology issue. پرونده مقاله -
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132 - The Role of Critical Sociological Thinking on Young Iranian Advanced EFL Learners' Ingenuity of English Conversation
Maryam Kaviani Sahar MahdaviThis study considered the critical sociological thinking impact on teaching conversation among young Iranian advanced EFL learners. For this purpose, 40 advanced learners, 17-35 years old, were chosen after administering a nonprobability sampling design from classes at چکیده کاملThis study considered the critical sociological thinking impact on teaching conversation among young Iranian advanced EFL learners. For this purpose, 40 advanced learners, 17-35 years old, were chosen after administering a nonprobability sampling design from classes at Foreign Language Institute in Babolsar, Iran. These 40 participants were randomly allocated to two groups (one experimental and one control group) each comprising of 20 persons. The participants received a pre-test connected to English conversation separately to ensure that they failed to have previous knowledge. The experimental group received the treatment associated with critical sociological thinking to learn conversation. Then the participants were asked to answer related IELTS Speaking Test. But the control group just received the usual instructions as before. After the treatments, the same pre-test was given to the participants as post-test to evaluate the effect of treatment. After collecting and analyzing the data, the results indicated that critical sociological thinking had a positive effect on teaching conversation in English. The findings of this research can be used in methodological issues. پرونده مقاله -
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133 - On the Link between Identity Processing and Learning Styles among Young Language learners
Hamed Barjesteh Lida Farsi Fatemeh Ahmadi Livani Samin SeyedebrahimiThe present study attempted to investigate the probable relationship between Iranian young language learners’ identity processing styles and their learning styles. To this end, 29 advanced learners, 23 females and 6 males were randomly selected from an English lan چکیده کاملThe present study attempted to investigate the probable relationship between Iranian young language learners’ identity processing styles and their learning styles. To this end, 29 advanced learners, 23 females and 6 males were randomly selected from an English language Institute. Twenty nine advanced young language learners were chosen randomly out of whole advanced young language learners in the mentioned English Language Institute using simple randomization. Detailed information was provided for them relevant to the title, its significance, and the procedures they would go through to participate in this study. They were asked to fill out a revised version of identity style inventory and a learning styles inventory questionnaires. After collecting the data, the results revealed that Iranian young language learners’ identity processing style and their learning style were not related to each other. An independent t-test was run to compare the mean scores of male and female. The results indicated that there was not a significant difference between the mean scores of the two groups on the learning style. The findings have implication for language learners, teachers, and material developers. پرونده مقاله -
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134 - The Interplay between Young Learners' Sense of Self-Efficacy in Reading Comprehension and English Language Proficiency
Hamed Barjesteh Mehdi Manoochehrzadeh Seyyed Mohammad HosseiniThis study intended to explore the interplay between young language learners' sense of self-efficacy regarding reading comprehension in their reading test performance associated with learning English among universities. To undertake the study, a purposive sampling metho چکیده کاملThis study intended to explore the interplay between young language learners' sense of self-efficacy regarding reading comprehension in their reading test performance associated with learning English among universities. To undertake the study, a purposive sampling method was adopted. A total of 60 freshmen undergraduate learners of English consented to participate in this study. A self-efficacy questionnaire was employed to collect to young learners' beliefs in their own reading capabilities with a hope to explore the effects of high and low self-efficacy on reading proficiency. Accordingly, students’ reading proficiency was examined based on their performance to the reading comprehension test adopted from a paper-based Longman TOEFL. The findings revealed that there was a direct and significant relationship between the learners' self-efficacy beliefs about learning and their language proficiency. The result attested that students with high self–efficacy are more proficient in their language learning as compared with those of low self-efficacy. EFL teachers and students as well materials developers’ can take the advantage of the findings. Theoretical and pedagogical implications for foreign language learning and teaching are also discussed. پرونده مقاله -
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135 - Sociological Explanation of Critical Thinking as an Effective Way of Teaching English Reading Skill among Young Iranian EFL Pre-Intermediate Learners
Maryam Kaviani Davood Mashhadi HeidarThis study considered the sociological explanation of critical thinking on teaching reading skill among young Iranian pre-intermediate EFL learners. For this purpose, 40 pre-intermediate learners, 19-30 years old, were chosen after administering a non-probability sampli چکیده کاملThis study considered the sociological explanation of critical thinking on teaching reading skill among young Iranian pre-intermediate EFL learners. For this purpose, 40 pre-intermediate learners, 19-30 years old, were chosen after administering a non-probability sampling design from classes at Foreign Language Institute in Babol. These 40 participants were randomly allocated to two groups (one experimental and one control group) each comprising of 20 persons. The participants received a pre-test connected to reading skill separately to ensure that they failed to have previous knowledge. The experimental group received the treatment associated critical thinking to learn reading skill. Then the participants were asked to answer IELTS Reading Test. But control group just received the usual instructions as before. After the treatments, the same pre-test was given to the participants as post-test to evaluate the effect of treatment. After collecting and analyzing the data, the results indicated that critical thinking had a positive effect on teaching reading skill in in English. پرونده مقاله -
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136 - Effects of Immersive Learning and Communicative Language Teaching on the Oral Complexity, Accuracy, and Fluency of Iranian EFL Learners with Expressive Language Disorder
Mojgan Khaki Hossein Heidari Tabrizi Sajad ShafieeThe CTML served as the primary source of motivation for this investigation, which explored the effects of Immersive Learning (IL) and Communicative Language Teaching on the Oral Complexity, Accuracy, and Fluency (CAF) of Iranian EFL learners with Expressive Language Dis چکیده کاملThe CTML served as the primary source of motivation for this investigation, which explored the effects of Immersive Learning (IL) and Communicative Language Teaching on the Oral Complexity, Accuracy, and Fluency (CAF) of Iranian EFL learners with Expressive Language Disorder (ELD). Using a quasi-Solomon four-group design, the participants, who were all Iranian pre-intermediate EFL learners with mild to moderate levels of ELD, were separated into experimental and control groups. There were a total of 36 participants in this study. The intervention consisted of virtual reality (VR) authoring eighty speech exercises in the form of learning chunks for twenty sessions lasting seventy minutes each. In the groups that served as controls, the content was presented using a method known as Communicative Language Teaching (CLT). Both the pre-test and the post-test were conducted orally using the CAF test. In terms of oral complexity (syntactic complexity and diversity), oral accuracy (error-free sentences and accurate verb forms), and oral fluency (number of vocally generated syllables), the findings revealed that individuals who received IL fared better than their counterparts in the CLT group. The findings may have important implications for teaching English as a foreign language and for rehabilitative education. پرونده مقاله -
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137 - Impact of Elementary Learners’ L1 in Consciousness-raising Tasks on Their L2 Writing Accuracy
Saeideh fatahzadeh Sajad Shafiee Fariba RahimiThis study was an attempt to investigate the impact of elementary learners’ L1 in consciousness-raising tasks on their L2 writing accuracy. To achieve this end, 32 male and female elementary EFL learners, aged 17 to 26, participated in this study. They were assign چکیده کاملThis study was an attempt to investigate the impact of elementary learners’ L1 in consciousness-raising tasks on their L2 writing accuracy. To achieve this end, 32 male and female elementary EFL learners, aged 17 to 26, participated in this study. They were assigned to two experimental groups (L1 and L2 groups) using the intact group sampling technique. The treatment was 13 two-hour sessions in which the participants of L1 group were exposed to consciousness-raising tasks through their L1, but the L2 group experienced the same tasks in English. At the end, a writing test was administered for both groups and the data collected through the pre-test and post-test were analyzed using paired-samples t test and one-way analysis of covariance. The results of the data analysis showed that L1 group significantly outperformed the L2 group in writing accuracy. This finding verifies the rejection of the ideological dogma of using first language in foreign language classes. پرونده مقاله -
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138 - Effect of Group Dynamic Assessment on the Development of Learners’ Listening Comprehension: A Case of Female Iranian EFL Learners
Mahshid Ghenaat Fariba Rahimi Esfahani Sajad Shafiee Mehrdad SepehriThis study aimed to examine the impact of Group Dynamic Assessment (G-DA) on the listening comprehension of Iranian intermediate EFL learners. To this purpose, through the Preliminary English Test (PET) 140 Iranian EFL female learners in four English Language Institutes چکیده کاملThis study aimed to examine the impact of Group Dynamic Assessment (G-DA) on the listening comprehension of Iranian intermediate EFL learners. To this purpose, through the Preliminary English Test (PET) 140 Iranian EFL female learners in four English Language Institutes of Ahvaz, Iran, were tested, and 80 of them were selected as the sample of the study using convenience sampling. They were taught through group dynamic assessment. After the pretest and treatment sessions, the participants were given the listening comprehension post-test and the resultant scores were statistically analyzed to detect their development from pretest to post-test. The obtained results revealed that Group Dynamic Assessment (G-DA) had a positive impact on the participants’ listening comprehension. This finding implies that EFL teachers may need to consider the positive impact of dynamic assessment on EFL learners’ listening comprehension improvement and provide them with more opportunities to interact. They may also need to create a change in the traditional models of listening comprehension assessment which emphasize psychometric quantification of students' performances. پرونده مقاله -
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139 - Effects of Teacher vs. Grammarly Feedback on Iranian EFL Learners’ Writing Skill
Hoda Sistani Omid TabatabaeiAmong four language skills, the task of writing is one of the most complex and demanding cognitive processes. Also, feedback is necessary for teachers during their careers to improve their students ‘self-confidence. So, the present study aimed to explore the impac چکیده کاملAmong four language skills, the task of writing is one of the most complex and demanding cognitive processes. Also, feedback is necessary for teachers during their careers to improve their students ‘self-confidence. So, the present study aimed to explore the impact of feedback provided by Grammarly Software compared to teachers’ feedback on the writing ability of Iranian EFL learners. Through the nonrandom sampling method, 60 intermediate male and female EFL learners were selected, then they were randomly assigned to two main groups: the experimental and control group. In ten sessions, the participants were administered the Oxford Placement Test (OQPT), Pretest of Essay Writing, the Grammarly software program, a Posttest of Essay Writing, and an attitude questionnaire. The data gathered from the comparison of the pretest and posttest revealed that the experimental group members outperformed those in the control group, meaning that the Grammarly software program positively affected the EFL learners' writing ability. The results might have implications for language teachers, learners, and materials developers. پرونده مقاله -
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140 - Combined Effect of Critical Thinking and Dynamic Assessment on Enhancing Iranian EFL Learners’ Writing Performance: A Focus on Teaching Writing Strategies
Raheleh Taheri Hossein Vahid Dastjerdi Omid Tabatabaei Hadi SalehiThis study aimed to explore the combined impacts of critical thinking and dynamic Assessment on enhancing the writing performance of Iranian EFL learners, specifically focusing on teaching writing strategies. We selected 80 intermediate-level participants from a pool of چکیده کاملThis study aimed to explore the combined impacts of critical thinking and dynamic Assessment on enhancing the writing performance of Iranian EFL learners, specifically focusing on teaching writing strategies. We selected 80 intermediate-level participants from a pool of approximately 200 language learners at an accredited institute (Gooyesh). These participants were divided equally into two experimental and control groups. The experimental group (EG) received writing strategies through the application of critical thinking principles and dynamic assessment. The control group (CG) received writing strategies through traditional methods without receiving critical thinking or dynamic assessment principles. The two groups underwent a writing pre-test to assess their initial writing skills, and after the treatment, to measure their writing improvement, they took a post-test using the same evaluation criteria as those of the pre-test. Then, appropriate statistical tools were employed to gauge the participants' writing progress as a result of the instructional methods. The results indicated that integrating dynamic assessment and critical thinking strategies significantly improved participants' written communication skills. These findings hold promise for EFL instructors, curriculum designers, and material developers. پرونده مقاله -
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141 - Developing Highschool EFL Learners' Autonomy Through Web-based Dynamic Assessment in Iran
Abolfazal Fathi Mortaza Asalrasouli . Davud KuhiIt is assumed that web-based dynamic assessment will continue to thrive and have a profound role in pedagogy. In this regard, an explanatory sequential mixed-methods design was selected to consider the effect of web-based dynamic assessment on learners' autonomy. A samp چکیده کاملIt is assumed that web-based dynamic assessment will continue to thrive and have a profound role in pedagogy. In this regard, an explanatory sequential mixed-methods design was selected to consider the effect of web-based dynamic assessment on learners' autonomy. A sample of 60 high school EFL learners was selected non-random for this purpose, and they were categorized into two groups web-based dynamic assessment and the control group based on the convenience sampling method. the learners’ autonomy questionnaire was used as a data-gathering tool for the pretest and posttest in autonomy. The high school students were exposed to web-based DA via a designed web, based on the student's level and need in grammar. However, control learners learned grammar through the traditional or conventional method of instruction. Based on Mann-Whitney U-test results, the learners’ autonomy means scores in web-based DA increased in comparison to those of the control group. The platform and methods employed in this study produce results that are encouraging for the field of language instruction and could produce motivational outcomes in the future. The pedagogical implications of the study will be discussed. پرونده مقاله -
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142 - Role of Iranian EFL Teachers' Biological Factors in Managing Learners' Misbehaviours
Zahra Hashempour Azizeh Chalak Hossein Heidari TabriziClassroom management is a key component of teachers' professional competent for promoting learning. This study investigated teachers' classroom management strategies in responding to Iranian EFL learners' misbehaviours in terms of teachers' biological factors including چکیده کاملClassroom management is a key component of teachers' professional competent for promoting learning. This study investigated teachers' classroom management strategies in responding to Iranian EFL learners' misbehaviours in terms of teachers' biological factors including age and gender. The participants of the study were 75 (41 females and 34 males) teachers at universities and in language institutes of Fars Province, Iran. The study enjoyed a descriptive design using two sets of instruments encompassing a Five Likert-scale questionnaire and a semi-structured interview for collecting the data. The questionnaire determined teachers' classroom management strategies and the interview collected their opinions regarding classroom management. To analyze the data, one-way ANOVA and an independent sample t-test were run. The findings indicated that teachers' age and gender had significant effects on the types of strategies that they used when they faced misbehaviour. The findings also revealed that male teachers significantly used the strategies such as verbal warning, and female teachers removing the student from the class. The age groups were different in terms of using two strategies namely reward student with free time or activities and lower students' grade. The findings could have implication for curriculum designers, EFL teachers, and policymakers because it could enhance their skills in better management of learners' misbehaviours. پرونده مقاله -
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143 - Relationship Between VIA Character Strengths and Iranian EFL Learners' General L2 Proficiency
Matin Iraji Omid Tabatabaei Mehdi Vaez-DaliliThis study focused on the relationship between VIA (Values in Action) character strengths and the general second language (L2) proficiency of Iranian upper-intermediate EFLlearners. The researchers aimed to investigate the reletionship between six VIA virtues (courage, چکیده کاملThis study focused on the relationship between VIA (Values in Action) character strengths and the general second language (L2) proficiency of Iranian upper-intermediate EFLlearners. The researchers aimed to investigate the reletionship between six VIA virtues (courage, justice, humanity, temperance, wisdom, and transcendence) and learners' general L2 proficiency. The study involved 300 Iranian EFL learners enrolled in five language institutes in Isfahan, Iran. The participants' proficiency level was assessed using an Oxford Quick Placement Test (OQPT). Language proficiency was evaluated through the International English Language Testing System (IELTS) and a questionnaire was used to measure VIA characteristics. The data were analyzed using Pearson correlation. The findings showed a significant positive relationship between various subcategories of VIA characteristics and general L2 proficiency. These subcategories included wisdom, creativity, curiosity, judgment, love of learning, courage, perseverance, honesty, humanity, love, kindness, social intelligence, justice, fairness, leadership, temperance, forgiveness, humility, prudence, self-regulation, transcendence, appreciation, gratitude, hope, humor, spirituality, and L2 proficiency. These results have implications for educational practitioners, such as school counselors, instructors, educational policymakers, and researchers, as they highlight the importance of VIA character strengths in promoting language learning achievement. پرونده مقاله -
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144 - Impact of Multimedia Technology Use in English Classes on the Enhancement of EFL Learners’ Self-Concept
Vahdat Karimi Mohammad Alipour Sajad ShafieeThe present research aimed to determine the possible effect of multimedia use in English classes on the development of EFL learners’ self-concept. For this purpose, 80 EFL students were selected through covariance sampling from among all the male high school Engli چکیده کاملThe present research aimed to determine the possible effect of multimedia use in English classes on the development of EFL learners’ self-concept. For this purpose, 80 EFL students were selected through covariance sampling from among all the male high school English students in Ahvaz and were equally divided into an experimental group (n=40) and a control group (n= 40). To collect the needed data for the aims of the study, Chen & Thompson (2004) self-concept questionnaire was employed. Then, based on the quasi-experimental, pre-test, and post-test methods of the study, the elicited data were analyzed using descriptive statistics and covariance analysis. The obtained results showed that using multimedia in instruction has a significant impact on EFL learners’ self-concept. These findings have some implications for teaching English as a foreign language. First, the use of up-to-date multimedia technology needs to be encouraged more than before in schools, language institutes, and universities. Second, teachers’ interest, readiness, and expertise to use multimedia facilities need to be evaluated before appointing them as English language instructors. Finally, suitable grounds for the implementation of multimedia technology should be provided in educational setting. پرونده مقاله -
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145 - On the Interplay of Self-Esteem, Proficiency Level, and Language Learning Strategies Among Iranian L2 Learners
Mahmood HashemianIt is axiomatic that L2 teaching and learning is a process that requires dynamic involvement of L2 learners in the acquisition of knowledge and skills. L2 learners need to be assisted in setting individual learning goals. They should also be given the exposure to and gu چکیده کاملIt is axiomatic that L2 teaching and learning is a process that requires dynamic involvement of L2 learners in the acquisition of knowledge and skills. L2 learners need to be assisted in setting individual learning goals. They should also be given the exposure to and guidance in effective language learning strategies (LLSs) in order to build a high level of confidence in the learning process. The study was an attempt to examine the relationship between LLSs and L2 learners’ self-esteem. To achieve such objectives, a questionnaire was administered to 120 Persian L2 learners. The results revealed that LLSs had a strong correlation with self-esteem. Besides, the same strong, positive correlation was also observed between the participants’ self-esteem and their L2 proficiency level. It was finally underestood that of the L2 independent variables of the study (i.e., self-esteem and L2 proficiency level), it was the L2 participants’ proficiency level that better accounted for their use of LLSs. Conducting studies like the present one may contribute effectively to the better teaching of an L2 to L2 learners. پرونده مقاله -
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146 - Structural Priming Effects on EFL Production of Passive Structures
Ahmad Ameri-GolestanThis study investigates the role structural priming plays in production of passive structures among Iranian EFL learners. In order to answer the research question, which asked whether structural priming effects result in an increase in the production of the target struc چکیده کاملThis study investigates the role structural priming plays in production of passive structures among Iranian EFL learners. In order to answer the research question, which asked whether structural priming effects result in an increase in the production of the target structure (i.e., passive structures), 60 Iranian EFL learners participated in the study. After taking the placement test, they were divided into four experimental and control groups, namely Experimental High-Proficiency, Experimental Mid-Proficiency, Control High-Proficiency, and Control Mid-Proficiency. Participants then took part in picture description sessions the results of which were subjected to a 2 x 2 analysis of variance. The results of the experiment showed that priming resulted in increased production of the target structure in question by experimental groups as compared with production by control groups. In addition, the results indicated that EFL level of proficiency made a significant difference in production of the target structures. It is believed that structural priming can be employed as an alternative technique for presenting certain grammatical structures پرونده مقاله -
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147 - L1 Transfer in L2 Acquisition of the There-Insertion Construction by Mandarin EFL Learners
Lili WuThis study examined the role of the native language (L1) transfer in a non-native language (L2) acquisition of the there-insertion construction at the syntax-semantics interface. Specifically, the study investigated if Mandarin EFL learners would make overgeneralization چکیده کاملThis study examined the role of the native language (L1) transfer in a non-native language (L2) acquisition of the there-insertion construction at the syntax-semantics interface. Specifically, the study investigated if Mandarin EFL learners would make overgeneralization errors in the situation where an L1 argument structure constitutes a superset of its L2 counterpart. Verbs of existence and appearance (EAA) such as exist, appear are possible with the there-insertion construction in which the single argument remains in the underlying direct object position. In Mandarin, some verb classes also allow their single arguments to appear in the verb-subject (VS) order. For example, VEA and verbs of monadic change of state (COS) (die, escape) are compatible with the VS order. Some verbs of manner of motion (MOM) (run, swim) are also permissible with the construction. Seventy upper-intermediate and advanced L1 Mandarin EFL learners and 30 native English speakers participated in an acceptability judgement test, the results of which show that L1 Mandarin EFL learners acquired native-like knowledge of the there-insertion construction with verbs of EAA, but they have difficulties recognizing the unacceptability of the there-insertion sentences with verbs of COS and MOM. Individual results by subjects show that it is possible to recover from L1 transfer. Mandarin EFL learners start to unlearn the overgeneralization errors with MOM verbs by drawing on the semantic properties. The experimental results provide further evidence for the previous findings suggesting that the L2 argument structure acquisition is constrained by L1, and the recovery from L1 transfer is also possible. پرونده مقاله -
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148 - Effects of Cooperative Learning on Vocabulary Achievement of Reflective/Impulsive Iranian EFL Learners
