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دسترسی آزاد مقاله
1 - Social Factors Influencing non-English Major Professors' Attitude towards Learning English as an Academic Language
Abolghasem Heidarabadi Shaban Barimani Maryam KavianiIt is argued that language learning is regarded as the cornerstone of human existence. The widespread use of English as an international language makes it highly important in the world. It is no more working as the status of language of the elite class or the educated c چکیده کاملIt is argued that language learning is regarded as the cornerstone of human existence. The widespread use of English as an international language makes it highly important in the world. It is no more working as the status of language of the elite class or the educated class of the society such as professors, rather it is working as an instrument to bring success in life. Nowadays, teachers need to learn English language for research works. They may teach different majors but all of them need English Language for their educational improvement. This requires that they have positive attitudes towards English language learning. In this regard, the role of social factors can be useful, too. Hence, this study was an endeavor to examine the social factors influencing non-English major professors' attitude towards English as an academic language. To this end, questionnaire was used as a research instrument. It was administered to 100 non-English major professors of Islamic Azad University (Babol Branch), Babol, Iran. The findings revealed that some social factors can influence on non-English major Professors' attitudes toward English language learning. On the basis of the findings, the study recommended that the university policy should stipulate that English should be strictly used as a language of learning and teaching with the aim of helping teachers because they need English for their academic improvement. پرونده مقاله -
دسترسی آزاد مقاله
2 - بررسی تأثیر هوش فرهنگی بر سازگاری بین‌فرهنگی و عملکرد زبان‌آموزان غیرفارسی‌زبان در یادگیری زبان‌فارسی
مهدی صادقیامروزه مسأله آموزش و یادگیری در نظام آموزشی ایران بسیار متفاوت از گذشته است. بخش اعظم این تفاوت ناشی از حضور زبان‌آموزانی از ملّیت‌های مختلف از اقصی نقاط دنیاست. این حضور و به تبع آن قرارگرفتن در محیط فرهنگی جدید، نیازمند سازگاری بین‌فرهنگی است. در چنین شرایطی برای عملک چکیده کاملامروزه مسأله آموزش و یادگیری در نظام آموزشی ایران بسیار متفاوت از گذشته است. بخش اعظم این تفاوت ناشی از حضور زبان‌آموزانی از ملّیت‌های مختلف از اقصی نقاط دنیاست. این حضور و به تبع آن قرارگرفتن در محیط فرهنگی جدید، نیازمند سازگاری بین‌فرهنگی است. در چنین شرایطی برای عملکرد بهتر زبان‌آموزان و درک آنها از مسائل بین‌فرهنگی، توجه به مسأله هوش فرهنگی و استفاده مطلوب از آن یک