Sajad Shafiee Seyyedeh Raziyeh KhavaranThis study examined the effects of cooperative learning techniques (CLT) on vocabulary achievement of reflective/impulsive Iranian EFL Learners. From among 130 students at Fajr institute in Dehdasht, Kohkiloyeh and Boyer Ahmad Province, Iran, 90 participants were select چکیده کاملThis study examined the effects of cooperative learning techniques (CLT) on vocabulary achievement of reflective/impulsive Iranian EFL Learners. From among 130 students at Fajr institute in Dehdasht, Kohkiloyeh and Boyer Ahmad Province, Iran, 90 participants were selected based on their performance on the Oxford Placement Test (OPT). The participants were then divided into two experimental groups (comprising reflective learners and impulsive learners) and one control group labeled as conventional instruction (CI) group. The instrument used to divide the participants into reflective and impulsive groups was the Eysenck’s (1990) Impulsivity Questionnaire. The experimental groups were taught with the student team achievement division (STAD) technique, while the control group was taught through the traditional method for ten weeks. To measure the vocabulary knowledge of the learners in different groups at the beginning and at the end of the experiment, a pretest and a posttest, each consisting of 40 items on new English words based on their book were used. Independent-Samples and paired-samples t tests were used to determine whether there were significant inter- and intra-group differences. The statistical analysis of the results showed that the experimental groups (reflective and impulsive) performed better on vocabulary achievement posttest than the control group (CI), and also it was revealed that reflective learners performed better on vocabulary achievement than impulsive learners. In sum, cooperative learning enhanced learners’ vocabulary performance, especially the reflective ones. پرونده مقاله -
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149 - Alleviating Iranian EFL Students’ Speaking Anxiety: Mobile-assisted instruction vs. traditional instruction
Farideh Ataeifar Firooz Sadighi Mohammad sadegh bagheri Fatemeh BehjatLanguage classrooms are occasionally anxiety-breeding situations. Foreign language classroom anxiety which negatively affects foreign language learning is typically associated with productive activities mainly speaking skill. To cope with the issue and overcome language چکیده کاملLanguage classrooms are occasionally anxiety-breeding situations. Foreign language classroom anxiety which negatively affects foreign language learning is typically associated with productive activities mainly speaking skill. To cope with the issue and overcome language learning difficulties, the present study was conducted to explore the impact of mobile-assisted language learning on enhancing EFL students’ oral proficiency and relieving their speaking anxiety. 60 sophomore female students whose ages ranged from 18 to 24 were selected from Zand University in Shiraz, Iran and randomly divided into two groups. Traditional instruction was adopted to teach both groups for two hours in a week for four months. Out of class, however, they did various speaking activities. The participants in the control group followed their course book speaking activities. But, the experimental group experienced mobile-assisted language learning to do their out-of-class speaking activities via a mobile application (Voice Thread). The Preliminary English Test and the Foreign Language Classroom Anxiety Scale questionnaire were used to collect the required data. Paired samples t-test results indicated that Voice Thread experience significantly enhanced the participants’ oral proficiency and lowered their foreign language speaking anxiety.these findings provide experimental evidence that Voice Thread can be used as an educational tool to help EFL students to improve their oral proficiency and create their own individual less-threatening language learning environment. پرونده مقاله -
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150 - Relationship between L2 Learners' Autonomy and Their Cognitive Style: Reflectivity in Focus
Raheleh Salimian Omid TabatabaeiAbstract This study aimed to determine the relationship between L2 learners' autonomy and their cognitive style focusing on reflectivity. It was conducted with 140 Iranian M.A. EFL learners from Department of English at Islamic Azad University of Najafabad. In order to چکیده کاملAbstract This study aimed to determine the relationship between L2 learners' autonomy and their cognitive style focusing on reflectivity. It was conducted with 140 Iranian M.A. EFL learners from Department of English at Islamic Azad University of Najafabad. In order to have a homogeneous sample, the second version of Quick Placement Test (QPT) was administered. Then, 85 lower and 50 higher proficiency students were selected based on the scoring level chart of the QPT. In order to estimate participants' autonomy, the Learner Autonomy Questionnaire was administered. Then, the Eysenck Personality Questionnaire was used to determine the participants' degree of reflectivity. To answer the research questions descriptive statistics and correlation analysis were employed. The results revealed that, 1) There was a weak positive relationship between low proficiency L2 learners' level of autonomy and their degree of reflectivity, 2) There was a strong positive relationship between high proficiency L2 learners' level of autonomy and their degree of reflectivity. Finally, the implications of the study for EFL teachers, learners and syllabus designers were discussed. پرونده مقاله -
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151 - A Cross-sectional Study of Oral Communication Strategies by Successful EFL Learners
Hussien AlmaktaryThis paper reports on how top EFL students foster oral communication strategies (OCSs) throughout their 4-year English program at the university level. It is a cross-sectional study of 40 EFL learners enrolled in the Department of English, Faculty of Education, Taiz Uni چکیده کاملThis paper reports on how top EFL students foster oral communication strategies (OCSs) throughout their 4-year English program at the university level. It is a cross-sectional study of 40 EFL learners enrolled in the Department of English, Faculty of Education, Taiz University, Yemen. Data were collected through a questionnaire based on Oxford’s Strategy inventory for language learning (SILL). The findings revealed that the respondents not only used listening and speaking strategies in Oxford’s inventory but also invented some other strategies to cope with their learning environment. It was also found that the more they advance in the EFL program, the more their strategic competence improves. The results confirm previous studies that high-achieving learners employ several OCSs which facilitate their success. These strategies are put forward to low-achieving learners so as to elevate their English learning. پرونده مقاله -
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152 - Efficacy of Flipped Language Teaching in Enhancing Iranian EFL Learners’ Awareness of Reading Strategies: Learners’ English Proficiency and Attitude in Focus
Shohreh Farsi Masoud Zoghi Hanieh DavatgariAbstractThis study sought to explore the role of flipped teaching/learning in enhancing Iranian EFL learners’ awareness of reading strategies. To this end, two intermediate and two upper-intermediate intact classes participated in a quasi-experimental study. The c چکیده کاملAbstractThis study sought to explore the role of flipped teaching/learning in enhancing Iranian EFL learners’ awareness of reading strategies. To this end, two intermediate and two upper-intermediate intact classes participated in a quasi-experimental study. The classes of each proficiency level were randomly assigned to an experimental and a control group. Having been pretested in terms of reading strategies awareness, the experimental groups received out-of-class tuition based on a flipped classroom model. On the other hand, the control groups experienced the conventional in-class method of teaching after being gauged in terms of reading strategies awareness. The results revealed that flipped teaching affected the learners’ awareness of reading strategies positively, regardless of their English proficiency level. Additionally, the learners’ overall attitude towards the flipped classroom model was found to be positive. The findings offered an alternative approach to reading instruction in EFL contexts like Iran. پرونده مقاله -
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153 - Impact of Motivational Scaffolding on Self-Determination and Learning Achievement of Field-Dependent/Independent EFL Learners
Masoumeh Sohrabi Hossein Siahpoosh Asgar MahmoudiThe present study investigated the effects of motivational scaffolding on self-determination and learning achievement of field-dependent/independent Iranian EFL learners. To this purpose, quantitative data were elicited and analyzed from 60 intermediate learners who par چکیده کاملThe present study investigated the effects of motivational scaffolding on self-determination and learning achievement of field-dependent/independent Iranian EFL learners. To this purpose, quantitative data were elicited and analyzed from 60 intermediate learners who participated in the study as experimental and control groups. The Group Embedded Figures Test (GEFT) was administered to categorize the learner participants into field-dependent and field-independent learners. Then, the scaffold design proposed by Belland et al. was presented to the experimental group, while the control group got all tests and questionnaires with no scaffolding. At the end of 8 training sessions, a self-determination questionnaire was administered to both groups, and then a post-test was applied to examine the impact of scaffolding on learners’ achievement. The statistical analysis of the elicited data showed that the learners’ interaction within motivational scaffolding improved their self-determination and their learning achievement. The findings of the study have implications for teachers and learners in educational settings and help them to detect possible factors affecting EFL learners’ language performance. پرونده مقاله -
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154 - Native Language Interference in Writing: A case study of Thai EFL learners
Pimpisa Rattanadilok Na Phuket Siti Jamilah BidinAbstractThe interference of the native language in acquiring a foreign language is unavoidable. In an attempt to explore the phenomenon why this occurs, the study was conducted in English as a foreign language writing. The study also investigated how the native language چکیده کاملAbstractThe interference of the native language in acquiring a foreign language is unavoidable. In an attempt to explore the phenomenon why this occurs, the study was conducted in English as a foreign language writing. The study also investigated how the native language interference occurred in the writing process. In fact, this qualitative study explored the reasons and the process of native language interference in writing performances of EFL learners. The data were collected from Thai undergraduate students through semi-structured interviews. Results obtained from the analysis of this study suggested that the reasons of native language interference in EFL writing were found in three main themes: learning strategies of language learners, inadequate knowledge of the target language, and attitude towards English. Furthermore, the interference of the native language appeared in the initial stage and repeatedly occurred throughout the entire writing process. Finally, the suggestions related to the teachers’ awareness of the problematic area, the use of English as the classroom language, and the use of monolingual dictionary are offered to the EFL writing instructors in order to help their EFL students to minimize the errors caused by the native language interference. پرونده مقاله -
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155 - The Important Role of Lesson Plan on Educational Achievement of Iranian EFL Teachers' Attitudes
Ali Jamali Nesari Mina HeidariLesson plan is a written description of education process in which it is shown what, when, where and with which method learners should learn and how they should be assessed. Lesson plan is one of the key factors in the educational process. According to the literature av چکیده کاملLesson plan is a written description of education process in which it is shown what, when, where and with which method learners should learn and how they should be assessed. Lesson plan is one of the key factors in the educational process. According to the literature available, unfortunately few studies have been conducted on this issue in the context of Iran. Therefore, the effect of EFL teachers' attitudes towards lesson planning on improving teaching process seems to be neglected to some extent. With regard to this gap, the present study was an attempt to survey 93 English teachers' views concerning lesson plan at secondary high schools and institutions. Participants in this study answered a Modified Questionnaire, adopted from Ramaila et al. (2014). This Questionnaire was used to measure teachers' attitudes towards lesson planning and the degree of educational differences among them. Data analysis was done by utilizing descriptive statistics and T-test. The results showed that English teachers agreed with utilizing lesson plan. No significant difference was observed among teachers' views concerning the given variable. The findings revealed that due to the importance of lesson plan, holding specialized workshops may provide information for developing better course plans. پرونده مقاله -
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156 - The Effect of Paper Versus Online Worksheets on Iranian Young EFL Learners’ Vocabulary Learning
Naghme Soltanpour Mansoor Ganji Amir MohammadianThis quasi-experimental research aimed at investigating the effects of two different modes of worksheets on the vocabulary learning of Iranian young EFL learners. Some 20 male and female learners enrolled in a language institute in Chabahar agreed to participate in this چکیده کاملThis quasi-experimental research aimed at investigating the effects of two different modes of worksheets on the vocabulary learning of Iranian young EFL learners. Some 20 male and female learners enrolled in a language institute in Chabahar agreed to participate in this study. Then, they were randomly divided into two experimental groups, and a vocabulary test was administered before the treatment as the pre-test. This pre-test was administered to determine the learners’ vocabulary knowledge and check their homogeneity. During the treatment, learners in Paper Worksheet Group (PWG) learned new words via paper worksheets, while the learners in Online Worksheet Group (OWG) learned vocabulary items via online worksheets. At the end, all the participants took a vocabulary post-test, which was the same as the pre-test. A paired sample t-test and an independent sample t-test were run, the results of which revealed that the PWG outperformed the OWG. More precisely, paper worksheets had a significant impact on young EFL learners’ vocabulary learning. Using worksheets, teachers can create a relaxed, challenging, and fun atmosphere so that young EFL learners can learn complex vocabulary items through active and multi-dimensional learning. پرونده مقاله -
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157 - Development of EFL Learners’ Referential and Expressive Writing Performance: Task-based Instruction vs. Project-based Instruction
Delaram Pourmandnia Ahmad Mohseni Hossein Rahmanpanah Ali Asghar Rostami AbusaeediThe purpose of this study is to investigate the effects of task-based instruction (TBI) and project-based instruction (PBI) on the improvement of EFL learners' referential and expressive writing performance. To accomplish this objective, 60 students majoring in English چکیده کاملThe purpose of this study is to investigate the effects of task-based instruction (TBI) and project-based instruction (PBI) on the improvement of EFL learners' referential and expressive writing performance. To accomplish this objective, 60 students majoring in English translation participated in Oxford Quick Placement Test (OQPT), but out of them 50 students were selected as the members of a homogeneous sample. Then, they were assigned into two experimental groups. They were exposed to IELTS module task-based writing pre-test, treatment, and post-test, to assess the participants' writing performance. The participants in first experimental group received TBI to practice the referential and expressive types of writing, while those in the second group received PBI. The results showed that TBI and PBI affected the development of both referential and expressive writing among EFL learners. In addition, the results revealed that there was not any statistically significant difference between the effect of PBI and TBI on developing expressive and referential writings among EFL learners. The pedagogical implications of the study are discussed at the end of the paper. پرونده مقاله -
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158 - Relationship between Autonomy and Listening Comprehension Ability among Iranian EFL Learners
Shiva Safari Omid TabatabaeiAbstract This study aimed at investigating the possible impact of gender and proficiency level on the relationship between autonomy and listening comprehension ability among Iranian low and high proficiency male and female EFL learners. One hundred six English learners, چکیده کاملAbstract This study aimed at investigating the possible impact of gender and proficiency level on the relationship between autonomy and listening comprehension ability among Iranian low and high proficiency male and female EFL learners. One hundred six English learners, based on the results of Oxford Placement Test (OPT), version II, took part in this study. Both female and male learners with the age range of 13 to 29 from two girl language institutes in Khomeynishahr and one boy school in Shahrekord participated in the study. The instruments of the study consisted of an OPT, an autonomy questionnaire, and two listening comprehension tests. First of all, the participants were required to take the OPT and autonomy questionnaire and then in a different session they were asked to sit for the listening comprehension tests. The collected data were analyzed by means of SPSS and the results of statistical analysis indicated that (1) gender could not modify the relationship, (2) proficiency level, on the other hand, had a significant effect on the relationship between autonomy and listening comprehension ability and those with higher proficiency outperformed the lower proficiency learners. The findings of this study could have implications for learners, teachers, and material developers. پرونده مقاله -
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159 - Effects of Using Tenets of Genre Analysis on Iranian Pre-intermediate EFL Learners' Reading Comprehension
Rezvan Adelnia Hadi SalehiAbstract Genre-based approach has been the focus of interest in the teaching of language since the mid1980s. Genre is defined in terms of the use of language in conventionalized communicative settings. The present study made an attempt to scrutinize the effects of genre چکیده کاملAbstract Genre-based approach has been the focus of interest in the teaching of language since the mid1980s. Genre is defined in terms of the use of language in conventionalized communicative settings. The present study made an attempt to scrutinize the effects of genre-based pedagogy on Iranian Pre-intermediate EFL leaners' reading comprehension as well as the interaction between their reading comprehension achievement and their general English proficiency. To examine the formulated hypothesis, a sample of 80 Pre-intermediate EFL learners attending a language institute was selected. Then, the participants were divided into an experimental group and a control group. The instructional procedures went on six sessions before the posttest was administered. The results of an independent samples t test revealed that genre-based pedagogy had a significant effect on Iranian Pre-intermediate EFL learners' reading comprehension. Implications of the study can include, among other things, the incorporation of genre-based pedagogy in the EFL language teaching curriculum in Iran. پرونده مقاله -
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160 - The Role of Pre-listening Activities on EFL Learners’ Listening Comprehension
Zahra RajaeiAbstract Listening plays a significant role in daily communication and educational processes. In spite of its importance, listening has long been the neglected skill in second and foreign language acquisition, research, teaching, and assessment. However, on account of t چکیده کاملAbstract Listening plays a significant role in daily communication and educational processes. In spite of its importance, listening has long been the neglected skill in second and foreign language acquisition, research, teaching, and assessment. However, on account of the entire challenges EFL learners encounter in classrooms due to the listening complexity, some pre-listening activities as supports in the procedure of teaching listening are proposed by experts in the field. This research investigated 80 male and female learners in 2 groups of 40, who were selected randomly, to determine whether pre-listening activities have a significant effect on listening comprehension of English texts. It also investigated whether there was a significant difference between male and female learners on pre-listening activities in terms of their effects on the comprehension of English texts. To do this, subjects first took a TOFEL test, which served as a pre-test, to make it possible to have homogeneous learners in a control group and an experimental group. In the experimental group, some pre-listening tasks, through which the learners received general prior information about the content of the listening texts, were performed. Then, they listened to and answered some multiple-choice comprehension questions which asked for the specific information in the listening texts. However, the control group’s listening comprehension tasks were destitute of pre-listening activities. The results of the analysis of the data obtained at the end of the experiment revealed that the experimental group performed significantly better than the control group. It also showed that females outperformed the male group. In other words, the treatments appeared to have a significant effect on the performance of the experimental group (and especially female learners therein) in listening comprehension. پرونده مقاله -
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161 - The Relationship between Dimensions of Student Engagement and Language Learning Motivation Among Iranian EFL Learners
Yahya Ghelichli Seyyed Hassan Seyyedrezaei Ghasem Barani Omid MazandaraniSince second or foreign language learning is a?.m long term endeavor and learners may lose their initial interest and enthusiasm, they need to be kept motivated. Student engagement has been recommended as one approach to sustaining such at risk learners at high levels o چکیده کاملSince second or foreign language learning is a?.m long term endeavor and learners may lose their initial interest and enthusiasm, they need to be kept motivated. Student engagement has been recommended as one approach to sustaining such at risk learners at high levels of motivation. Accordingly, the purpose of this study was to investigate the relationship between the dimensions of student engagement and language learning motivation among Iranian EFL learners. To this end, 117 intermediate EFL learners at the Iran Language Institute (ILI), Gorgan adult male branch, Iran, having been selected as the participants of the study through convenience sampling, were given two questionnaires: Student Engagement Questionnaire (Hart, Stewart, & Jimerson, 2011; Reeve, 2013) and Language Learning Motivation Scale (Noels, Pelletier, Clément, & Vallerand, 2000). The quantitative data gathered through these questionnaires were analyzed by the software package of SPSS, version 24. The results of the correlation tests showed that there were significant relationships between language learning motivation and each dimension of student engagement, with the cognitive engagement having the highest correlation. Further, the results of multiple regression analyses indicated that cognitive engagement was the sole predictor of language learning motivation. پرونده مقاله -
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162 - The Relationship between EFL Learners’ Anxiety and Writing Complexity
Fariba Mohebbi Maryam Azarnoosh Seyed Jalal Abdolmanafi RokniAbstract The present study was an attempt to investigate the relationship between EFL learners’ anxiety and writing complexity. For the purpose of the study, 70 female learners, between 17 and 24 years old (mean=20) from Najm language school in Tehran participated چکیده کاملAbstract The present study was an attempt to investigate the relationship between EFL learners’ anxiety and writing complexity. For the purpose of the study, 70 female learners, between 17 and 24 years old (mean=20) from Najm language school in Tehran participated in the study. The participants’ level of anxiety was measured using Horwitz, Horwitz, and Cope’s Anxiety Questionnaire (1986) and their writing complexity was measured through writing a narrative text based on their course book. The results revealed that there was a significant positive correlation between anxiety and writing complexity (p=.00). In addition, the results of examining the predictability of writing complexity by anxiety showed that anxiety significantly predicted writing complexity (F(1, 68)=16.67, p<.01). The results of this study have implications for students, teachers, and all those involved in the area of teaching and learning. پرونده مقاله -
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163 - Planned Focus-on-form Instruction in Task-based Language Teaching: The case of EFL learners’ oral grammatical accuracy performance
Elham Parvaneh Reza BarzegarThis study investigated the effects of planned focus-on-form instruction (pFFI) on developing oral grammatical accuracy in Iranian English EFL learners. To this end, 60 lower-intermediate EFL learners studying English in a private English language institute in Tehran, I چکیده کاملThis study investigated the effects of planned focus-on-form instruction (pFFI) on developing oral grammatical accuracy in Iranian English EFL learners. To this end, 60 lower-intermediate EFL learners studying English in a private English language institute in Tehran, Iran, were randomly assigned to two classes. Both classes received a task-based instruction on grammatical points elicited in oral production of English sentences with the only difference that one class, the experimental group (N=30) had a pFFI instruction (i.e., the target grammatical structures selected in advance), and the other class, the control group (N = 30), had a task-based instruction without any focus on planned grammatical structures. Learners’ oral performance was observed in their answers to pictorial cues in the pretest and posttest. The results of the study revealed that although both groups significantly improved in their oral performance in terms of grammatical accuracy, pFFI instruction was more effective on the experimental group since they significantly outperformed the control group. پرونده مقاله -
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164 - A Comparison of Writing Performance on Independent and Integrated Writing Tasks
rahil sheibani Alireza AhmadiResearchers and scholars have been attracted by the idea of using integrated writing task along with independent writing task to best assess the EFL learners’ writing competence. This study was conducted to compare the writing performance of EFL students in integr چکیده کاملResearchers and scholars have been attracted by the idea of using integrated writing task along with independent writing task to best assess the EFL learners’ writing competence. This study was conducted to compare the writing performance of EFL students in integrated and independent writing tasks. It also aimed to find out if writing performance varies with task types. A number of thirty Iranian EFL students participated in this study, and each student wrote on two writing tasks of IELTS Academic module. The written essays were rated by three experienced raters using IELTS rubrics. Paired sample t-tests revealed that test takers performances did not differ significantly across these two tasks. Besides, two one-way ANOVAs indicated the difference between the raters in rating integrated writing task while they were not performed differently in rating independent task. The results are followed by a number of suggestions with the aim of improving the EFL students’ performance in writing skill. پرونده مقاله -
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165 - The Impact of Teaching Corpus-based Collocation on EFL Learners' Writing Ability
Shabnam Ashouri Davood Mashhadi HeidarAbstract The present study explores the impact of corpus-based collocation instruction on intermediate Iranian EFL learners' writing ability. For this study, 84 Iranian learners, studying English as a foreign language in Bayan Institute, Iran, were selected and were ran چکیده کاملAbstract The present study explores the impact of corpus-based collocation instruction on intermediate Iranian EFL learners' writing ability. For this study, 84 Iranian learners, studying English as a foreign language in Bayan Institute, Iran, were selected and were randomly divided into two groups, experimental and control. Conventional methods of writing instruction were taught to the control group while the experimental group received corpus-based collocation instruction in writing essays for 15 sessions. The design of the research was based on pre- and posttest method. The tests were employed to measure the writing fluency of the two groups. Test results were scrutinized to answer a major question for correlation between the participants’ variety of corpus-based collocations and their writing. The results illustrated that there was a significant difference between the mean scores of control and experimental groups in writing elements (p<0.05). Actually, lexical collocation instruction expanded the writing elements of vocabulary and mechanics rather than grammar and fluency in writing essays. The study findings indicated that there is a significantly positive correlation between the participants’ use of various lexical collocations and their writing proficiency. پرونده مقاله -
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166 - The Impact of Class Presentation on EFL Learners’ Speaking Development
Masoumeh Toghroli Shahram AfrazConsidering the great importance of speaking to EFL learners, teachers have tried to use different teaching techniques to help learners master this skill. One of these techniques is learner-based language teaching. The goal of this study was to investigate the effect of چکیده کاملConsidering the great importance of speaking to EFL learners, teachers have tried to use different teaching techniques to help learners master this skill. One of these techniques is learner-based language teaching. The goal of this study was to investigate the effect of using selected class presentation on the speaking development of EFL learners. To this purpose, a mixed-methods research was conducted, with both qualitative and quantitative data. The population of the study comprised 66 female EFL students of a language institute in Bandar Abbas. To homogenize them, Nelson Placement Test was administered and as a result, 50 students whose score were around the mean were selected as the pre-intermediate participants of the study. They were randomly assigned to two equal, experimental (EG) and control groups (CG). The experimental group was exposed to treatment by the teacher, while the control group was taught through traditional speaking method. A standard speaking test was used as both pre-test and post-test. The results obtained from the statistical analysis of the participants’ scores in pre-test and post-test revealed that using selected class presentation in the class has considerable impact on the improvement of learners’ speaking performance. This finding shows that emphasizing on the role of the learners by involving them in suitable the speaking tasks can positivity affect their Oral language output. پرونده مقاله -
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167 - Male and Female EFL Learners’ Perception of Free Riding Tendency <br> DOR: 20.1001.1.23223898.2021.9.36.5.1
Leila Ahmadpour Hassan Asadollahfam Davud KuhiFree riding behavior or not contributing equally in group work, is a common obstacle in many cooperative activities in language learning. The present study aimed at comparing male and female EFL learners' attitude and their free riding tendency to use the benefits of lo چکیده کاملFree riding behavior or not contributing equally in group work, is a common obstacle in many cooperative activities in language learning. The present study aimed at comparing male and female EFL learners' attitude and their free riding tendency to use the benefits of lowering free riding behaviors in order to make group work more influential in language learning. To this purpose, 140 intermediate and upper intermediate Iranian EFL learners and 30 teachers participated in the study. Semi-structured interviews and questionnaires were used to investigate the topic. The obtained results revealed that the female learners act better in reducing free riding behaviors. The results further revealed a positive perception of interpersonal activities at both level of language proficiency-- intermediate and upper-intermediate. Actually, the obtained results showed that the intermediate group (males and females) acted more positively than the other group in this respect. The findings of the study bear some implications and suggestions for scholar interested in the topic of this. پرونده مقاله -
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168 - Investigating the Oral Performance of Demotivated and Motivated Iranian Seminary EFL Learners
Ahmad MolaviThe concept of demotivation and removing possible barriers of learning has been researched and advocated throughout the ESL/EFL literature but it seems that it has not been well studied at least on Iranian seminary EFL learners. As such, this study aimed at investigatin چکیده کاملThe concept of demotivation and removing possible barriers of learning has been researched and advocated throughout the ESL/EFL literature but it seems that it has not been well studied at least on Iranian seminary EFL learners. As such, this study aimed at investigating the effect of demotivation on oral performance of Iranian EFL seminary learners and finding possible demotivating factors which may affect it. The participants were 50 male intermediate EFL learners studying at Islamic Propagation Office, Isfahan, Iran, selected based on their performance on the Oxford Placement test. A pretest-posttest design oral performance exam was used. The participants were divided into two groups of motivated and demotivated group based on the motivational questionnaire (Celce-Murcia, Brinton, & Goodwin, (1996). The collected data included: (1) the results of the motivational questionnaire, (2) the results of the oral tasks (used as pre and post tests) and (3) responses to a semi-structured interview regarding the possible demotivating factors which may influence participants' oral performance. The independent sample t-test and paired samples t-test were used to determine whether there were significant inter and intra-group differences. The results provide evidence that motivation helps enhance EFL seminary learners’ oral performance and demotivation significantly hinders improving it. پرونده مقاله -
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169 - Iranian EFL Learners’ Understanding of Ubiquitous Learning: Examining Factors Affecting L2 Learner’s Classroom Achievement Using Structural Equation Modeling <br> DOR: 20.1001.1.23223898.2021.9.36.6.2
Maral Azizi Ehsan Rassaei Mohammadsadegh BagheriUbiquitous learning can be described as a daily learning environment supported by mobile, computers, and wireless networks to provide learning anytime and anywhere. As the concept of Ubiquitous learning is little known in Iran, this study considers a sample of Iranian E چکیده کاملUbiquitous learning can be described as a daily learning environment supported by mobile, computers, and wireless networks to provide learning anytime and anywhere. As the concept of Ubiquitous learning is little known in Iran, this study considers a sample of Iranian EFL learners to identify the effects of different aspects of Ubiquitous learning including omnipresence, context customization, interactivity, perceived self-efficacy, and m-learning motivation that influence L2 learner’s classroom achievement. The participants included 150 high school students in Shiraz. A questionnaire adapted from Jung (2014) was the main data collection instrument used in the present study. Moreover, classroom achievement scores of the students taken from their final exam results were also analyzed. Structural equation modeling results showed that among aspects of Ubiquitous learning, omnipresence, context customization, perceived self-efficacy, and m-learning motivation affected classroom achievement but interactivity did not influence classroom achievement. The results also revealed the positive effect of integration of technology on student learning. EFL learners with a clear understanding of innovation in education are better positioned to move their efficiency and effectiveness from the traditional English learning environment to one that fully integrates learning into learners’ daily routines. The study concludes that developments in technology need to be transmitted into the pedagogical areas and carefully considered in the forms of curriculum and contents for language teaching. پرونده مقاله -
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170 - Collaborative Planned Form-focused Activities Vs Collaborative Incidental Form-focused Activities: Elementary EFL learners' grammar learning in focus
Mehrdad Eskandari Sedigheh AbbasnasabAbstract This study was an attempt to investigate the effect of collaborative form-focused activities on grammar learning of elementary EFL learners. To this end, 58 adult male Iranian EFL learners at elementary level of proficiency in three classes of language institut چکیده کاملAbstract This study was an attempt to investigate the effect of collaborative form-focused activities on grammar learning of elementary EFL learners. To this end, 58 adult male Iranian EFL learners at elementary level of proficiency in three classes of language institutes were chosen. They formed the three groups of the study. The grammar section of Cambridge Michigan Placement test was used to ensure the homogeneity of the groups. Then, a grammar pre-test was administered to all groups to ensure that the participants were unfamiliar with the target grammatical items (irregular past tense of the verbs). At this stage, the treatment started and while one experimental group received collaborative planned form-focused activities, the other experimental group received collaborative incidental form-focused activities. The control group underwent regular classroom patterns and methods. After the treatment sessions, all the groups took a grammar post-test and their knowledge of the target irregular past tense was checked. Finally, SPSS software was used to run t-test. The results revealed that there was a significant difference between the three groups regarding grammar learning, and that the group who experienced collaborative planned form-focused activities outperformed the other two groups. پرونده مقاله -
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171 - Relationship between Creativity and Grammar Learning Strategy Use: A Case of Iranian Advanced EFL Learners
Sogand Baghaei Samira BaghaeiNotwithstanding all of the advances in language learning strategy research, there are still some areas that strategy scholars have overlooked. The dearth of research into grammar learning strategies (GLS) may be the most egregious instance of this neglect. In order for چکیده کاملNotwithstanding all of the advances in language learning strategy research, there are still some areas that strategy scholars have overlooked. The dearth of research into grammar learning strategies (GLS) may be the most egregious instance of this neglect. In order for this type of research to gain momentum, the present article reports on research that sought to identify whether there was any relationship between advanced EFL learners’ creativity and their grammar learning strategy use. It also sought to find if male and female advanced EFL learners were different in terms of grammar learning strategy use. To this end, 69 Iranian advanced EFL learners (30 males and 39 females) selected through convenience sampling participated in this study. Data were collected through Creativity and Grammar Learning Strategy Questionnaires. The Pearson product-moment correlation analysis and the independent samples t-test were used to analyze the data. The results revealed that there was a significant relationship between Iranian advanced EFL learners’ creativity and their grammar learning strategy use. In addition, the findings demonstrated that female learners employed the grammar learning strategy more than male learners. Finally, pedagogical implications of the study for language teachers, learners, educational policymakers, and curriculum developers were presented. پرونده مقاله -
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172 - Effect of Telegram Application on Iranian Advanced EFL Learners' Vocabulary Knowledge and Attitude
Roya Zarei Laya Heidari Darani Ahmad Ameri-GolestanThe study intended to examine the effects of Telegram on Iranian EFL learners' vocabulary knowledge and the attitude of them towards vocabulary learning. To this end, a group of 100 Iranian advanced EFL learners participated in an experimental design project. The partic چکیده کاملThe study intended to examine the effects of Telegram on Iranian EFL learners' vocabulary knowledge and the attitude of them towards vocabulary learning. To this end, a group of 100 Iranian advanced EFL learners participated in an experimental design project. The participants were selected after they took the Oxford Quick Placement Test and they were divided into experimental and control groups. The participants of both groups had a three-week vocabulary instruction. The treatment was similar for both groups except for exercises done after the class. The participants in the experimental group were asked to fill out an attitudinal questionnaire after the treatment. Then, a vocabulary test was administered among the participants of both groups. Results of the independent-samples t-test run on the collected data indicated that participants of the experimental group outperformed those of the control group. The findings of the attitudinal questionnaire showed that the participants had positive attitude toward using Telegram. The conclusion drawn is that those in the experimental group were free in using the online group to interact with each other. Within this framework, learners in the experimental group indicated that they enjoyed this instruction as it was fun to embark on new technological learning methods پرونده مقاله -
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173 - Functions of Code-Switching Strategies among Iranian EFL Learners and Their Speaking Ability Improvement through Code-Switching
Mahsa Shanehsazzadeh Laya Heidari DaraniThis study investigated the impact of code-switching on speaking ability of Iranian low proficiency EFL learners. Moreover, it was an attempt to show what functions existed behind code-switching strategies used by the EFL learners. To this end, 60 male and female Irania چکیده کاملThis study investigated the impact of code-switching on speaking ability of Iranian low proficiency EFL learners. Moreover, it was an attempt to show what functions existed behind code-switching strategies used by the EFL learners. To this end, 60 male and female Iranian EFL learners age-ranged between 20 and 30 participated in the study. Data collection instruments which were used were the Interchange Objective Placement Test, a pretest, a teaching material, and a posttest. The speech of 60 Iranian EFL learners was recorded while they were performing some picture-description tasks. Then, their speech was transcribed and analyzed. The collected data were subjected to independent-samples t-test. The results indicated the two main functions of code-switching were equivalence and floor-holding. Furthermore, the findings of the t-test demonstrated that code-switching was an effective strategy among low proficiency level EFL learners and it could increase their motivation and interaction in the class discussions. Thus, they can speak in a positive environment and speaking is not an inhibitory factor anymore in their English learning. پرونده مقاله -
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174 - The Effect of Metacognitive Instruction through Dialogic Interaction on the Reading Comprehension Performance and the Metacognitive Awareness of Iranian EFL Learners
Hamed barjesteh Freshteh JafariThe 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 کاملThe 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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175 - The Potential Role of Tasks in Iranian Pre-university Textbooks
Sanaz Jafari saeed takiThe present study investigated the potential role of tasks in engaging Iranian EFL learners in task-supported language learning, affecting on learner-centered instruction and the correspondence between the objectives and contents in current pre-university English course چکیده کاملThe present study investigated the potential role of tasks in engaging Iranian EFL learners in task-supported language learning, affecting on learner-centered instruction and the correspondence between the objectives and contents in current pre-university English course book (Learning to Read English for Pre-University Students). To do this, 100 Iranian EFL teachers of pre-university grade were invited to participate in this study. They were asked to fill out a 5-point Likert scale checklist (adapted from Lawrence, 2011). The checklist was initially piloted on 20 EFL teachers in order to see to what extent the items were clear and comprehensible to the subjects of the study and to find out the internal consistency or reliability of the items. The results of statistical analyses indicated that teachers tended to agree on the point that tasks have significant capability in engaging learners in communicative language use or task-based language learning. The vast majority of the teachers expressed that using tasks in textbook can improve learner-centered instruction. The evaluation of the textbook showed the contents are corresponded to their objectives. پرونده مقاله -
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176 - Effects of Critical Pedagogy on Iranian Upper-intermediate EFL Learners’ Writing Quantity and Quality
Zhila Zabihi Ahmad Ameri-GolestanCritical pedagogy is regarded as an exhaustive system of learning through which learners' critical consciousness, self-regulation and autonomy, individuality, and learning achievements are promoted. Therefore, 60 Iranian upper- intermediate EFL learners (both male and f چکیده کاملCritical pedagogy is regarded as an exhaustive system of learning through which learners' critical consciousness, self-regulation and autonomy, individuality, and learning achievements are promoted. Therefore, 60 Iranian upper- intermediate EFL learners (both male and female) from among 75 students based on their OPT test scores were selected. These participants were divided into a control group (N = 30) and an experimental group (N = 30). In order to ascertain that the students in the two groups were homogeneous in terms of writing quantity, the writing pretest was administered. The control group (CG) received the traditional writing instructions, whereas the experimental group (EG), who was taught writing instructions as guideline, received critical pedagogy. After the treatment, the writing posttest was also constructed. The scores of the students on the placement test, writing pretest, and posttest of the two groups were analyzed using SPSS 20. In addition, an independent-sample t- test and a one-way ANCOVA were used to compare the CG and EG learners' writing quantity and quality on the posttest scores. The data obtained from the study indicated that the experimental group significantly outperformed the control group counterparts. Implications for EFL teachers include drawing the attention to the importance and usefulness of critical pedagogy in L2 teaching classes. پرونده مقاله -
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177 - Autonomous and Non-Autonomous EFL Learners’ Strategies and Practices
Neda Abdipoor Hamid GholamiAbstract The present study aimed at discovering the practices and strategies autonomous EFL learners pursue in their endeavor to master English. It thus set out in the Iranian context, with 60 EFL learners, both autonomous and non-autonomous, as participants. The gather چکیده کاملAbstract The present study aimed at discovering the practices and strategies autonomous EFL learners pursue in their endeavor to master English. It thus set out in the Iranian context, with 60 EFL learners, both autonomous and non-autonomous, as participants. The gathered data through a questionnaire and an interview were subjected to content and descriptive analysis. The results showed that both autonomous and non-autonomous learners preferred to apply receptive activities rather than productive ones. However, autonomous learners practiced more productive activities such as composing emails, writing articles, chatting with native speakers and their friends, as compared with non-autonomous learners. Regarding the use of strategies, autonomous learners used more metacognitive strategies, while non-autonomous learners preferred social strategies. پرونده مقاله -
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178 - Oral Communication Strategies Used by Iranian EFL Learners: Focus on Language Proficiency and Cultural Background
Maryam Shokrolahi Alireza AhmadiOral Communication Strategies are conscious techniques that L2 interlocutors employ to overcome the communication breakdowns in the target language. Hence, they can help to promote the effectiveness of communication ability. However, it must be noted that many variables چکیده کاملOral Communication Strategies are conscious techniques that L2 interlocutors employ to overcome the communication breakdowns in the target language. Hence, they can help to promote the effectiveness of communication ability. However, it must be noted that many variables can influence the use of these strategies. The present study, therefore, aimed to investigate the role of language proficiency and cultural background variables on the use of oral communication strategies. After piloting the Oral Communication Strategy Inventory and Cultural Milieu and examining the reliability analysis as well as the construct validity, the questionnaires were administered to 320 participants majoring in the English language at B.A and M.A levels. Then, SPSS 18.0 computer program was used to analyze the collected data. Next, an interview was held to gain more information on the use of strategies by the Iranian EFL learners. The results of this inquiry revealed that there is no significant difference between learners at different language proficiency levels in terms of oral communication strategies use, while there is a significant difference between different cultural backgrounds in the use of OCSs. The findings of this research can be useful for developing the use of oral communication strategies among EFL learners, particularly with Persian and Turkish cultural backgrounds. پرونده مقاله -
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179 - Validation of a Preliminary Model of Cultural Identity for Iranian Advanced EFL Learners: A Structural Equation Modeling Approach
Sharareh Ebrahimi Shahram Afraz Fazlolah SamimiThis study was an endeavor to develop a model of cultural identity among Iranian advanced EFL learners. To achieve this end, a multiphase design was implemented. Initially, it was attempted to investigate different factors of cultural identity to propose and validate a چکیده کاملThis study was an endeavor to develop a model of cultural identity among Iranian advanced EFL learners. To achieve this end, a multiphase design was implemented. Initially, it was attempted to investigate different factors of cultural identity to propose and validate a model. Thus, 20 EFL learners studying in Safir English language institute in Tehran were interviewed about their views of their cultural identity in the qualitative phase. After extracting four factors of cultural identity including: “religion, culture, nationality, and language”, a questionnaire was constructed which reflected these factors. Then, in the quantitative phase, the 30-item questionnaire went through an exploratory factor analysis for the sake of validity and after its validity and reliability were corroborated through a pilot study with 183 learners, it was distributed among 384 EFL learners. In addition, Structural Equation Modeling (SEM) analysis was run through LISREL 8.8. to confirm that the final proposed model enjoyed validity for future research. To do so, a confirmatory factor analysis was run and the model of cultural identity was developed. Eventually, the possible relationship between 384 EFL learners’ cultural identity and their English language achievement scores was examined and the results of this phase indicated that there was a significant and positive relationship between learners’ cultural identity and their English language achievement scores. The findings of this study can enhance awareness among English teachers, materials developers, and syllabus designers to equip themselves with the updated techniques to handle the possible challenges that may occur in EFL learning contexts. پرونده مقاله -
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180 - The Effect of Flipped Classroom on Iranian ESP Students’ Vocabulary Learning, Retention and Attitude
zahra Rezaei Fard Mohsen Shahrokhi Mohammad Reza TalebinejadThis study embarked on investigating the effectiveness of teaching ESP vocabulary via flipped classroom on improving Iranian students’ vocabulary learning. In addition, the attitudes of ESP learners towards the use of flipped classroom were investigated. In this s چکیده کاملThis study embarked on investigating the effectiveness of teaching ESP vocabulary via flipped classroom on improving Iranian students’ vocabulary learning. In addition, the attitudes of ESP learners towards the use of flipped classroom were investigated. In this study, a quantitative procedure was followed to collect and analyze data . In so doing, 60 ESP participants studying English in Payame Noor University were selected non-randomly based on their performance on Oxford quick placement test. All the participants were divided into two equal groups consisting of 30 participants and a pretest was administered. The participants of the experimental group received instruction through flipped classroom. The control group received vocabulary instruction through the conventional method that was popular in the university. A posttest was given to the participants of both groups in order to check the students’ vocabulary learning. To investigate the students’ attitudes towards using flipped classroom, a 10-item questionnaire was distributed among the participants after the treatment phase of the study. The results of one-way MANOVA showed that implementing flipped classrooms has significant effects on Iranian students' vocabulary learning in ESP courses. Furthermore, the participants of the experimental group acknowledged that implementing flipped classrooms has positive effect on their attitude in ESP courses. The findings regarding the effectiveness of flipped classroom and its prospected implications in developing vocabulary learning can pave the way for better communication in an ESP context and community. پرونده مقاله -
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181 - The relationship between test-taking strategies and Iranian EFL learners’ performance on reading comprehension tests
Maryam Bahardoost Alireza AhmadiAlthough most researchers have recently considered the role of test-taking strategies as one of the most vital factors in test taking process, it has been ignored by most EFL teachers in educational and academic settings including Iran. Because of the importance of test چکیده کاملAlthough most researchers have recently considered the role of test-taking strategies as one of the most vital factors in test taking process, it has been ignored by most EFL teachers in educational and academic settings including Iran. Because of the importance of test-taking strategies in EFL learners’ performance in tests, this research was set out to examine what strategies Iranian EFL test takers employed in reading comprehension tests. Furthermore, the present paper aimed at finding any possible relationship between test-taking strategies and test takers’ performance on reading comprehension tests. Discovering the best predictors of EFL reading test performance among several categories of test-taking strategies was also investigated. To this end, 135 EFL students were chosen based on their availability. All of the students were female, majoring in different fields of study. Three kinds of materials including multiple-choice reading comprehension tests, a questionnaire, and interviews were utilized to investigate the research questions. Data analysis included descriptive statistics, Pearson Product Correlation, and stepwise regression. The results showed a significant, positive, but low correlation between the students’ total reading score and planning and also monitoring strategies. Furthermore, planning strategy proved to be a predictor of English reading comprehension test. پرونده مقاله -
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182 - On the Development of a Model of Cultural Identity and Language Achievement among Iranian Advanced EFL Learners
Sharareh Ebrahimi Shahram Afraz Fazlolah SamimiCulture is an inseparable part of a language. In other words, mastering a language and being able to communicate through it inevitably entails integrating with the culture of the speakers of that language which is the reflection of people's identity. The aim of the pres چکیده کاملCulture is an inseparable part of a language. In other words, mastering a language and being able to communicate through it inevitably entails integrating with the culture of the speakers of that language which is the reflection of people's identity. The aim of the present study was designing a model of Iranian cultural identity. Initially, to select a homogeneous sample of learners at the advanced level, 300 language learners at the advanced level took TOEFL and 180 learners were chosen as the participants of the study. The cultural identity model was designed by the use of interviews and literature review to come up with main components of cultural identity. Afterwards, participants were interviewed about their identity and four components comprising Iranian cultural identity were identified. The results of the factors analysis showed that raw data converged to a pattern with four components which fit the hypothesized model of cultural identity. Then, the cultural identity questionnaire was given to participants. The results of statistical analyses indicated that there was a significant negative relationship between cultural identity and language achievement of the participants. پرونده مقاله -
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183 - Predictive Power of Involvement Load Hypothesis and Technique Feature Analysis across L2 Vocabulary Learning Tasks
Nahid Chaharlang Mohammad Taghi FarvardinInvolvement Load Hypothesis (ILH) and Technique Feature Analysis (TFA) are two frameworks which operationalize depth of processing of a vocabulary learning task. However, there is dearth of research comparing the predictive power of the ILH and the TFA across second lan چکیده کاملInvolvement Load Hypothesis (ILH) and Technique Feature Analysis (TFA) are two frameworks which operationalize depth of processing of a vocabulary learning task. However, there is dearth of research comparing the predictive power of the ILH and the TFA across second language (L2) vocabulary learning tasks. The present study, therefore, aimed to examine this issue across four vocabulary learning tasks (i.e., reading with glosses, keyword techniques, word card, and reading and finding the words in text) ranked differently by the ILH and the TFA. To this end, 80 English as a foreign language (EFL) learners were randomly assigned to one of four tasks of learning 16 target words. The results of one-way ANOVA, LSD Post hoc tests, and multiple regression analyses showed that the TFA had a better explanatory power than the ILH in predicting vocabulary learning gains. The findings highlight the TFA as a more powerful framework. پرونده مقاله -
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184 - Investigating the Process of Collaborative Reading among Young Iranian EFL Learners <br> DOR: 20.1001.1.23223898.2021.9.36.10.6
Mania Koohafkan Faramarz Azizmalayeri Hossein AhmadiThis study aimed to investigate collaborative reading in reading sessions among young Iranian EFL learners. It actually was an attempt to examine the process and components of collaborative reading which are expected to improve young learners’ reading ability in t چکیده کاملThis study aimed to investigate collaborative reading in reading sessions among young Iranian EFL learners. It actually was an attempt to examine the process and components of collaborative reading which are expected to improve young learners’ reading ability in the English language. To this purpose, a group of second year Iranian EFL young learners at a primary school in Tehran together with their teachers participated in the study. The young learners were around eight years old. The duration of the study was 12 weeks. Since the study was qualitative in nature, teachers’ reflective journals, a number of observations and face-to-face interviews with teachers were used as instruments to collect the needed data. The analysis of the qualitatively-elicited data presented a in so far as reading processes and reading comprehension enhancement through collaborative deeper understanding of the importance of the process and components of collaborative reading. In fact, the findings revealed that collaborative reading promote young EFL learners’ reading performance. Thus, the study has practical implications for both teachers and young EFL learners reading in terms of reading performance enhancement. پرونده مقاله -
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185 - Effects of Form-focused, Meaning-focused, and Forms-focused Instruction on Iranian Intermediate EFL Learners' Development of Collocations
Nasrin Dehghan Sayyed Omid TabatabaeiThe current study was an attempt to investigate the effect of performing Focus on Form (FoF), Focus on Meaning (FoM), and Focus on Forms (FoFs) instructions on the development of collocational knowledge among Iranian intermediate EFL learners, and to explore any signifi چکیده کاملThe current study was an attempt to investigate the effect of performing Focus on Form (FoF), Focus on Meaning (FoM), and Focus on Forms (FoFs) instructions on the development of collocational knowledge among Iranian intermediate EFL learners, and to explore any significant difference on the achievement of the participants' collocational knowledge among three groups. In so doing, 107 female intermediate EFL learners were selected for this research. They all took the Nelson proficiency test and 90 students who had gotten the higher scores were randomly divided into three groups of FoF, FoM, and FoFs. Before the treatment they were pretested and the results of the three groups did not have any significant difference, thus all of the learners were at the same level of knowledge. After the treatment, they were posttested and their scores in FoM group were considerably higher than the learner' scores in FoF and FoFs groups but the learners' scores in FoF and FoFs groups did not have any significant difference with each other. The findings of this study offer beneficial implications for EFL teachers, learners, and materials developers which are finally discussed. پرونده مقاله -
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186 - Impact of Metacognitive Intervention Program Instruction on the Reading Development of Dyslexic Primary School Learners
Saadi Garavand Tayyebeh Khoshbakht Akbar Azizifar Shahram WelidiThis experimental study aimed at discovering the impact of Metacognitive Intervention Program instruction on the reading advancement of Iranian dyslexic primary school learners. The participants consisted of 32 male and female, grade three primary school students, with چکیده کاملThis experimental study aimed at discovering the impact of Metacognitive Intervention Program instruction on the reading advancement of Iranian dyslexic primary school learners. The participants consisted of 32 male and female, grade three primary school students, with the age range of 8 to 11 years and 90 to 110 IQ average. They were selected through convenient sampling and divided into two control and experimental groups of equal size. Then, the experimental group was exposed to the Metacognitive Intervention Program instruction for 10 weeks. Wechsler Intelligence Scale for Children (WISC) and Dyslexia and Reading (NEMA) tests were used as instruments. To evaluate the participants’ reading progress, a pre-test and a post-test (NEMA) were conducted. The results of covariance analysis showed that the employed program was effective in the reading comprehension development of the participants. The findings of this study suggest that primary school instructors need to think more about using the Metacognitive Intervention Program instruction on different steps of reading comprehension and do more effective activities to assist students in removing their reading difficulties. پرونده مقاله -
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187 - Impact of STAD model of Cooperative Learning on Iranian EFL Learners’ Critical Thinking and Motivation
Abolhassan Nazari Omid Tabatabaei Mohammad Ali Heidari ShahrezaThis study investigated the impact of cooperative learning on Iranian high schoolEFL learners’ critical thinking and motivation. To this end, 142 EFL students were selected based on their performance on the Oxford Quick Placement Test (OQPT), and divided into two چکیده کاملThis study investigated the impact of cooperative learning on Iranian high schoolEFL learners’ critical thinking and motivation. To this end, 142 EFL students were selected based on their performance on the Oxford Quick Placement Test (OQPT), and divided into two heterogeneous experimental groups (EG) receiving treatment through STAD model of cooperative learning, and two control groups (CG) without any treatment. To recognize the entry behaviors of the participants, pretests were run. Then, the same educational content was taught to both groups during an educational term. Furthermore, in order to disclose the effect of treatment, a critical thinking post-test similar to the pretest but in rearranged order in options and items, and a motivation post-test were administered at the end of the instruction. The results obtained from the statistical analysis of the scores showed that cooperative learning has a significant effect on the critical thinking and motivation of the participants. The findings of the study are beneficial for EFL learners to improve their small group capabilities. پرونده مقاله -
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188 - Effects of Receiving Corrective Feedback through Online Chats and Class Discussions on Iranian EFL Learners' Writing Quality
Sahar Farrahi Avval Hassan Asadollahfam Bahram BehinGiving corrective feedback (CF) is an essential part of the teaching and learning process, and the way it should beneficially be done has been the focus of attention for numerous researchers especially when traditional ways of CF provision are not possible, particularly چکیده کاملGiving corrective feedback (CF) is an essential part of the teaching and learning process, and the way it should beneficially be done has been the focus of attention for numerous researchers especially when traditional ways of CF provision are not possible, particularly in rare situations such as outbreaks of diseases. This study investigated how different ways of giving feedback; namely, through online chats and class discussions can help language learners in benefitting from their instructors’ CF provision. To this purpose, the effects of two ways of feedback provision were tested on the participants writing quality. Three hundred and seventeen Iranian EFL learners took a TOEFL test, 132 of them (53 males and 79 females) scoring between 477 and 510 were asked to deliver a 200-word writing task. Then, they were randomly put into 4 experimental and control groups to undergo different treatments, i.e. receiving CF through online chats and class discussions for 10 one-hour sessions. After the treatment, they were required to deliver another 200-word piece of writing. The results of statistical data analysis showed that the writing quality of the participants receiving CF through online chats was significantly higher than that of those who received CF through class discussions. The findings of this research have practical implications for Iranian educational system to update its instructional methods and for the nature of teaching and learning processes and practices. پرونده مقاله -
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189 - The Effect of Strategy-based Instruction on Iranian EFL Learners’ Learner Autonomy: Learners’ Perceptions
Nooshin Azin Reza Biria Ahmad Ameri-GolestanThe current study was an effort to investigate the impact of strategy-based instruction (SBI) on Iranian tertiary learners’ perception of autonomy. To this purpose, forty-eight English Translation students in a reading comprehension course at Islamic Azan Universi چکیده کاملThe current study was an effort to investigate the impact of strategy-based instruction (SBI) on Iranian tertiary learners’ perception of autonomy. To this purpose, forty-eight English Translation students in a reading comprehension course at Islamic Azan University, Islamshahr, Iran, were selected and randomly assigned to experimental and control groups. Then, a package of nine 90-minute strategy-based instruction sessions was integrated into the experimental group, and the conventional method of reading was applied for the control group. After the intervention, a semi-structured interview was conducted with 12 learners of the experimental group. The results obtained from statistical data analysis revealed that SBI had a significant impact on Iranian learners’ perception of autonomy. However, this impact was only observed in the Activities component of Learner Autonomy. The results of the interview indicated that the non-significant values of the other two components of Learner Autonomy could be explained by the culture-bound and context-dependent nature of Learner Autonomy. The results also showed that integrating SBI in English language classes raises learners’ awareness and fosters their autonomy. The findings of this study highly recommend the development of more strategy-based courses in universities and the integration of SBI in various ELT classes in order to raise learners’ awareness and foster Learner Autonomy. پرونده مقاله -
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190 - Appropriation-Based Syllabus and Speaking Ability: Evidence from Iranian EFL Context
Seyedeh Masoomeh Asaei Ramin RahimyThe impetus for performing this study came from Thornbury's (2005) approach to teaching speaking in which he claimed that awareness-raising techniques and appropriation strategies facilitate the developing speaking skill. Accordingly, this study explored the impact of a چکیده کاملThe impetus for performing this study came from Thornbury's (2005) approach to teaching speaking in which he claimed that awareness-raising techniques and appropriation strategies facilitate the developing speaking skill. Accordingly, this study explored the impact of an appropriation-based syllabus to teaching speaking by using chunks-on-card activities based on quasi-experimental method. To do so, 30 Iranian intermediate EFL learners were selected from four classes in a language institute and the classes were randomly allocated to two groups: an experimental and a control group. To observe the effect of the treatment, the participants underwent pre- and post-tests on speaking skill. They participated in 14 treatment sessions in which the experimental group practiced the chunks-on-card approach through drilling while the control group practiced the conventional approach. The findings of the Independent-Samples T-test as well as the Paired Samples T-test revealed significant differences among the pre- and post-tests scores of both groups. Thus, the hypothesis of the study which postulated that the appropriation-based teaching of lexical chunks had a significant impact on these intermediate EFL learners’ speaking skills was confirmed. پرونده مقاله -
دسترسی آزاد مقاله
191 - Developing a conceptual model of effective factors in corrective feedback used among english language learners
Mohammad Rahimi shahram Afraz Amin KarimniaThe purpose of this study is to develop a conceptual model of effective factors in corrective feedback among English language learners. This research has a mixed, exploratory and inductive method. The statistical population of this study includes all university teachers چکیده کاملThe purpose of this study is to develop a conceptual model of effective factors in corrective feedback among English language learners. This research has a mixed, exploratory and inductive method. The statistical population of this study includes all university teachers and English language teachers in Lamerd who have been selected by chain reference method. In the qualitative Phase, the sampling method was purposeful and snowball sampling. And from these teachers, 14 people were purposefully and snowball selected, answered the questionnaire through semi-structured interviews. Also, in the second part of this research, after obtaining the conceptual model of the research, sampling was performed using the Cochran's formula including 384 people in terms of Google Form. The interview questions were entered in MAXQDA 2018 software and analyzed. The conceptual model of the research was then fitted by IBM Amos 24 software. The results also showed that structural rules and types of errors, teacher-related factors, learners-related factors, environmental and educational factors affect correctional feedback by 0.71, 0.87, 0.74 and 0.69, respectively. پرونده مقاله -
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192 - The Contribution of Cornell Note-Taking Strategy Instruction to the Listening Comprehension of Iranian EFL Learners: A Case of Learners’ Perception
Shahrzad Amini zahra sadatiThe current study is a quasi-experimental mixed method that sought to further investigate the effect of teaching the Cornell method on improving the listening comprehension of Iranian EFL learners. It also aimed to examine the perceptions of English language learners to چکیده کاملThe current study is a quasi-experimental mixed method that sought to further investigate the effect of teaching the Cornell method on improving the listening comprehension of Iranian EFL learners. It also aimed to examine the perceptions of English language learners toward the Cornell method. The participants were 60 female students at the Mehr-e-Taban Girl’s bilingual high school in Shiraz. Data collection tools included an Oxford Quick Placement Test, a questionnaire, a semi-structured interview, and one sample of the First Certificate in English (FCE) listening test. Data analysis was conducted using a one-sample t-test, independent sample t-test, paired samples t-test, and the Covariance test. According to the results, the experimental group outperformed their peers in the listening comprehension test. Qualitative data analysis revealed that students viewed the Cornell method as beneficial for comprehending listening tests. The study recommends using the Cornell method to enhance students' listening skills and critical thinking. پرونده مقاله -
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193 - Iranian Male and Female EFL learners’ Metacognitive Awareness of Reading Strategies: Links to Their Reading Comprehension Performance
Sepideh Mohammadi Bazargani Zohreh Seifoori Nasrin Hadidi TamjidReading comprehension is a fundamental language skill for many EFL learners. This study was conducted to compare Iranian male and female EFL learners' tripartite reading strategy use, Problem Solving Reading Strategies (PSRSs), Global Reading Strategies (GRSs), and Supp چکیده کاملReading comprehension is a fundamental language skill for many EFL learners. This study was conducted to compare Iranian male and female EFL learners' tripartite reading strategy use, Problem Solving Reading Strategies (PSRSs), Global Reading Strategies (GRSs), and Support Reading strategies (SRSs), and their relationship to their reading comprehension. To serve the purpose, 80 undergraduate EFL learners, 40 females and 40 males, majoring in English Language Teaching (ELT) and English Translation (ET) at Islamic Azad University-Tabriz were selected randomly. The research variables were measured based on the participants’ performance on the reading section of the PET test and the Metacognitive Awareness of Reading Strategy Inventory (MARSI) (Mokhtari & Reichard, 2002). The research data were analysed through Independent Samples T-test and a Standard Multiple Regression (MR) analysis. The results revealed significant differences between male and female participants in terms of their reading comprehension and perceived use of PSRSs. It was also exhibited that for male participants, only SRSs were the statistically significant predictor of males’ reading comprehension while for females it was the PSRSs that made significant contribution to explain reading comprehension. The gender variation in reading comprehension, reading strategies and the correlational pattern between these two variables exists. Such variations have to be addressed in the process of teaching and suggestions will be made as how teacher trainers, syllabus designers, and individual university students majoring in English Language Teaching (ELT) and English Translation (ET) can apply the findings to promote their outcome. پرونده مقاله -
دسترسی آزاد مقاله
194 - Appropriation-Based Syllabus and Speaking Ability: Evidence from Iranian EFL Context
Seyedeh Masoomeh Asaei Ramin RahimiThe impetus for performing this study came from Thornbury's (2005) approach to teaching speaking in which he claimed that awareness-raising techniques and appropriation strategies facilitate the developing speaking skill. Accordingly, this study explored the impact of a چکیده کاملThe impetus for performing this study came from Thornbury's (2005) approach to teaching speaking in which he claimed that awareness-raising techniques and appropriation strategies facilitate the developing speaking skill. Accordingly, this study explored the impact of an appropriation-based syllabus to teaching speaking by using chunks-on-card activities based on quasi-experimental method. To do so, 30 Iranian intermediate EFL learners were selected from four classes in a language institute and the classes were randomly allocated to two groups: an experimental and a control group. To observe the effect of the treatment, the participants underwent pre- and post-tests on speaking skill. They participated in 14 treatment sessions in which the experimental group practiced the chunks-on-card approach through drilling while the control group practiced the conventional approach. The findings of the Independent-Samples T-test as well as the Paired Samples T-test revealed significant differences among the pre- and post-tests scores of both groups. Thus, the hypothesis of the study which postulated that the appropriation-based teaching of lexical chunks had a significant impact on these intermediate EFL learners’ speaking skills was confirmed. پرونده مقاله -
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195 - The Efficacy of the Deductive and Inductive Approaches in Teaching Information Structure (IS) of Non-Canonical Sentences and Its Effect on Iranian EFL Learners
Hamidreza Sheikhi Bahram Hadian Mehdi Vaez daliliThe present study attempts to compare the efficacy of the Deductive and inductive approaches in teaching Information Structure (IS) of non-canonical sentences and its effect on Iranian EFL learners’ reading comprehension in college. In this respect, 69 undergradua چکیده کاملThe present study attempts to compare the efficacy of the Deductive and inductive approaches in teaching Information Structure (IS) of non-canonical sentences and its effect on Iranian EFL learners’ reading comprehension in college. In this respect, 69 undergraduate Persian-speaking EFL learners (28 males and 41 females, mean age ≃ 21, age range=19-24, years of EFL learning ≃ 8, sophomore); majoring in English Literature and English Translation at the department of English Language and Literature, Arak University, Iran, were chosen in the form of two homogeneous intact groups, namely The Deductive (experimental) and Inductive (control) groups, consisting of 36 and 33 participants, respectively. Providing a six-week training course including twelve treatment sessions of The Deductive vs. Inductive instructions of IS principles, the results of statistical comparisons using paired-samples t-test and independent-samples t-test concerning the participants’ performance of each group indicated a significant improvement in reading comprehension. Concerning the pretest to the post-test phase, the momentum of progress has been sharper in the Deductive group. Regarding the post-test to the delayed post-test stage, deterioration of obtained reading comprehension abilities by EFL learners in the Deductive group has been statistically significant, whereas the findings indicate that the EFL learners of the Inductive group have shown statistically considerable retention of improved skill. پرونده مقاله -
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196 - The Impact of Gender and Explicit Written Feedback on Learners’ Grammar Performance
Jafar Izadpanah Firooz Sadighi Leila AkbarpourThis study aimed at investigating the effect of explicit written feedback under metalinguistic feedback (WMF) on EFL learners’ grammar performance with involving gender factor. To this end, the performance of the male and female learners as a result of written met چکیده کاملThis study aimed at investigating the effect of explicit written feedback under metalinguistic feedback (WMF) on EFL learners’ grammar performance with involving gender factor. To this end, the performance of the male and female learners as a result of written metalinguistic feedback (explanation) was studied. Sixty homogeneous Iranian EFL male and female high school students were randomly assigned to male and female experimental groups. Afterward, a grammar test was administered to see the effect of the written metalinguistic corrective feedback. This study adopted a pretest-posttest quasi experimental design. The statistical techniques employed to measure such effects were a series of independent paired samples t-tests to analyze the data. The results indicated a significant effect of WMF on the reduction of grammatical errors. Meanwhile, there were no differences between genders in the learners’ performance as a result of written metalinguistic feedback. As for the pedagogical implications, written metalinguistic feedback is suggested as a profitable type of corrective feedback to improve and enhance error correction practices within Iranian EFL context. پرونده مقاله -
دسترسی آزاد مقاله
197 - A Comparison of the Impact of Peer-Tutored Read-Aloud and Teacher-Guided Read-Aloud on Immediate and Delayed Vocabulary Retention among Iranian EFL Students
Reza Afsharpour Manoocher Jafari GoharThis research aimed at comparing the peer tutoring strategies with teacher guiding strategies on the improvement of Iranian EFL vocabulary knowledge and their attitudes toward learning English vocabulary. The initial population of the study was 70 students. They were st چکیده کاملThis research aimed at comparing the peer tutoring strategies with teacher guiding strategies on the improvement of Iranian EFL vocabulary knowledge and their attitudes toward learning English vocabulary. The initial population of the study was 70 students. They were studying English at Shokooh English institute in Tehran. After administering TOEFL test as a proficiency test, 40 students (17 males and 23 females) were selected as the participants of the study. They were divided into two groups of experimental and control. The students assigned to the experimental group were involved in an active work with their classmates’ peers, and received instruction based on peer-tutoring. The control group received instruction based on normal syllabus of the class that is teacher guided instruction The findings showed that there is a statistically significant difference (α= 0.01) between the two adjusted means of the students’ scores due to the two different learning strategies in favor of the experimental group. پرونده مقاله -
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198 - Inter- Relationship between Iranian Intermediate EFL Learners’ Intrinsic Motivation, their Willingness to Communicate and their Level of Depression: A Case of Khorasan Razavi
Haniyeh Afzali Hamid AshrafABSTRACT This study examined inter-relationship among willingness to communicate, intrinsic motivation, and level of depression has not been investigated. Through a quantitative and applied study 357 Iranian EFL learners from Khorasan Razavi were examined by three stand چکیده کاملABSTRACT This study examined inter-relationship among willingness to communicate, intrinsic motivation, and level of depression has not been investigated. Through a quantitative and applied study 357 Iranian EFL learners from Khorasan Razavi were examined by three standard questionnaires: Willingness to Communicate in a Foreign Language Scale’ by Baghaei et al., (2012), intrinsic motivation inventory (IMI) Ryan and Deci (2000), and The Beck Depression Inventory (2015). Results of the Kolmogorov-Smirnov test showed normal distribution of scores and non-parametrical pattern of the study in which required analysis using spearman test. Results of correlation coefficient for the research questions showed that there is a significant relationship between willingness to communicate, intrinsic motivation, and level of depression so that relationships among willingness to communicate and intrinsic motivation with depression level were bidirectional. It implies that to avoid students’ depression in language learning environments they should be encouraged into communicative activities and their intrinsic motivation needs reinforcement. پرونده مقاله -
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199 - Exploration of EAP Learners’ Views Toward Using Vocabulary Learning Strategies (VLSs)
Farzaneh Akbari Farahnaz Rimani Nikou Shima Ahmadi-AzadThe research on Vocabulary Learning Strategies (VLSs) and Vocabulary Teaching Strategies (VTSs) has mainly focused on the quantitative approach and EFL learners in face-to-face classrooms. The present study, however, addressed learners of English for Academic Purposes ( چکیده کاملThe research on Vocabulary Learning Strategies (VLSs) and Vocabulary Teaching Strategies (VTSs) has mainly focused on the quantitative approach and EFL learners in face-to-face classrooms. The present study, however, addressed learners of English for Academic Purposes (EAP) to probe into their views toward teaching and learning vocabulary in online and offline contexts. Through structured interviews, the study used a qualitative approach. A total of 22 undergraduate Iranian EAP students (humanities, engineering, and medical sciences) provided qualified responses to contribute to filling the research gap. After analyzing, categorizing, and organizing the data, themes and sub-themes emerged through coding. The transcripts and codes were rechecked to verify the data and check the validity. Interpretation of the data indicated that instruction of EAP vocabulary can be deepened by raising learners’ consciousness of VLSs, training teachers for EAP courses, adding activities, exercises, and tasks for the improvement of all language skills, and the use of technology for meeting the needs of EAP learners. The results also provide implications for improving EAP materials and promoting the learners’ motivation, autonomy and independence. پرونده مقاله -
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200 - Longitudinal Reciprocal Relationship between Language Teachers’ Trait Emotional Intelligence and their Learner’s Trait Emotional Intelligence: A Dyadic Curve of Factors Model
Rouhua Wang Majid Elahi Shirvan Tahereh Taherian Mehdi SolhiThe current research aimed at exploring the dynamic patterns of simultaneous change in EFL teachers and learners’ trait emotional intelligence (TEI) in a language classroom context. A reciprocal effects model was proposed to relate English as a foreign language (E چکیده کاملThe current research aimed at exploring the dynamic patterns of simultaneous change in EFL teachers and learners’ trait emotional intelligence (TEI) in a language classroom context. A reciprocal effects model was proposed to relate English as a foreign language (EFL) teachers to students’ TEI to suggest that there are positive reciprocal relationships between teachers’ and learners’ TEI. The model was tested with 4-wave longitudinal dyadic data (LDD) collected in the first 6 months of an academic year from 229 EFL teachers and 2016 learners. A dyadic curve of the factor model was used to analyze the data. Three research questions were formed to explore, firstly, the growth trajectories for teachers and their students’ TEI over time, secondly, whether the initial levels of teachers’ and students’ TEI predict linear change in TEI of teachers and students over time, and thirdly, whether teachers and their students’ trajectories (initial levels and slopes) of TEI were associated. The overall findings showed a slight increase in TEI in both dyad members over time. Also, a higher initial TEI was associated with more growth in TEI over time in both teachers and students. Finally, teachers who had a higher level of TEI at the beginning of the study showed were more likely to have students with an increasing TEI over time. This study is pioneering in providing longitudinal evidence for interactive emotion transmission between teachers and learners. Implications for prospective research and teacher education are provided. پرونده مقاله -
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201 - The Relationship among the Iranian EAP Learners' Self-confidence, Language Achievement, and Gender
Mehrdad Yousefabadi Narjes GhafourniaThe study probed the relationship between Iranian EAP learners' self-confidence and language achievement of hotel-management students concerning their gender. Initially, 100 BA male and female students at two non-governmental universities of Darvishi and Pardisan in Mas چکیده کاملThe study probed the relationship between Iranian EAP learners' self-confidence and language achievement of hotel-management students concerning their gender. Initially, 100 BA male and female students at two non-governmental universities of Darvishi and Pardisan in Mashhad-Iran participated in the study. Based on Krejcie and Morgan’s (1970) table of random sampling, 80 participants were considered as the target sample. The data were gathered through administering two instruments including Moradi et.al’s (2014) language learners’ self-confidence questionnaire and an EAP language achievement test, derived from Rashidi (2017). The data were analyzed using SPSS 24. The study followed a quantitative descriptive design. The findings indicated positive significant relation between learners' self-confidence and language test scores. Concerning gender, there did not exist any significant difference in self-confidence. The findings also proved the significant predicting role of self-confidence for language proficiency level of the participants. The findings have some implications for EAP teachers, syllabus designers, and international tourism industry authorities. The findings suggest the significance of non-linguistic factors including self-confidence in language learning process. پرونده مقاله -
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202 - The Impact of Online Teacher Mediation and Learner Scaffolding on the EFL Learners’ Depth of Reflectivity in Writing
Leila Behrahi Payman Rajabi Hamid Reza KhalajiAbstract It is believed that success in learning to a great extent depends on reflective thinking. Accordingly, the present study sought to explore the extent to which Iranian English as a foreign language (EFL) learners involve in reflection. It also investigated whic چکیده کاملAbstract It is believed that success in learning to a great extent depends on reflective thinking. Accordingly, the present study sought to explore the extent to which Iranian English as a foreign language (EFL) learners involve in reflection. It also investigated which of the three groups of teacher mediation, learners’ scaffolding, and the control group outperform others on learners’ reflectivity in writing. Based on the findings, only the learners’ scaffolding group performed at the understanding and reflection level and by so doing, it outperformed other groups namely experimental group 1 and the control group. The second research question sought which of the three groups of experimental 1, experimental 2, and the control group outperforms the others regarding learners’ reflectivity in writing. Based on the results, the progress of reflection and all its dimensions has become statistically significant only in the learners’ scaffolding group, while in the first experimental group, progress has also been seen, but it is not statistically significant. Implications for EFL courses are discussed in the paper. پرونده مقاله -
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203 - Effects of Explicit Instruction of Metadiscourse Markers on Persuasive Writing Ability and the Learners’ Attitude towards Teaching Academic Writing with Online Modality
Majid Fatahipour Mozhdeh Tahmasbi Neda GharagozlooPersuasive writing is considered a complex genre for EFL learners to master and yet vital for academic arguments. As metadiscourse markers are recognizable and familiar devices to persuade, the purpose of this study was to investigate the effects of their explicit onlin چکیده کاملPersuasive writing is considered a complex genre for EFL learners to master and yet vital for academic arguments. As metadiscourse markers are recognizable and familiar devices to persuade, the purpose of this study was to investigate the effects of their explicit online instruction on Iranian EFL learners' persuasive writing. The participants were homogenous EFL learners at the intermediate level, divided into two groups: experimental (n=40) and control (n=40). An official e-platform used in Iranian state-run schools was used for online instruction. According to a regular schedule, the participants received different passages containing metadiscourse markers. The teacher assigned the experimental group to notice and discuss the markers in small groups. Then, a passage-related topic was assigned and the learners wrote a persuasive essay in each session. For the control group, the same procedure was adopted except for the explicit focus on metadiscourse markers. Finally, a writing test demonstrated the significant effect of explicit instruction on persuasive writing of EFL learners, through statistical analysis explaining participants’ attitude and high frequency of - interactive type markers. Learners’ attitudes were also examined through interviews. Pedagogical implications are suggested to include explicit focus on metadiscourse markers in writing courses. پرونده مقاله -
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204 - Dynamic Assessment in L2 Writing Performance: the Case of Iranian EFL Learners
Aysheh MohammadzadehDynamic assessment (DA) is founded in Sociocultural Theory (SCT) of Vygotsky (1978) and his conception of Zone of Proximal Development (ZPD). It motivated the scholars to find a way from a static approach of assessment to the dynamic approach to increase individuals&rsq چکیده کاملDynamic assessment (DA) is founded in Sociocultural Theory (SCT) of Vygotsky (1978) and his conception of Zone of Proximal Development (ZPD). It motivated the scholars to find a way from a static approach of assessment to the dynamic approach to increase individuals’ independence and level of performance (Lantolf & Poehner, 2004; Poehner, 2008). To this end, this investigation probed DA intervention on writing fluency and complexity of Iranian EFL learners. Before the treatment, the KET test was implemented for homogenizing the participants and then 36 learners were chosen in groups of namely, experimental and control (18 participants in every group). In both groups, learners wrote a one-paragraph essay in the first session. During the intervention which lasted for two sessions, the researcher followed some stages including implicit and explicit feedback types in the second and third sessions to help learners move from teacher-regulation to self-regulation and then they wrote again a one-paragraph essay as the post-test in the fourth session. Participants in the control group wrote on the same topics as the experimental group, however, with no DA intervention. The researcher corrected their papers and provided some general comments in the control group. The t-tests in the post-tests indicated that experimental group surpassed the control group considerably concerning the writing fluency and complexity improvement. The paper concludes with a discussion and recommendations for further research into the potential DA contributions to EFL writing assessment and instruction. پرونده مقاله -
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205 - The Effect of Watching Musical Movies on English Language Learners’ Listening Comprehension and Happiness
Mohammad PurRezaii Mehry Haddad Narafshan Massoud TajadiniThe link between education and happiness has been a topic of inquiry among social scientists for a considerable period. However, prior studies have not dedicated sufficient focus to the influence of educational approaches on the happiness of English language learners. C چکیده کاملThe link between education and happiness has been a topic of inquiry among social scientists for a considerable period. However, prior studies have not dedicated sufficient focus to the influence of educational approaches on the happiness of English language learners. Consequently, the present study aimed to investigate the effects of musical movies on the happiness and listening comprehension of English language learners. The current study was implemented within the context of English listening comprehension, involving a sample of participants aged 10 years (N=52). The study was carried out at a private primary school located in Kerman, Iran. To procure quantitative data and monitor any plausible changes in the listening comprehension of the students, pre- and post-listening tests were administered. Additionally, the Oxford Happiness Questionnaire developed by Hills and Argyle (2002) was used to assess the participants’ happiness levels in English language classrooms at both the beginning and end of the project. The results of the post-listening tests indicated that the experimental group exhibited superior performance compared to the control group participants. Furthermore, it was observed that the implementation of songs from animated movies resulted in heightened levels of happiness among the participants. Briefly, when the process of learning English becomes a pleasurable and satisfying experience, it has the potential to enhance the happiness and listening comprehension of the students. پرونده مقاله -
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206 - تأثیر داستان گویی دیجیتال بر اضطراب شنیداری زبان‌آموزان
مهرک رحیمی الهام سلیمانیهدف پژوهش حاضر، بررسی تأثیر داستان گویی دیجیتال بر اضطراب شنیداری زبان‌آموزان ایرانی است. شصت زبان‌آموز سطح متوسط به صورت نمونه در دسترس انتخاب شده و به عنوان گروه آزمایش (30 نفر) و کنترل (30 نفر) در تحقیق حاضر که از نوع شبه آزمایشی با پیش‌آزمون- پس‌آزمون است؛ شرکت نمو چکیده کاملهدف پژوهش حاضر، بررسی تأثیر داستان گویی دیجیتال بر اضطراب شنیداری زبان‌آموزان ایرانی است. شصت زبان‌آموز سطح متوسط به صورت نمونه در دسترس انتخاب شده و به عنوان گروه آزمایش (30 نفر) و کنترل (30 نفر) در تحقیق حاضر که از نوع شبه آزمایشی با پیش‌آزمون- پس‌آزمون است؛ شرکت نمودند. در ابتدا، برای سنجش سطح اضطراب شنیداری هر دو گروه از پرسشنامه اضطراب شنیداری زبان خارجه، با سه عامل اضطراب عاطفی، نگرانی ادراکی و ترس پیش‌بین به عنوان پیش‌آزمون استفاده شد. تدریس مهارت شنیدن بر اساس روش ارتباطی شامل سه مرحله پیش- شنیداری، شنیداری و پس- شنیداری به مدت 14 هفته انجام شد. در بخش شنیداری در گروه آزمایش داستان های دیجیتال به صورت چندرسانه ای اجرا شدند و شاگردان فایل داستان را با استفاده از دستگاه دی وی دی مشاهده کردند و به آن گوش دادند. بخش شنیداری گروه کنترل شامل گوش دادن به روایت شفاهی داستان بدون استفاده از پخش چندرسانه ای بود. فعالیت های پیش ـ شنیداری و پس ـ شنیداری هر دو گروه یکسان بود. در پایان، آزمایش اضطراب شنیداری هر دو گروه با استفاده از پرسشنامه اضطراب شنیداری زبان خارجه اندازه گیری شد. تحلیل داده ها، با استفاده از تحلیل کوواریانس چندمتغیری نشان داد که استفاده از داستان‌گویی دیجیتال سبب کاهش معنادار اضطراب شنیداری زبان‌آموزان گروه آزمایش و سه عامل آن در قیاس با گروه کنترل شده است. بررسی میزان تأثیر آزمایش بر سه عامل پرسشنامه حاکی از تأثیر قابل ملاحظه به‌کارگیری داستان های دیجیتال بر کاهش اضطراب عاطفی (شاخص مجذور اتای تفکیکی= 0/773) در قیاس با نگرانی ادراکی (شاخص مجذور اتای تفکیکی = 0/552) و ترس پیش‌بین (شاخص مجذور اتای تفکیکی= 0/247) می‌باشد. پرونده مقاله -
دسترسی آزاد مقاله
207 - رابطه اعتیاد به اینترنت با پیشرفت تحصیلی و ویژگی‌های شخصیتی فراگیران
رمضان حسن‌زاده عاطفه بیدختی عباس رضایی فاطمه رهاییدسترسی به اینترنت، پدیده‌ای رو به گسترش است. هم‌زمان با دسترسی روز افزون و گسترده مردم به اینترنت، شاهد نوعی وابستگی در جوانان هستیم. به این دلیل، این پژوهش به منظور بررسی رابطه اعتیاد به اینترنت با ویژگی‌های شخصیتی و پیشرفت تحصیلی فراگیران انجام پذیرفت. چکیده کاملدسترسی به اینترنت، پدیده‌ای رو به گسترش است. هم‌زمان با دسترسی روز افزون و گسترده مردم به اینترنت، شاهد نوعی وابستگی در جوانان هستیم. به این دلیل، این پژوهش به منظور بررسی رابطه اعتیاد به اینترنت با ویژگی‌های شخصیتی و پیشرفت تحصیلی فراگیران انجام پذیرفت. روش پژوهش حاضر، از نوع توصیفی ـ همبستگی است. جامعه آماری پژوهش، شامل کلیه دانش‌آموزان مقطع متوسطه مشغول به تحصیل در سال تحصیلی 91-1390 در استان سمنان بود که بر اساس جدول کرجسی و مورگان، تعداد 800 نفر به شیوه نمونه‌گیری تصادفی طبقه‌ای به عنوان نمونه انتخاب شدند. داده‌ها با استفاده از پرسش‌نامه سنجش اعتیاد به اینترنت یانگ و ویژگی‌های شخصیتی نئو جمع‌آوری و با استفاده از آزمون تی و ضریب همبستگی پیرسون و با نرم‌افزار SPSS تحلیل شد. نتایج نشان داد که بین اعتیاد به اینترنت و پیشرفت تحصیلی همبستگی معنادار و منفی وجود دارد. بین دانش‌آموزان دختر و پسر از نظر میزان استفاده از اینترنت تفاوت معنادار وجود دارد و میانگین استفاده از اینترنت در پسران بالاتر از دختران است. هم‌چنین، همبستگی میان اعتیاد به اینترنت با خرده مقیاس‌های روان رنجورخویی و موافق‌بودن معنادار و مثبت و باوجدان بودن و برون گرایی معنادار و منفی است. بین اعتیاد به اینترنت و خرده مقیاس گشودگی رابطه معنادار وجود نداشت. بنابراین، می‌توان نتیجه گرفت که ویژگی شخصیتی از عوامل مؤثر و پیش‌بینی‌کننده در استفاده از اینترنت است. پرونده مقاله -
دسترسی آزاد مقاله
208 - Identity Construction and E-Learning: The Role of Virtual Teaching in EFL Learners’ Identity
آذر باقری مسعودزاده ندا فاتحی رادThe present study considered the role of E-learning in EFL learners’ identity construction. It specifically tried to highlight the extent that different aspects of students’ identity were constructed in the virtual teaching context. It also identified the mo چکیده کاملThe present study considered the role of E-learning in EFL learners’ identity construction. It specifically tried to highlight the extent that different aspects of students’ identity were constructed in the virtual teaching context. It also identified the most/least dominant types of identity construed in the E-learning context and explored the possible difference between male and female learners as far as E-learning identity is concerned. To achieve the objectives, the researcher adopted survey research as a quantitative method with a sample of 80 newcomer students of both genders. The study centered on the Internet via Adobe Connect Application for virtual classes. It is worthy to mention that participants of the study experienced E-learning during a term in the case of virtual education imposed by COVID-19. The data were collected through Aspect Identity Questionnaire (AIQ) and moved to SPSS software to be analyzed and interpreted. Results indicated that a high extent of language learning identity was achieved among the participants, and relational and collective identity types were identified as the most and least dominant ones in them, respectively. Moreover, findings of overall language learning identity presented no difference in both genders (male & female EFL learners). پرونده مقاله -
دسترسی آزاد مقاله
209 - Impact of Academic Self–Concept on Syntactic Complexity of Speaking Skill among Iranian EFL Learners
عاطفه نیکوبینThe purpose of the present study was to assess the effect of academic self–concept on the syntactic complexity of speaking skill among Iranian upper-intermediate EFL learners. The sample consisted of 45 male and female students of the upper-intermediate level who چکیده کاملThe purpose of the present study was to assess the effect of academic self–concept on the syntactic complexity of speaking skill among Iranian upper-intermediate EFL learners. The sample consisted of 45 male and female students of the upper-intermediate level who were learning English language in a private institute in Isfahan. In order to collect information about students’ academic self-concept, Liu and Wang’s (2005) academic self-concept scale was used. It consists of 20 items and responses are made on a 5-point Likert scale ranging from strongly disagree to strongly agree. For speaking data collection, participants were asked to sit for speaking test (narrative story) and their speaking performances were recorded by a digital voice recorder for later transcription and analysis. Independent samples t test was conducted to find out if there were statistically significant differences between the high self-concept group and low self-concept group’s syntactic complexity in speaking. Results indicated that the former group significantly outperformed the latter on three measures of syntactic complexity including length of production units, measures of subordination, and degree of phrasal sophistication. On the measures of coordination, however, the results indicated that there were no significant differences between learners with high academic self-concept and learners with low academic self-concept. پرونده مقاله -
دسترسی آزاد مقاله
210 - Impact of Using the STAD Model of Cooperative Learning on Autonomy and Attitude of Iranian Secondary School EFL Learners
ابوالحسن نطریThis quasi-experimental study investigated the impact of cooperative learning on Iranian secondary school EFL learners’ Autonomy and attitude. To achieve the purpose of the study, 142 EFL students were selected based on their performance on the Oxford Quick Placem چکیده کاملThis quasi-experimental study investigated the impact of cooperative learning on Iranian secondary school EFL learners’ Autonomy and attitude. To achieve the purpose of the study, 142 EFL students were selected based on their performance on the Oxford Quick Placement Test (OQPT). The students were divided into an experimental group receiving treatment through the STAD model of cooperative learning and a control group devoid of the stated treatment. To recognize the entry behaviors of the participants, pretests were run. The same educational content was taught to both EG and CG during an educational term. Furthermore, to disclose the effect of treatment, an autonomy posttest similar to the pretest but in rearranged order in options and items, and also an attitude posttest with the same characteristics were administered to the students in both groups at the end of the instruction. Moreover, the mean scores of autonomy and attitude questionnaires were compared via a one-way ANCOVA, and chi-square respectively. The outcomes showed the rejection of both null hypotheses consequently concluding that cooperative learning had a significant effect on the autonomy and attitude of Iranian EFL learners. پرونده مقاله -
دسترسی آزاد مقاله
211 - Association between Suggestion Speech Act and Language Proficiency, Gender, and Verbal Intelligence among Iranian EFL Learners
سعید کریملوThis study was an attempt to investigate Iranian EFL learners’ use of suggestion speech acts concerning factors such as language proficiency, gender, and verbal intelligence. With this aim, 105 Iranian EFL learners participated in this study. A Discourse Completio چکیده کاملThis study was an attempt to investigate Iranian EFL learners’ use of suggestion speech acts concerning factors such as language proficiency, gender, and verbal intelligence. With this aim, 105 Iranian EFL learners participated in this study. A Discourse Completion Test (DCT) was used to produce data related to the suggestion forms utilized by the participants. Percentage and chi-square tests were used to analyze the data. The findings showed that different language proficiency levels did not produce any significant difference in the production suggestion speech act. However, participants’ performance considering different gender reached statistical significance. Also, verbal intelligence proved to be a significant factor in using suggestion forms among Iranian EFL learners. پرونده مقاله -
دسترسی آزاد مقاله
212 - Integration of Foreign Culture in English Instruction: Iranian EFL Learners and Teachers' Views in Academic Context
آذر باقری مسعودزاده اکرم شکریان بهزادیThis study focused on the integration of foreign culture in English instruction in an academic context. More specifically, it analyzed the Iranian university EFL students' and teachers' views towards the integration of foreign culture in English instruction. Moreover, t چکیده کاملThis study focused on the integration of foreign culture in English instruction in an academic context. More specifically, it analyzed the Iranian university EFL students' and teachers' views towards the integration of foreign culture in English instruction. Moreover, the possible difference between the participants' views towards the integration of foreign cultures was assessed. In doing so, 30 English EFL university teachers and 40 B.A. students were selected from four universities in Kerman (Bahonar, Azad, Payame Noor, & Institute of Higher Education). In order to collect data, a related questionnaire developed by Han (2010) was employed to examine the participants' views. After completing the questionnaires, the acquired data were analyzed by conducting descriptive statistics and the t-test of two independent groups. The results emerged from data analysis indicated that a great percentage of students asserted that learning foreign cultures was significant for them. It was necessary for them to get information about the target culture and spend more time on it. The university teachers remarked the same views as learning foreign cultures was important for them. It was essential for them to provide information and to spend more time on foreign culture teaching. The results of the study revealed no significant difference between the participants' views towards the integration of foreign culture in English instruction. Findings will contribute to the theoretical research gap in the field of culture and foreign language teaching and can serve as a guide to lead teachers and learners to the desired cultural goals of a specific language course. پرونده مقاله -
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213 - The Contribution of General Pragmatic and Pragmalinguistic Characteristics of Sarcasm to the Recognition of Online Sarcasm: A Qualitative Study
Zeynab Esmaeili Mohsen Shahrokhi Maryam FarniaSarcasm constitutes a main aspect of pragmatics. This study sought to identify the general pragmatic and pragmalinguistic characteristic of sarcasm that English native speakers and Iranian EFL/ESL learners draw on in the recognition of online sarcasm. In so doing, a qua چکیده کاملSarcasm constitutes a main aspect of pragmatics. This study sought to identify the general pragmatic and pragmalinguistic characteristic of sarcasm that English native speakers and Iranian EFL/ESL learners draw on in the recognition of online sarcasm. In so doing, a qualitative thematic analysis design was used. The participants consisted of three groups (each consisting of 9 members) 1. natives 2. EFL 3. ESL , they were selected through snowball sampling. To collect the required data, a semi-structured interview was utilized. To analyze the collected data, manual thematic analysis of the data gathered through the semi-structured interview was conducted. According to the results, the following pragmalinguistic characteristics of sarcasm that English native speakers and Iranian EFL/ESL learners draw on in the recognition of online sarcasm were identified in the interviews: Emoticon, hyperbole, laughing and exclamation marks, and positive wording. Moreover, the general pragmatic characteristics of sarcasm that English native speakers and Iranian EFL/ESL learners draw on (as documented by the interviews) in the recognition of online sarcasm were allusion to antecedent, insincerity, contradiction, negative attitude, and victim. The findings have some implications for policymakers, curriculum planners, material developers, EFL teachers and researchers. پرونده مقاله -
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214 - The Impact of Individual Age Differences on the Use of EFL Vocabulary Learning Strategies
زهرا شوشتری سمیرا حیاتی سامیان سعید خزاییThe present study intended to identify Iranian EFL learners' vocabulary learning strategy use and to find out any relationship between the learners' age and their vocabulary learning strategy use or vocabulary test performance. To that end, 60intermediate Iranian EFL le چکیده کاملThe present study intended to identify Iranian EFL learners' vocabulary learning strategy use and to find out any relationship between the learners' age and their vocabulary learning strategy use or vocabulary test performance. To that end, 60intermediate Iranian EFL learners, 25 males and 35 females, studying English at a well-known language institute were selected according to their performance on the Oxford Placement Test (OPT). Then, they were divided into 2 groups according to their age: teenagers and adults. Four instruments were used to collect the needed data, namely OPT, a vocabulary learning strategy questionnaire, a vocabulary test, and an interview. The vocabulary learning strategy questionnaire and the vocabulary test were administered in two consecutive sessions. The results indicated that both groups of learners used rote learning (RL) strategies more frequently than other categories of memory strategy, but there were some differences in their ordering of other subcategories of memory strategy. While there was a negative relationship between the teenagers' age and their vocabulary test performance, no relationship was found between the adults' age and their vocabulary test scores. Overall, the findings imply the need for classroom pedagogy to integrate strategy instruction for students of different age and proficiency levels. پرونده مقاله -
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215 - Language Learners as Gatekeepers of Teachers’ Cognition: A Case Study of Two Classroom Conditions
منصور توکلی مهدی نصیریIn recent decades, L2 teachers’ cognition (i.e., their thinking about language, language learning/teaching and practices) has attracted the attention of research circles worldwide. But how is teachers’ cognition affected when it comes to learners’ own چکیده کاملIn recent decades, L2 teachers’ cognition (i.e., their thinking about language, language learning/teaching and practices) has attracted the attention of research circles worldwide. But how is teachers’ cognition affected when it comes to learners’ own perspective towards language, social phenomenon, or cognitive one (Firth & Wagner, 1997)? Will teachers’ perspective towards language learning and teaching be modified by the way learners look at language? In this qualitative case study, we explored the influential factors, on the part of learners, which determine teachers’ methodologies and practices. To this end, 3-month diaries of a teacher who was running 2 sets of classes (i.e., regular classes of the Ministry of Education and institutionalized classes) were analyzed. The precise, qualitative analysis of the diaries suggests that depending on the perspective of the learners towards language in different instructional settings, the cognition of the teacher altered accordingly, which led to the emergence of alternative practices. پرونده مقاله -
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216 - Impact of class discussion feedback on the quality of extrovert and introvert language learners' written performance
Sahar Farrahi Avval Hassan Asadollahfam Bahram BehinAbstractIn the present study, it was intended to investigate whether Iranian EFL learners with different personality types could benefit from corrective feedback(CF) or not. 317 EFL learners from 4 Institutes in Tabriz took the TOEFL test; 271 participants scored betwee چکیده کاملAbstractIn the present study, it was intended to investigate whether Iranian EFL learners with different personality types could benefit from corrective feedback(CF) or not. 317 EFL learners from 4 Institutes in Tabriz took the TOEFL test; 271 participants scored between 477 and 510; the scores of 164 of them fell between ±1SD; 34 of them agreed to participate in the study and were asked to deliver a 200-word composition. Their compositions were analyzed based on CAF (complexity, accuracy, and fluency). Afterward, they were asked to answer the questions relating to the Extroversion-Introversion dimension to investigate their level of introversion. Then the participants were provided different types of corrective feedback through 10 class discussion sessions. After passing this period, they were asked to deliver another 200-word composition. This final composition was analyzed based on CAF again. The result showed that the text quality of the introverted language learners did not differ significantly from the text quality of the extroverted language learners.Keywords: Iranian EFL learners, personality types, CF, class discussion پرونده مقاله -
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217 - Implicit and Explicit Instruction of Reading Strategies and the Application of Metacognitive Strategies by Iranian EFL Freshmen Students
Marjan Mehrpour Mostafa Zamanian Firooz Sadighi Ehsan HadipourfardThis quantitative research explores the implicit and explicit instruction of reading strategies and its connection through the application of metacognitive strategies by Iranian EFL students. To this purpose, 100 Iranian university freshmen, aged 20-35, studying at the چکیده کاملThis quantitative research explores the implicit and explicit instruction of reading strategies and its connection through the application of metacognitive strategies by Iranian EFL students. To this purpose, 100 Iranian university freshmen, aged 20-35, studying at the Marwdasht Branch, Islamic Azad University, were selected as participants through a convenient sampling method, from a pool of 117 students. Then, the Key English Test (KET) was used to check their homogeneity. The Strategy Inventory for Language Learning (SILL) was also used as a pre-test and post-test to specify the kind and occurrence sequence of learning strategies applied by the participants before and after the treatment. So, the participants were allotted to two experimental groups and received implicit and explicit instruction of reading strategies respectively. The results obtained from statistical data analysis showed that affective strategies were the very frequently-applied strategies, while memory strategies were the least frequently-applied strategies in the explicit group. It was also found that in the implicit group, cognitive strategies were the most frequently-applied strategies, while social strategies were the least frequently-applied strategies. These results have pedagogical implications for EFL teachers to use appropriate approaches in teaching reading strategies, that will ultimately help the students to develop more awareness and competence in reading comprehension. پرونده مقاله -
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218 - Relationship Between Linguistic Intelligence of EFL Learners and Their Performance on Grammar
Nasrin Garavand Akbar Azizifar Habib Gowhary Shahram WelidiThis study investigated the possible relationships between Linguistic Intelligence and Grammar Performance of English as a Foreign Language Learners. To this aim, 139 homogenous undergraduate male and female English language learners between 22 and 32 years old particip چکیده کاملThis study investigated the possible relationships between Linguistic Intelligence and Grammar Performance of English as a Foreign Language Learners. To this aim, 139 homogenous undergraduate male and female English language learners between 22 and 32 years old participated in this study. Participants had been studying English language programs at the University of Kohdasht. The instruments utilized in this study were the Multiple Intelligence Questionnaire (MIDAS) designed by Shearer in 1996 to value linguistic intelligence, and a grammar TOEFL test to measure grammar performance of the learners. Descriptive statistics and correlation indicated a statistically significant relationship between linguistic intelligence of the learners and their performance on grammar. The results of regression analysis revealed that linguistic intelligence was the best predictor of learners’ performance on grammar. The independent sample t-test also showed no significant differences between males and females with respect to linguistic intelligence of learners and their performance on grammar. The findings propose professional English teachers to investigate the function of individual differences such as linguistic intelligence in different steps of teaching and learning of grammar in classes and provide more effective activities to help language learners improve their performance on grammar. پرونده مقاله -
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219 - Designing Criteria for Evaluating the English Language Quality of Iranian EFL Learners: Teachers’ Perceptions and Attitudes in Focus
Fatemeh Gorji Shahram Afraz Fazlolah SamimiThis study designed and validated criteria to evaluate the English language quality of Iranian EFL learners to provide information about the foreign language learning and teaching systems and to improve the quality standards in Iran. the method of this research is descr چکیده کاملThis study designed and validated criteria to evaluate the English language quality of Iranian EFL learners to provide information about the foreign language learning and teaching systems and to improve the quality standards in Iran. the method of this research is descriptive exploratory type. The statistical population of this research includes 20 experienced teachers working at different levels (primary, intermediate & advanced) in a non-profit language institute (Safir Language Institute) in Bandar Abbas, Hormozgan, Iran. Sampling was performed theoretically using chain sampling or snowball sampling. In this study, the process of analyzing the data obtained from the interviews was performed in three coding steps (open, axial, and selective) which were performed consecutively, the interviews were collected and analyzed and coded line by line using version 10 of qualitative data analysis software (MAXQDA). Results showed that the most important Criteria for Evaluating the English Language Quality of Iranian EFL Learners are learning strategy, individual characteristics, learning dynamics, educational technology, content setting, anxiety and low self-esteem, weaknesses in learning, positive evaluation, negative evaluation, assess knowledge and skills, individual consequences, social consequences, cultural implications, economic consequences, and political consequences. پرونده مقاله -
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220 - The Effect of Instruction of Formulaic Language on Writing Ability of Intermediate EFL Learners
Morteza Rahimi Yeganeh Shaban Najafi Karimi امیر MarzbanFormulaic language is one of the important areas in language education. In recent years, research about some language aspects and elements such as formulaic language and chunks have become one of the more impressive and operative parts of applied linguistics and second چکیده کاملFormulaic language is one of the important areas in language education. In recent years, research about some language aspects and elements such as formulaic language and chunks have become one of the more impressive and operative parts of applied linguistics and second language learning/teaching. In writing skill, the lack of proper use of FL in real or display writing simply distinguishes non-native from natives. Therefore, we applied formulaic language in individualistic and collaborative writing classrooms. The results revealed that the instruction of formulaic language has statistically significant effect (F (2, 56) = 12.341, p < 0.05, η2 = .306). However, the difference between the experimental groups was not statistically significant. This study is helpful for writing teachers who want to increase the performance of their language learners. Also, the result of this study may be helpful for textbook developers, curriculum designers, and policy makers.Also, the result of this study may be helpful for textbook developers, curriculum designers, and policy makers. پرونده مقاله -
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221 - The Effect of Strategy Training of Speech Acts of Request and Apology on Developing Iranian EFL Learners “Pragmatic Performance and Critical Thinking”
Parisa Bazaei بهرام مولایی Massood YazdanimoghaddamSince requesting happens in a circumstance of imbalance, the speaker ought to continuously respect the principles of politeness without consideration to the question of their request. This study investigated the effect of strategy training of speech acts of asking and s چکیده کاملSince requesting happens in a circumstance of imbalance, the speaker ought to continuously respect the principles of politeness without consideration to the question of their request. This study investigated the effect of strategy training of speech acts of asking and statements of regret on developing Iranian EFL learners’ pragmatic performance and critical thinking. According to the nature of the treatment, it was decided to select the participants who had not had enough language exposure at the language institute before the study. For this, before conducting an Oxford English Test (OPT), it was expected to select those whose scores would fall between one standard deviation (+1SD) above the mean and one standard deviation (-1SD) below the mean as the cut-off criterion. Finally, 80 out of 114 Iranian EFL male and female learners from six language classes in intermediate level of proficiency were chosen. Next, they were divided randomly into two experimental and control groups (20 males and 20 females, for each group). A mixed-method design was utilized; the qualitative data collected via interview was used to triangulate the quantitative data collected. The data were investigated by two skilled raters, specified in applied linguistics to recognize the effectiveness of strategy training of request and apology speech acts. The data were keyed into the SPSS. 22. The finding showed that there was an important positive consequence of strategy training of speech act of request on developing Iranian EFL learners’ pragmatic performance. A meaningful relationship was found between critical thinking and pragmatic performance. پرونده مقاله -
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222 - Effects of Data-Driven Teaching on Learning and Retention of English Prepositions by Intermediate Kurdish EFL Learners
Ahmed__Azeez__Mohammed Ahmed__Azeez__Mohammed Fatemeh Mirzapour Nesa NabifarThe aim of the current study was to examine the effectiveness of data-driven learning (DDL) method in helping pre-intermediate Kurdish students in learning six English prepositions, which were in, on, at, to, behind, in front of, between, beside, over and under. The par چکیده کاملThe aim of the current study was to examine the effectiveness of data-driven learning (DDL) method in helping pre-intermediate Kurdish students in learning six English prepositions, which were in, on, at, to, behind, in front of, between, beside, over and under. The participants of the study were 100 intermediate EFL Kurdish learners aged 18 to 20 from Lebanese French University in Kurdistan, Iraq. The participants were divided into two groups, one experimental and control group (50 in each group). The present research adopted a quantitative research as a quasi-experimental research which was fulfilled in the form of pretest and a posttest. The uniformity of the EFL students was ensured using the Oxford Placement Test (OPT). The researcher created the pretest and posttest in this study to assess the participants' learning and retention before and after the intervention. The results revealed that DLL method had a greater impact on English preposition learning in comparison with rote learning. Thus, this study has some pedagogical implications for English language teachers in Iraq to be aware of cognitive linguistic usage as a frequent practice in the EFL classroom. پرونده مقاله -
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223 - The Role of Vision Ignition in Enhancing Motivated Cognition, Emotion, and Behavior of ADHD Adolescents Involved in Online English Learning
امیر ارسلان شریفی حسین حیدری تبریزی عزیزه چالاکLearners with ADHD, even those adapted to online instructional regulations, readily become frustrated with the typical tenor of instruction and, as a result, may stray from the core learning content. The current mixed-method study explored how manipulating these learner چکیده کاملLearners with ADHD, even those adapted to online instructional regulations, readily become frustrated with the typical tenor of instruction and, as a result, may stray from the core learning content. The current mixed-method study explored how manipulating these learners into envisaging their ideal L2 selves could avoid motivational pitfalls in their way to L2 learning, affecting their motivated cognition, emotion, and behavior. Based on the motivational paradigm proposed by You and Dörnyei (2014), a multifaceted construct, including the future L2 selves, L2 learning experience, and intended effort, was compared between an experimental and a control group of Iranian EFL learners. The control group only received regular language instruction, whereas the experimental one, along with this instruction, was exposed to a supplementary vision ignition intervention. The comparison of the multifaceted construct, measured by a standard Likert-scale questionnaire, revealed significant between-group differences in the overall motivational construct and the ideal L2 self. Nonetheless, the significant raises in the learners’ overall motivation and cognitive motivation failed to be reflected significantly in their emotional states and motivated behavior. Further analysis of the affective and behavioral components through interview and checklist data revealed that the intervention achieved some success in improving the short-lived learning experiences of the learners and helping them invest more time and effort in language learning. The findings may offer new insights to the broad range of practitioners and specialists eager to help learners with neurodevelopmental disabilities cultivate motivational drives required to meet educational success in today’s remotely-managed globe. پرونده مقاله -
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224 - Perception of General Pragmatic Characteristics of Online Sarcasm among Iranian EFL/ESL Learners and English Native Speakers
Zeinab Esmaeili Mohsen Shahrokhi Maryam FarniaThis study sought to identify the general pragmatic characteristic of sarcasm that English native speakers and Iranian EFL/ESL learners draw on in the recognition of online sarcasm. In so doing, a Likert scale questionnaire was used to collect quantitative data for subs چکیده کاملThis study sought to identify the general pragmatic characteristic of sarcasm that English native speakers and Iranian EFL/ESL learners draw on in the recognition of online sarcasm. In so doing, a Likert scale questionnaire was used to collect quantitative data for subsequent analysis; also, qualitative thematic analysis was done on the data collected through a semi-structured interview. The participants consisted of three groups of EFL and ESL learners as well as native English speakers (each consisting of 9 members) who were selected through snowball sampling at BA or MA degrees. The findings indicated that the total frequency uses of pragmatic characteristics were significantly different among the three groups. Moreover, the results revealed that, among other pragmatic characteristics, Victim, Insincerity, Antecedent, and Negative Attitude, have a more statistically significant contribution to the recognition of online sarcasm. The study bears implications for policymakers, curriculum planners, material developers, EFL/ESL teachers, and researchers. پرونده مقاله -
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225 - The Comparative Effect of Authoritative vs. Facilitative Virtual Intervention Models on the Development of Second Language Speaking Components of Iranian EFL Learners
Zohreh Darabi Nasim Shangarffam Ahmad MohseniThis study investigated the comparative effect of authoritative vs. facilitative virtual intervention models on the development of second language speaking components of Iranian EFL Learners. The study participants were 60 intermediate male and female EFL learners at Im چکیده کاملThis study investigated the comparative effect of authoritative vs. facilitative virtual intervention models on the development of second language speaking components of Iranian EFL Learners. The study participants were 60 intermediate male and female EFL learners at Imam Reza University in Mashhad who were selected out of the total number of 80 participants taking a standard Preliminary English Test (PET) as a language proficiency test. Subsequently, the participants were randomly divided into two experimental groups and received a standard speaking pretest. Next, one experimental group received authoritative intervention and the other one received facilitative intervention. After ten sessions of treatment, the speaking section of another version of PET, as the posttests, was given to the participants. Finally, the learners took part in a semi-structured interview. The use of SPSS examined the quantitative data, and the outcomes were examined through a series of t-tests and MANOVA. The results of quantitative analyses revealed that Facilitative Intervention (FI) model was more effective than the Authoritative Intervention (AI) for the L2 speaking development of Iranian EFL learners. Another point of variance was concentrating on the grammatical accuracy in measuring L2 speaking. For the AI group, grammatical errors and pronunciation were more important, whereas for the FI group, pronunciation and lexical resources were more central, followed by discourse management and interactive communication. پرونده مقاله -
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226 - Development of a Validated Model for English Learners’ Cultural Identity: Using Their Perceptions and Attitudes
Sharareh EbrahimiKnowing a language and communicating with the speakers of that language require learning about the culture of the native speakers of that language. The aim of this study was to develop a validated model of cultural identity among Iranian English learners. Initially, it چکیده کاملKnowing a language and communicating with the speakers of that language require learning about the culture of the native speakers of that language. The aim of this study was to develop a validated model of cultural identity among Iranian English learners. Initially, it was attempted to determine different factors of cultural identity based on the learners’ perceptions about cultural identity to develop a model. Thus, 20 EFL learners studying at Safir English language institute in Tehran, Iran were interviewed about their cultural identity and their attitudes were recorded. Considering qualitative phase, a close inspection of the responses of these learners in the interviews and going through three stages of open, axial and selective coding, four factors including “religion, culture, nationality, and language” were extracted. After that, a questionnaire indicating factors of cultural identity was constructed. In the quantitative phase, the questionnaire went through an exploratory factor analysis for the sake of validity and after a pilot study with 183 learners, 384 EFL learners filled it out. Structural Equation Modeling (SEM) analysis was also run through LISREL 8.8. to confirm that the proposed model enjoyed validity for future research by running a confirmatory factor analysis and the model of cultural identity was developed. The findings of this study can make English teachers and materials developers aware of these important findings to be prepared to help the learners with possible challenges in English classes. پرونده مقاله -
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227 - Validating a Motivation Theory Model among Iranian Kurdish and Azerbaijani EFL Learners Using Structural Equation Modeling Approach
Faran Rasoulian Fazlollah Samimi Shahram AfrazThis study intended to develop a model of motivating factors to learn English among Iranian Kurdish and Azerbaijani EFL learners. For this purpose, at first, an endeavor was made to discover motivation factors and validate a model. Therefore, in the qualitative phase, a چکیده کاملThis study intended to develop a model of motivating factors to learn English among Iranian Kurdish and Azerbaijani EFL learners. For this purpose, at first, an endeavor was made to discover motivation factors and validate a model. Therefore, in the qualitative phase, a semi-structured interview was done with 18 Azerbaijani interviewees (in the Azerbaijan University of Tabriz) and 18 Kurdish ones (in the Kurdistan University of Sanandaj) and 6 participants of focus group from each ethnic group to brainstorm their ideas. After discovering seven EFL motivating factors with 29 categories, a questionnaire was made which reflected the factors. In the quantitative phase, the 80-item questionnaire underwent an exploratory factor analysis to test validity, and after the confirmation of its validity and reliability through a pilot study with 234 participants, the questionnaire was distributed among 320 EFL participants. To corroborate the validity of the proposed model, Structural Equation Modeling (SEM) analysis was used with LISREL 8.8. Eventually, confirmatory factor analysis was run and the model of motivating factors was developed with three factors related more to Azerbaijani students leading to integrative motivation and four for Kurdish students making instrumental motivation. The emerged model is helpful for policymakers of education and teachers caring about better English instruction. پرونده مقاله -
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228 - Impact of Fully-Immersive Teaching vs. Conventional Communicative Language Teaching on the Articulation Skills of EFL Learners With Expressive Language Disorder
Mojgan Khaki Hossein Heidari Tabrizi Sajad ShafieeBased on the tenets of the cognitive theory of multimedia learning, the purpose of this research was to investigate the impact of Fully-Immersive Teaching (FIT) vs. conventional communicative language teaching on the articulation abilities of Iranian EFL learners diagno چکیده کاملBased on the tenets of the cognitive theory of multimedia learning, the purpose of this research was to investigate the impact of Fully-Immersive Teaching (FIT) vs. conventional communicative language teaching on the articulation abilities of Iranian EFL learners diagnosed with Expressive Language Disorder (ELD). Purposively choosing 36 Iranian pre-intermediate EFL learners who had mild to moderate levels of ELD, we used a quasi-Solomon four-group design and separated them into two experimental and two control groups. The intervention included twenty sessions of seventy minutes each and comprised of eighty microlearning speech exercises that were developed in VR by FIT. The participants in the control group were given instruction based on Communicative Language Teaching (CLT), which is an approach to language education. Both the OQPT and the Wechsler Individual Achievement Test (WIAT-III) were used in this study's pre-testing and post-testing procedures. The results showed that individuals who were instructed in accordance with FIT performed better than their colleagues who had been subjected to CLT in terms of articulation abilities. These skills included expressive vocabulary, oral word fluency, and sentence repeats. TEFL, therapeutic education, cognitive speech therapy, and instructional technology might all stand to gain from the outcomes. پرونده مقاله -
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229 - A Genre-Based Model for EFL Learners’ Summary writing and learners’ attitudes towards it: A Mixed Methods Study
Elnaz Shoari Nader Assadi Hanieh Davatgari AslResearch findings on teaching of language learning strategies found that summarizing is of tremendous role in learning in general, and in reading comprehension in particular. Due to its importance and also due in large to the fact that there wasn’t a comprehensive چکیده کاملResearch findings on teaching of language learning strategies found that summarizing is of tremendous role in learning in general, and in reading comprehension in particular. Due to its importance and also due in large to the fact that there wasn’t a comprehensive way of summarizing the current study tried to provide an inclusive genre -based model for text summarizing, and examine its effectiveness in a mixed-methods study which lasted for one academic semester. The results of the quantitative phase revealed that the experimental group outperformed in the posttest. It can be said that the effectiveness of the Genre-based model is principally due to its role in increasing the learners’ structural awareness, namely in supporting them in finding out the schematic structure of texts and eradicating the insignificant parts. In the qualitative phase the researcher designed a questionnaire and found out attitudes of the learners towards the model. The results exposed that learners had positive attitudes towards the genre-based model of summary development. Through making use of the model they have an effective tool for taking the gist of texts out of them, and make connections with what they already know. پرونده مقاله -
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230 - Critical Thinking Ability and Vocabulary Learning Strategy Use: The Case of EFL Learners in an ESL Context
Noushin Boroushaki Ng Lee-LuanCritical thinking is considered important in the field of education due to its possible effects on language learning. Therefore, the reasons behind the success and failure of language learners have provoked researchers to examine different aspects of the language learni چکیده کاملCritical thinking is considered important in the field of education due to its possible effects on language learning. Therefore, the reasons behind the success and failure of language learners have provoked researchers to examine different aspects of the language learning process. Moreover, improving learners’ critical thinking ability in the course of learning will enable students to rely on their own decisions and thoughts regarding the strategies and techniques that they would want to employ in learning the language. This paper reports the findings from a mixed-method study of 75 postgraduate students’ critical thinking ability and vocabulary learning strategy use, as well as comparing the critical thinking score of proficient and less proficient students. Data were collected using Schmitt’s vocabulary learning strategies question- naire, California critical thinking skills test and semi-structured interviews. The findings revealed a statisti- cally significant relationship between learners’ critical thinking ability and vocabulary learning strategies. پرونده مقاله -
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231 - Effects of Scaffolded and Explicit Feedback on Iranian EFL Learners' Use of Articles in Oral Productions
Lotfollah Samaee احسان رسایی محمد بوالیThis study aims to explore and compare the impacts of scaffolded and explicit feedback on Iranian EFL learners' correct use of articles in oral productions. To this end, 45 intermediate female EFL learners in three intact classes in a language institute in Behbahan, Ira چکیده کاملThis study aims to explore and compare the impacts of scaffolded and explicit feedback on Iranian EFL learners' correct use of articles in oral productions. To this end, 45 intermediate female EFL learners in three intact classes in a language institute in Behbahan, Iran were selected through convenience sampling and randomly assigned to two experimental groups of scaffolded and explicit and one control group. The research used a quantitative approach with a quasi-experimental design in the form of a pretest, treatment, posttest, and delayed posttest. While the two experimental groups received either scaffolded or explicit feedback treatment, the control group received no feedback on their errors in the use of articles. The find- ings revealed that the EFL learners in the scaffolded CF and explicit groups outperformed those of the control group concerning the accurate use of both definite and indefinite articles in their oral productions. The implications of the results are also explicated. پرونده مقاله -
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232 - Prediction of English Language Proficiency Level Using Multiple Intelligences Theory and Critical Thinking Skills
Zahra Shahrabi Sayyed Mohammad AlaviThe present study investigated the possible relationships between multiple intelligences, critical thinking and language proficiency level of Iranian English as Foreign Language (EFL) learners. The participants of the study included 117 intermediate young - adult EFL le چکیده کاملThe present study investigated the possible relationships between multiple intelligences, critical thinking and language proficiency level of Iranian English as Foreign Language (EFL) learners. The participants of the study included 117 intermediate young - adult EFL learners from ILI language i n- st i tute in Tehran, Iran. The participants were invited to complete MIDAS and Critical thinking que s- tionnaires. To assess the parti cipants’ English language proficiency, they were also asked to take a version of PET test. The results of the Pearson correlations showed that there was a meaningful rel a- tionship between multiple intelligences and critical thinking. A meaningful relations hip was also found between the multiple intelligences and the English language proficiency level as well as the critical thinking and the English language proficiency level of Iranian EFL learners. In addition, the results of the multiple regression showed that both multiple intelligences and critical thinking could predict 45.2% of the English language proficiency level of EFL learners. Our findings also indicated that the multiple intelligences and the critical thinking had a significant contribution to p redict the English language proficiency level of Iranian EFL learners. پرونده مقاله -
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233 - An investigation into the relationship between EFL teachers’ and students’ multiple intelligences and teaching styles
Yoones Taase Adnan Satariyan Bronwyn Reynolds Hamid Salimi Ahmad MohseniAbstract The present study investigates the relationship between multiple intelligences and teaching styles of Eng-lish as Foreign Language (EFL) learners and teachers. The participants of the study included 106 EFL teachers and 400 EFL learners. Teachers were invited t چکیده کاملAbstract The present study investigates the relationship between multiple intelligences and teaching styles of Eng-lish as Foreign Language (EFL) learners and teachers. The participants of the study included 106 EFL teachers and 400 EFL learners. Teachers were invited to complete a Multiple Intelligences Inventory for EFL Teachers, developed by Christison (1998) and a Thinking Styles Inventory in Teaching, developed by Grigorenko and Sternberg (1993). The students were also asked to complete Student-Generated Inven-tory for Secondary Level and Young Adult Learners, which was developed by Christison (1996; 1998). The results of the descriptive statistics showed that EFL teachers and students preferred the interaction of different kinds of multiple intelligences and teaching styles in the classroom. Pearson correlation, three-way ANOVA and Multivariate ANOVA further illustrated that there was a significant relationship be-tween EFL teachers’ multiple intelligences and the styles of teaching. Factors such as age, field of study and gender, however, did not have any significant effect on multiple intelligences and teaching styles of EFL teachers. پرونده مقاله -
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234 - A Summary Writing Model Based on Van Dijk’s Concept of Macrostructure and its Application within the Genre-Based Approach
Elnaz shoari Nader Assadi Aidinlou Hanieh Davatgari AslThis study was an attempt to provide a comprehensive model for summary writing based on the model of Van Dijk’s concept of macrostructures. The effectiveness of the model was examined in a genre-based quasi-experimental study with the data collection procedure las چکیده کاملThis study was an attempt to provide a comprehensive model for summary writing based on the model of Van Dijk’s concept of macrostructures. The effectiveness of the model was examined in a genre-based quasi-experimental study with the data collection procedure lasting a semester. The participants included 60 female English learners divided into two experimental and control groups. The results of the study revealed that the experimental group outperformed the control group in the posttest which was mainly due to the potential role the treatment had in increasing the learners’ structural awareness in order to help them find the most important parts of the texts, i.e. those relating to the main idea of the text and disregard the less relevant ones. The results of this study contributed to the understanding of the genre-based model and that English learners could get the essence of a given text by only understanding the gist and comprehending some sentences in a text. English learners could realize that all of the words and sentences in a text have a responsibility of conveying a particular message and that there is no need to memorize or remember every individual information in a text. پرونده مقاله -
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235 - Direct and Semi-Direct Validation: Test Takers’ Perceptions, Evaluations and Anxiety towards Speaking Module of an English Proficiency Test
Houman Bijani Mona KhabiriThis research study employed a mixed-methods approach to investigate the test takers’ perceptions and anx- iety in relation to an English language proficiency test called Community English Program (CEP). This study also evaluated the direct and semi-direct modes f چکیده کاملThis research study employed a mixed-methods approach to investigate the test takers’ perceptions and anx- iety in relation to an English language proficiency test called Community English Program (CEP). This study also evaluated the direct and semi-direct modes for speaking module of this test. To this end, 300 Eng- lish as Foreign Language (EFL) students were recruited in the study as test takers. They were invited to take the CEP speaking test using five tasks of Description, Narration, Summarization, Role-play and Exposition in both direct and semi-direct test modes. Their perceptions and evaluations of both test modes, through questionnaires, interviews and observations were examined. The results of the factor analysis revealed that test takers’ evaluations of both direct and semi-direct speaking modes were quite similar, yet not exactly identical. On the other hand, although test takers’ anxiety was shown influential, the findings showed that the most determining factor in test takers’ oral performance was their capability level. Capability level was the main reason why some test takers out-performed the others. The findings also demonstrated that test difficulty identification was complex, difficult and at the same time multidimensional. The quantitative re- sults displayed that the raters were scoring speaking performances differently; the qualitative results also provided logic for the reasons of these differences on the side of the test takers. Finally, the impact of test takers’ gender differences on their perceptions was found nonsignificant. پرونده مقاله -
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236 - Perceptions of Iranian EFL Learners towards Learning Language through Computers: An Investigation on the TOEFL (Paper and Computer Based) Test
Adnan SatariyanComputer technology has influenced the realm of language teaching and testing so drastically that no language teaching program could be imagined nowadays without the use digitized software and mul- timedia. This study aims at investigating Iranian EFL learners' performa چکیده کاملComputer technology has influenced the realm of language teaching and testing so drastically that no language teaching program could be imagined nowadays without the use digitized software and mul- timedia. This study aims at investigating Iranian EFL learners' performance on paper-based test com- pared with their performance on computer-based test while considering their attitudes towards the computer and learning language through computer. The sample selected for this study consisted of 205 Iranian male and female EFL learners, having been selected randomly from some language insti- tutes and colleges, their age ranging from 17 to 27 years. To materialize the objectives of the study, the researchers used three research instruments: a test in two versions, a questionnaire and an inter- view. The Objective Placement Test (one computer-based and the other paper-based) including, lis- tening, reading and language use was given to participants in two separate administrations. The for- mat of the computer-based version of the test was designed by the researchers so that it could be the same as that of the paper-based version and could have the same level of practicality. The question- naire was based on Min (1998), designed to measure the participants' attitudes towards the computer in general and computer-based language learning in particular. To confirm the questionnaire data, an interview was also randomly conducted with 20 learners. It was found that Iranian EFL learners are mostly exposed to paper-based tests. The findings revealed that although learners showed positive attitude towards computer-based tests and digitized language learning, they performed better on the paper-based test than on the computer-based test. پرونده مقاله -
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237 - The Wash back Effect of High School Examinations on Iranian EFL Learners’ Language Learning Beliefs
Maryam Nazari Jahanbakhsh NikoopourThe phenomenon of how tests influence teaching and learning is commonly described as “wash back” in language instruction. Literature indicates that wash back effect is a complex concept that becomes even more complicated under different interpretations of th چکیده کاملThe phenomenon of how tests influence teaching and learning is commonly described as “wash back” in language instruction. Literature indicates that wash back effect is a complex concept that becomes even more complicated under different interpretations of the wash back phenomenon in teaching and learning. In the present study, some definitions of wash back and its two major types were introduced, and also the relationship between wash back effect of high school examinations and the learners’ language learning beliefs was investigated. To carry out this survey study, 120 female students were randomly selected from different high schools in Kermanshah. They were students of different grades in high school, 30% in the first, 35% in the second and 35% in the third grade. The participants were given two questionnaires to assess the wash back effect of high school examinations and their language learning beliefs. The wash back questionnaire selected from Nikoopour (2005) consisted of 42 items with a reliability of 0.82, which was designed based on a Likert scale. The second instrument was the so-called BALLI questionnaire selected from Horwitz (1987), including 34-items, and designed to assess the learners’ language learning beliefs (hereafter LLLB). The present study focused on the relationship between the wash back effect of high school English examinations and the students’ language learning beliefs. The results indicated that the students agreed on the wash back effect of English high school examinations. Also, they agreed with the correspondence between different factors of learners’ language learning beliefs and foreign language learning. پرونده مقاله -
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238 - The Effect of Instructing Speaking Strategies Used by Successful EFL Learners on Unsuccessful Learners’ Speaking Improvement in Iran
Massood Yazdani Moghadam Rahele Najaf ElahiOver the recent years, the study of language learning strategies has received much attention worldwide in general, and in Iran in particular. Many scholars have tried to investigate the function of language learning strategies in EFL learning and teaching. Not enough at چکیده کاملOver the recent years, the study of language learning strategies has received much attention worldwide in general, and in Iran in particular. Many scholars have tried to investigate the function of language learning strategies in EFL learning and teaching. Not enough attention, however, has been paid to language skills, especially speaking skill, in Iran. Therefore, the present study aimed at shedding some light on language learning strategy and speaking, through answering the two research questions: 1. What Language Learning Strategies are used by successful language learners? 2. Does instructing Language Learning Strategies used by successful learners to less successful learners have any significant effect on developing their speaking ability? To collect information, Oxford's (1990) SILL, Naiman's (1978) GLL questionnaires, along with the two proficiency tests including TOEFL and IELTS were utilized. The results revealed that successful language learners use a variety of strategies; memory strategies being the most frequently used strategy, and metacognitive strategies being the least frequently used ones. T -test was used to test the hypotheses, and it was revealed that instructing learning strategies to less successful learners significantly affects their speaking ability. پرونده مقاله -
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239 - Contradictions in Writing Anxiety: A Qualitative Case Study of Expansive Learning among Iranian EFL Learners
Mohsen Nazari Maryam Farnia Behzad ghonsooly Manoochehr JafarigoharThis qualitative study aimed at exploring the causes of writing anxiety from an expansive learning perspec- tive. Given the centrality of writing for both EFL learners and teachers, writing anxiety was explored through a longitudinal study spanning two years with 25 EFL چکیده کاملThis qualitative study aimed at exploring the causes of writing anxiety from an expansive learning perspec- tive. Given the centrality of writing for both EFL learners and teachers, writing anxiety was explored through a longitudinal study spanning two years with 25 EFL learners and teachers who participated by providing comments, diaries, and documents. The participants were also observed and interviewed follow- ing Mwanza's model as a guide. The obtained data in the whole process was constantly thematized by means of a qualitative software, NVIVO 10. The main themes on writing anxiety were extracted from teachers and learners by applying contradictions as a principle of expansive learning theory. To help learn- ers become transformative agents of anxiety, an intervention process was carried out in the form of an online collaborative writing task. The findings recommend applying contradictions as an initiative point for problem-solving and a driving impellent of activity which may lead to expansive learning. Besides, the dy- namic and developmental process is hoped to help learners expand and transform their writing anxiety. Con- tradictions may also become an initiation for future studies on language learning. پرونده مقاله -
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240 - The Effect of Metacognitive Strategies Training on Reading Comprehension of Field-dependent / Field- independent Learners
Mehdi Sheykhi Zohre MohamadiThis study investigated how English as Foreign Language (EFL) learners with different learning styles (Field dependent and field independent) boost up their reading comprehension abilities as they develop their metacognitive skills. To conduct this research, 60 particip چکیده کاملThis study investigated how English as Foreign Language (EFL) learners with different learning styles (Field dependent and field independent) boost up their reading comprehension abilities as they develop their metacognitive skills. To conduct this research, 60 participants were randomly invited to sit PET (Preliminary English Test) to ensure homogeneity of the participants in terms of language proficiency level. A Group Embedded Figure Test (GEFT) was then administered to distinguish field dependent and field independent learners. Two groups of 30 students were made; field dependent and field independent groups. Prior to any instruction on metacognitive strategy, groups of students attended a reading test as a pretest. Students were then received instruction with the focus on metacognitive strategies including inferring meaning through word analysis, using background knowledge, guessing the later topic, center- ing learning, arranging and planning leaning and elaborating as a treatment. After the instruction was completed the students were given a posttest in relation to the reading skills. The within and between group analysis of data gathered from this quasi experimental research using a series of t-test and analysis of covariance (ANCOVA) indicated that field dependent learners outperformed field independent learners in reading comprehension after the treatment. The finding suggested a need for principled decisions and planning on metacognitive strategy training in language teaching and materials development. پرونده مقاله -
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241 - EFL Learners’ Production of Relative Clause Structure: Evidence from Priming Effect
Parinaz Khayatan Ahmadreza Lotfi بهرام هادیانPriming has become increasingly prevalent in applied linguistics and has recently been used in language teaching, being considered as the speakers’ tendency to reuse the same structure that they encounter in previous discourse on subsequent production. The present چکیده کاملPriming has become increasingly prevalent in applied linguistics and has recently been used in language teaching, being considered as the speakers’ tendency to reuse the same structure that they encounter in previous discourse on subsequent production. The present research investigated whether priming lead to EFL learners’ possible short- and long-term improvement in producing relative clause (RC) structure. Participants comprised 40 female language learners with an average age of 18-25 years old. They were equally assigned to an experimental group and a control group. The needed data was gathered through a grammatical judgment test and a picture description task. The obtained results revealed that learners’ production descriptively improved shortly after priming intervention and similarly in the long run. However, no significant improvement was inferentially observed in short- and long-term production of relative clause structure. The results were discussed in terms of structural complexity, learners’ current state of knowledge, and their proficiency levels. The findings provide insights on priming as a means of enhancing opportunities for EFL and ESL learners’ grammar production. پرونده مقاله -
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242 - The Effects of Teachers' Interactional Moves on Learners' Uptake in EFL Classrooms
Shahrbanoo Samarbakhsh Tehrani Hassan Iravani Gholamreza Hessamy Fatemmeh HemmatiObviously, learning environment plays a crucial role in how second language or a foreign language is learned. In this regard, the importance of interaction for L2 learning has been emphasized. The current study investigated teachers' interactional moves (IM)and learners چکیده کاملObviously, learning environment plays a crucial role in how second language or a foreign language is learned. In this regard, the importance of interaction for L2 learning has been emphasized. The current study investigated teachers' interactional moves (IM)and learners'uptake in EFL classrooms systematically. To meet this end, four EFL contexts of speaking and listening courses for English majors were selected to determine the effects of IMs on learners' uptake. The data were drawn from the transcripts of audio recorded classroom interactions made in four EFL classrooms at the intermediate level, totaling 64 hours and including 856 error sequences in the experimental group and 1220 error sequences in the control group. The 2076 error sequences were then coded in accordance with the categories identified by Lyster & Ranta’s (1997) model of IM in response to the students’ erroneous utterances. Twelve weeks of listening and speaking classroom interactions data with 64 participants during a whole semester were analyzed. The statistical analyses performed on the data were a number of non-parametric correlation analyses to check the correlation between IMs and learners’ uptake, and then a profile analysis was performed to compare the performance of the learners in two groups in terms of receiving or not receiving the systematic IM during a whole semester. Later, a one-way ANOVA was run to establish the differences between students’ scores on the three progress tests, and finally, t-test procedures were used to compare the performance of learners in both groups. The results showed that IM significantly improved learners’ performance in EFL classrooms. The findings of the current study offer certain implications for EFL teachers, learners, teacher training programs, syllabus designers and materials developers. پرونده مقاله -
دسترسی آزاد مقاله
243 - Contradictions in Writing Anxiety: A Qualitative Case Study of Expansive Learning among Iranian EFL Learners
Mohsen Nazari Maryam Farnia Behzad Ghonsooly Manoochehr JafarigoharThis qualitative study aimed at exploring the causes of writing anxiety from an expansive learning perspective. Given the centrality of writing for both EFL learners and teachers, writing anxiety was explored through a longitudinal study spanning two years with 25 EFL l چکیده کاملThis qualitative study aimed at exploring the causes of writing anxiety from an expansive learning perspective. Given the centrality of writing for both EFL learners and teachers, writing anxiety was explored through a longitudinal study spanning two years with 25 EFL learners and teachers who participated by providing comments, diaries, and documents. The participants were also observed and interviewed following Mwanza's model as a guide. The obtained data in the whole process was constantly thematized by means of a qualitative software, NVIVO 10. The main themes on writing anxiety were extracted from teachers and learners by applying contradictions as a principle of expansive learning theory. To help learners become transformative agents of anxiety, an intervention process was carried out in the form of an online collaborative writing task. The findings recommend applying contradictions as an initial point for problem-solving and a driving impellent of activity which may lead to expansive learning. Besides, the dynamic and developmental process is expected to help learners expand and transform their writing anxiety. Contradictions may also become an initiation for future studies on language learning. پرونده مقاله -
دسترسی آزاد مقاله
244 - Developing and Validating an EFL Learners’ Spiritual Intelligence Inventory: A Mixed-Methods Study
Masoumeh Azadi Parviz Maftoon Minoo AlemiThe present study developed a questionnaire (Appendix 1) based on the relevant literature and interviews with 22 EFL learners, resulting in a 27-item questionnaire that was distributed among 360 EFL learners. A sequential mixed methods design was used. The analysis of t چکیده کاملThe present study developed a questionnaire (Appendix 1) based on the relevant literature and interviews with 22 EFL learners, resulting in a 27-item questionnaire that was distributed among 360 EFL learners. A sequential mixed methods design was used. The analysis of the qualitative data revealed the elements of EFL learners’ spiritual intelligence. An exploratory factor analysis (EFA) of EFL learners’ responses generated four factors, namely: (1) Learning English for personal, social, and educational benefits, (2) learning English for personal, social, and academic achievement, (3) learning English to promote religious values, and (4) learning English for intercultural communication. The results of the study suggest that this scale is a reliable and valid measure of EFL learners’ SI. This study also revealed that SI has a significant relationship with gender and educational levels. The findings can help researchers define SI and how EFL learners’ SI can be measured. Educationists, practitioners, academics, theorists, teacher training centers, teachers, curriculum constructors, and pedagogic planners may find the results of this study beneficial if they are concerned with the importance of SI in the educational context and its influence on the performance of EFL learners. پرونده مقاله -
دسترسی آزاد مقاله
245 - Exploring Language Learners’ Perceptions of Explicit Corrections and Scaffolded Corrective Feedback in the Use of Articles in Oral Productions
Lotfollah Samaee احسان رسایی محمد بوالیThe present study explores Iranian EFL learners’ perceptions of two types of corrective feedback, i.e., explicit and scaffolded feedback in oral productions. To this end, 30 female EFL learners selected through convenience sampling from two intact classes at a lan چکیده کاملThe present study explores Iranian EFL learners’ perceptions of two types of corrective feedback, i.e., explicit and scaffolded feedback in oral productions. To this end, 30 female EFL learners selected through convenience sampling from two intact classes at a language school in Behbahan, Iran, were randomly assigned into two explicit and scaffolded feedback groups. The participants were all junior and senior high school students aged 15 to 20 at the intermediate level. A qualitative approach in the form of a series of semi-structured interviews was adopted to deeply explore the language learners’ perceptions of the corrective feedback types in question. The findings of the interviews demonstrated that half of the language learners in the explicit group set great store by explicit corrective feedback, while the other half were less favourably disposed toward explicit feedback. Likewise, a significant number of language learners in both groups found the teacher’s corrective feedback distracting. However, the overwhelming majority of the language learners in the scaffolded group viewed scaffolded corrective feedback as beneficial. The implications of the findings are also elucidated. پرونده مقاله -
دسترسی آزاد مقاله
246 - Impact of Fully-Immersive Teaching (FIT) Vs. Conventional Communicative Language Teaching on the Articulation Skills of EFL Learners With Expressive Language Disorder (ELD)
Mojgan Khaki Hossein Heidari Tabrizi Sajad ShafieeBased on the tenets of the cognitive theory of multimedia learning, the purpose of this research was to investigate the impact of Fully-Immersive Teaching (FIT) vs. conventional communicative language teaching on the articulation abilities of Iranian EFL learners diagno چکیده کاملBased on the tenets of the cognitive theory of multimedia learning, the purpose of this research was to investigate the impact of Fully-Immersive Teaching (FIT) vs. conventional communicative language teaching on the articulation abilities of Iranian EFL learners diagnosed with Expressive Language Disorder (ELD). Purposively choosing 36 Iranian pre-intermediate EFL learners who had mild to moderate levels of ELD, we used a quasi-Solomon four-group design and separated them into two experimental and two control groups. The intervention included twenty sessions of seventy minutes each and comprised of eighty microlearning speech exercises that were developed in VR by FIT. The participants in the control group were given instruction based on Communicative Language Teaching (CLT), which is an approach to language education. Both the OQPT and the Wechsler Individual Achievement Test (WIAT-III) were used in this study's pre-testing and post-testing procedures. The results showed that individuals who were instructed in accordance with FIT performed better than their colleagues who had been subjected to CLT in terms of articulation abilities. These skills included expressive vocabulary, oral word fluency, and sentence repeats. TEFL, therapeutic education, cognitive speech therapy, and instructional technology might all stand to gain from the outcomes. پرونده مقاله -
دسترسی آزاد مقاله
247 - Perceptions of English Language Learners about Teaching of Reading Comprehension Skills: A View of Task-based Language Teaching Method
Azar Bagheri Masoudzade Ali Asghar Rostami Abu Saeedi Shahram AfrazThe present research was an endeavor to determine whether or not the adoption of Task-Based Language Teaching (TBLT) can be an effective means of increasing the students’ reading comprehension ability. Also, this paper explored the students' views towards the ment چکیده کاملThe present research was an endeavor to determine whether or not the adoption of Task-Based Language Teaching (TBLT) can be an effective means of increasing the students’ reading comprehension ability. Also, this paper explored the students' views towards the mentioned method. To fulfil the purposes of the study, a mixed method research was employed and 80 advanced EFL learners of university participated in the study that were assigned randomly to the experimental and control groups. Having instructed the two groups with the same texts but different methods of teaching during a term, the learners’ reading performance results were compared through administering a reading posttest to both groups. The researchers in the control group class followed her regular teaching practice through the conventional book-based method, but, she applied task based method in three stages in the experimental group class. The obtained data were analyzed using t-test to examine the effectiveness of TBLT method as on students’ reading performance. Moreover, the students' views of the experimental group were investigated through related questionnaire and interview. The findings revealed that the experimental group remarkably performed better than the control group. Therefore, TBLT had a significant effect on learners’ reading performance compared to traditional reading instruction. On top of that, findings of the interviews and questionnaires demonstrated the participants' satisfaction with implementing TBLT method, and also revealed that they had positive views towards it. پرونده مقاله -
دسترسی آزاد مقاله
248 - Improving Iranian EFL Young Learners’ Reading Comprehension Skills: Collaborative and Individual Reading in Focus
مانیا کوه افکن فرامرز عزیزملایری Hossein AhmadiThis study aimed to inquire about EFL reading sessions across Collaborative Strategic Reading (CSR) and Individual Reading (IR) among young EFL learners. In essence, the researcher’s goal was to investigate how reading sessions using CSR and reading aloud across i چکیده کاملThis study aimed to inquire about EFL reading sessions across Collaborative Strategic Reading (CSR) and Individual Reading (IR) among young EFL learners. In essence, the researcher’s goal was to investigate how reading sessions using CSR and reading aloud across individual and collaborative activities promote EFL learners’ reading comprehension skills. To this end, 2 Iranian EFL teachers from a primary school in Tehran, and 16 Iranian second-graders studying at a primary school in Tehran, were randomly selected as participants. Then, using teachers' reflective journals, participants' observations, and face-to-face interviews with teachers, the needed data were elicited and descriptively analyzed. The obtained results showed that reading sessions using CSR and reading aloud strategy across individual and collaborative activities promote learners' reading comprehension skill more than IR reading sessions. Moreover, teacher-student interactions (TSI) and student-student interactions (SSI) proved beneficial in improving the participants' reading comprehension skills. پرونده مقاله -
دسترسی آزاد مقاله
249 - Teaching Information Structure of Non-Canonical Sentences through a Deductive Vs. an Inductive Approach: Effects on Iranian EFL Learners’ Writing Products
Hamidreza Sheikhi Bahram Hadian Mehdi Vaez-DaliliThis study investigates the effect of deductive versus inductive teaching of Information Structure (IS) of non-canonical sentences on Iranian EFL learners’ writing productions. To do so 69 participants majoring in English literature and English translation, fourth چکیده کاملThis study investigates the effect of deductive versus inductive teaching of Information Structure (IS) of non-canonical sentences on Iranian EFL learners’ writing productions. To do so 69 participants majoring in English literature and English translation, fourth semester, Arak University, participated in this study in the form of two intact groups called Deductive (experimental) and Inductive (control) groups, comprising 36 and 33 participants in that order. Under the effect of twelve treatment sessions of deductive vs. inductive instructions of IS principles, six weeks, the statistical analyses of the results regarding the pretest-posttest phase disclosed significant improvement of the participants’ writing scores in both groups. Concerning the post-test results, no statistically significant difference was observed in the Deductive vs. Inductive groups’ writing scores. Regarding the posttest-delayed posttest results, the statistical analyses showed a significant decrease in the Deductive group’ writing scores while the writing scores reduction in the Inductive group was not significant. So, the findings revealed a significant retention of improved writing skills in association with the Inductive group. Possible explanations for the writing improvement and implications of the findings for language teaching have been discussed. پرونده مقاله -
دسترسی آزاد مقاله
250 - Designing and Validating a Self-Assessment Tool for Improving the Speaking Skill of Iranian EFL Learners
Ali Fathi Karizak Shahram Afraz Fazlolah SamimiThis study aimed to examine the different components of the speaking self-assessment instrument, and the most and least influential factors in the self- assessment instrument affecting Iranian EFL learners’ speaking skill. Finally, utilizing a grounded theory, the model چکیده کاملThis study aimed to examine the different components of the speaking self-assessment instrument, and the most and least influential factors in the self- assessment instrument affecting Iranian EFL learners’ speaking skill. Finally, utilizing a grounded theory, the model of self -assessment Instrument affecting Iranian EFL learners' speaking skill was designed and validated. Accordingly, 20 language experts and 350 Iranian EFL learners were selected based on convenience sampling. The data were gathered via interviews and questionnaire. The data was analyzed by MAXODA. The findings revealed two broad categories of most influential factors in the self-assessment instrument affecting Iranian EFL learners’ speaking skill are classroom practice concerns EFL teachers’ actions in EFL speaking classrooms and conceptions referring to their beliefs about assessment in general and self-assessment in particular. In addition to teacher assessment, it was also reported using peer assessment can be influential. The participants explained that sometimes comment on their peers’ speaking productions can be conductive. Regarding the assessment techniques, the participants did not provide much information concerning the assessment procedures as no reference was made to any particular assessment techniques or tasks. As far as the least influential factors are concerned, teachers’ formative feedback, and assessment criteria were mentioned, implying that they do not have any significant impact on self- assessment instrument affecting Iranian EFL learners’ speaking skill. Consequently, the model of self-assessment instrument affecting Iranian EFL learners’ speaking skill emerges includes some characteristics and advantages, as well as disadvantages and challenges پرونده مقاله -
دسترسی آزاد مقاله
251 - Impact of Technology-based Instruction on the Improvement of Iranian EFL Learners' Metaphorical Competence
Hossein Vahid DastjerdiMetaphors play an important role in language learning. Previous research has shown that Iranian EFL learners often struggle with the use and comprehension of metaphors in English, which can hinder their overall language proficiency. In recent years, technology-based ins چکیده کاملMetaphors play an important role in language learning. Previous research has shown that Iranian EFL learners often struggle with the use and comprehension of metaphors in English, which can hinder their overall language proficiency. In recent years, technology-based instruction has gained popularity in language learning, and many studies have investigated its effectiveness in improving learners' language skills. However, little attention has been paid to the impact of technology-based instruction on learners' metaphorical competence. The present study aims to fill this gap by investigating the impact of technology-based instruction on the improvement of Iranian EFL learners' metaphorical competence. For this purpose, a quasi-experimental design was employed, with two groups of participants: an experimental group (n=30) who received technology-based instruction on metaphors, and a control group (n=30) who received traditional instruction. Data were collected using a pre-test and a post-test, which measured participants' metaphorical competence and were analyzed using descriptive statistics and independent samples t-tests. The results demonstrated that the experimental group outperformed the control group in post-test scores, indicating that technology-based instruction was effective in improving Iranian EFL learners' metaphorical competence. Implications for language teaching and learning are discussed. پرونده مقاله -
دسترسی آزاد مقاله
252 - The Effect of Explicit Strategy Training on EFL Learners’ Attitudes about Critical Thinking and Factors Affecting Its Successful Implementation
Parisa Bazaei Bahram Mowlaie Massood Yazdani MoghaddamThis study investigates the effect of strategy training on EFL learners’ attitudes regarding the concept and applicability of critical thinking in an educational context. To achieve this goal,80 EFL learners were selected using convenience sampling and homogenized based چکیده کاملThis study investigates the effect of strategy training on EFL learners’ attitudes regarding the concept and applicability of critical thinking in an educational context. To achieve this goal,80 EFL learners were selected using convenience sampling and homogenized based on the Oxford Placement Test.They completed a questionnaire adapted from Stupple et al.(2017) to assess their attitudes toward critical thinking,which served as the pre-test. Subsequently,the participants were divided into experimental and control groups.The experimental group underwent strategy training over10 sessions,during which various strategies were explained, and participants practiced using them to solve problems and exchange feedback.Additionally,they discussed the applicability and challenges associated with critical thinking in an educational context.The control group received mainstream instruction.After the treatment,both groups completed the same critical thinking questionnaire as the posttest.Furthermore,qualitative interviews were conducted with participants from the experimental group to gain an in-depth understanding. The data analysis revealed significant changes in the attitudes of the experimental group.Overall,this study follows a quasi-experimental explanatory sequential mixed-method design “In nature,the data analysis showed that,in general,the attitudes of the experimental group had changed significantly in the post-test compared to the control group.However,there was no significant difference in the attitude of the experimental and control groups regarding the applicability of strategy training for improving critical thinking and their ability to deploy critical thinking effectively.The results of the interviews and the comment section showed that teachers’ theoretical knowledge and willingness,EFL learners’ preparedness, and educational factors play important roles in the successful implementation of strategy training for developing critical thinking among EFL learners.” پرونده مقاله -
دسترسی آزاد مقاله
253 - Iranian Bilingual EFL Learners’ Willingness to Communicate across Gender
زهره سیفوریInteractive versatility in the global community is a vital skill that must be catered for particularly in EFL contexts where learners strive to achieve native like competence in order to enter the international market and compete with the numerous rivals who are floodin چکیده کاملInteractive versatility in the global community is a vital skill that must be catered for particularly in EFL contexts where learners strive to achieve native like competence in order to enter the international market and compete with the numerous rivals who are flooding the job market. This competence, however, grows gradually during years of attending language classes and through participation in communicative activities for which willingness to community (WTC) is essential and may be impacted by individual differences like gender and linguistic background. The main question addressed in the present study is the extent to which Iranian EFL learners may differ significantly in their WTC with respect to gender. To serve the purpose of the study, a random sample of 250 male and female bilingual Turkish-speaking EFL learners were recruited from three language institutes in Tabriz, Iran. They were asked to complete the WTC questionnaire to find out the level of their WTC. The independent samples t-test analysis of the findings revealed low levels of WTC for both groups with males reporting significantly higher WTC. The findings support sociocultural, psychological, and sociolinguistic variations that can lead to gender differences and will be discussed. پرونده مقاله -
دسترسی آزاد مقاله
254 - Appraising Post-Method and Remodeling in English Language Teaching in Iranian Academic Context: Voice of EFL Teachers and Learners
Mehrzad Razavi Moghadam Neda Fatehi RadNowadays many different methods and strategies regarding English language teaching have been proposed by many theorists but they seem to fail to fulfill the needs of the learners and they came up to be not satisfactory. Post-method pedagogy (PMP) has appeared recently a چکیده کاملNowadays many different methods and strategies regarding English language teaching have been proposed by many theorists but they seem to fail to fulfill the needs of the learners and they came up to be not satisfactory. Post-method pedagogy (PMP) has appeared recently as a concept beyond the concept of all methods. In post-method pedagogy, teachers develop a learning design based on their learners’ needs and the situation of learning. In another words, many of the methods are context-based while PMP is a class-room based approach. The present article tries to investigate the opinions of 50 EFL teachers from universities of Kerman in Iran (i.e., Bahonar university, Islamic Azad university, Payam Nour university, and Institute of Higher Education) and opinions of 150 students of B.A in English teaching from Azad University of Kerman in Iran to analyze the efficacy of post- method pedagogy in English Language Teaching. In so doing a qualitive research with a focus on the case study was conducted. The instruments used in this research were two questionnaires, one by Nikita and et.al (2016) to check for the opinion of the teachers on the efficacy of post-method in English language teaching and the other questionnaire by Tigli (2014) to check for the opinion of learners. The results have shown that 31.00% of EFL teachers strongly agreed with the efficacy of the post-method and among B.A students of English language teaching, 29.76% agreed that post-method was effective in English language teaching. پرونده مقاله -
دسترسی آزاد مقاله
255 - The comparative effect of direct corrective feedback and recast in a critical thinking setting on EFL learners’ reading comprehension
Mehrdad Rezaee Maryam Baghi Elaheh FaramarziThe aim of present study was to explore the comparative effect of direct corrective feedback and recast on EFL learners’ reading comprehension in a critical thinking (CT) context. Sixty female EFL learners were selected from a larger group of 85 learners through conveni چکیده کاملThe aim of present study was to explore the comparative effect of direct corrective feedback and recast on EFL learners’ reading comprehension in a critical thinking (CT) context. Sixty female EFL learners were selected from a larger group of 85 learners through convenience sampling and were given a Preliminary English Test (PET) to assess their proficiency levels. As the next step, the participants formed two random experimental groups. The reading comprehension abilities of both groups were measured before and after the treatment through administration of reading section of two separate versions of PET. Both groups received 12 sessions of the treatment. Two paired samples t-tests were utilized, both of which proved significant improvement for both groups from pretest to posttest. Then, the posttest scores of the two groups using an independent samples t-test were compared. Based on the results, the difference between the two groups turned out to be significant indicating superiority of the effect of the recast. This study can have important implications for the stakeholders in foreign language (FL) education. پرونده مقاله -
دسترسی آزاد مقاله
256 - The Ratio of Teacher Talking Time (TTT) to Student Talking Time (STT) in Iranian EFL Classes: An Observational Multi-Class Analysis
Kamran Rabani EbrahimiPour Neda Fatehi Rad Ehasn RayaniClassroom discourse and interaction, particularly the balance between teacher talking time (TTT) and student talking time (STT), are critical elements in (English as a Foreign Language) EFL settings. While some research has explored various facets of classroom discourse چکیده کاملClassroom discourse and interaction, particularly the balance between teacher talking time (TTT) and student talking time (STT), are critical elements in (English as a Foreign Language) EFL settings. While some research has explored various facets of classroom discourse and interactions, few studies have specifically examined the TTT and STT ratio across a broad spectrum of EFL classes through direct observation. Addressing this gap, this observational study aims to evaluate the TTT/STT ratio in 83 diverse EFL classes in Kerman, Iran. Furthermore, it investigates if this ratio correlates with teachers' gender, years of teaching experience, and class level. To this end, the study involved 83 EFL teachers, including both genders, with teaching experience ranging from 1 to 15 years, teaching classes at elementary, intermediate, and advanced levels. Findings revealed that TTT constituted approximately 61.49% of total class time on average, with STT comprising 38.51%. No significant differences were detected in relation to teachers' gender, teaching experience, or class level. The implications of these results are discussed. پرونده مقاله -
دسترسی آزاد مقاله
257 - The Comparative Impact of Information Gap Tasks on the Reading Comprehension of Iranian Impulsive and Reflective EFL Learners
Mehrdad Rezaee Mohammad Iman AskariThe study was an attempt to investigate the comparative effect of Information Gap Tasks on Impulsive and Reflective EFL Learners’ Reading Comprehension. 60 male and female EFL learners were selected out of an initial 100 intermediate learners based on their performance چکیده کاملThe study was an attempt to investigate the comparative effect of Information Gap Tasks on Impulsive and Reflective EFL Learners’ Reading Comprehension. 60 male and female EFL learners were selected out of an initial 100 intermediate learners based on their performance on a piloted of PET test took part in the study. The participants were divided into two homogenous groups in terms of language proficiency with 25 reflective and 35 impulsive learners in each. These two groups were randomly assigned as the impulsive and reflective learners based on the result of Eysenck Personality Questionnaire Revised. All the participants in two groups received a teacher-made multiple-choice test of reading comprehension which was administered at the outset. The learners in the two instructional groups received the same test as the posttest. Both groups were taught by the same teacher and they used the same course book. They received the same hours of instruction and teaching aids in the same physical environment; therefore, the most significant point of departure in the two experimental groups in the present study was their personality style. The findings of this study revealed that the participants’ reading comprehension improved significantly among the reflective group compared to the impulsive group. Meanwhile, the more reflective EFL learners were, the more meta-cognitively aware they were of reading strategy use.Reflective learners reported a significantly higher reading scores compared to the impulsive learners following the instruction. The findings could be used by EFL teachers and syllabus designers to develop efficient vocabulary teaching procedures. پرونده مقاله -
دسترسی آزاد مقاله
258 - The Effectiveness of Using Mobile-Based Flashcard App on Iranian Intermediate EFL Learners’ Vocabulary Learning and Retention
Reza Vaseghi Bahareh Babaei Bigham LahijiThe advent of technology and the internet has fundamentally transformed foreign language acquisition, particularly by enhancing the convenience of vocabulary learning. Consequently, mobile-assisted language learning (MALL) has garnered significant attention as a benefic چکیده کاملThe advent of technology and the internet has fundamentally transformed foreign language acquisition, particularly by enhancing the convenience of vocabulary learning. Consequently, mobile-assisted language learning (MALL) has garnered significant attention as a beneficial resource for language learners. In light of this, the present study aimed to examine the potential impact of utilizing a Mobile-Based Flashcard Application on the vocabulary learning and retention of Iranian EFL learners. This study employed a quasi-experimental design, with participants selected through convenience sampling. The participants were 40 intermediate EFL learners who were selected based on the Oxford Placement Test. Then, the participants were randomly divided into two groups of study namely experimental and control. The participant in the experimental group underwent an eight-session treatment including learning vocabulary based on using the Anki mobile App. In the control group, however, the participants gained new vocabulary by conventional methods. Upon completion of the treatment, an immediate and delayed post-test was administered to evaluate participants' vocabulary learning and retention. The findings of the study indicated that the use of the Anki mobile application led to a significant enhancement in learners' vocabulary acquisition and retention. The findings of this research highlight the potential of educational software, specifically the Anki mobile app, as a valuable tool for English instructors to enhance vocabulary learning. پرونده مقاله -
دسترسی آزاد مقاله
259 - The Impact of Online Synchronous Language Learning and Gender on ESP Learners’ Technical Vocabulary Learning and Language Learning Anxiety: A Mixed-Method Study
Maryam Najafi Mohammad Ali Heidari Shahreza Saeed KetabiThis explanatory sequential mixed-method study investigates the effect of online synchronous language learning through using Adobe Connect's breakout rooms on vocabulary learning and language learning anxiety of 60 ESP learners selected through convenience sampling from چکیده کاملThis explanatory sequential mixed-method study investigates the effect of online synchronous language learning through using Adobe Connect's breakout rooms on vocabulary learning and language learning anxiety of 60 ESP learners selected through convenience sampling from Kashan University of Medical Sciences. Moreover, it explores the learners' perceptions of the effectiveness of this kind of instruction. Initially, the participants were randomly assigned to the equal experimental (Adobe breakout rooms) and control (in-person) groups after checking homogeneity regarding English proficiency level. During the 13 treatment sessions, the experimental group engaged in collaborative vocabulary tasks online through breakout rooms. Quantitative and qualitative data were collected using a developed test of vocabulary, the Foreign Language Classroom Anxiety Questionnaire, and the semi-structured interview and then were analyzed using two-way ANCOVA by SPSS 20 and thematic analysis by MAXQDA 2024, respectively. Findings revealed that online learning improved learners' vocabulary learning but did not significantly reduce their anxiety due to the system's technical issues. However, learners viewed online instruction positively, noting benefits like enriched vocabulary acquisition through active engagement and real-time feedback, and reduced anxiety by providing a calm, focused, and supportive environment. Moreover, results showed that gender differences did not significantly affect vocabulary acquisition or anxiety. These findings can guide teachers and curriculum developers in using virtual instruction effectively in ESP contexts. پرونده مقاله
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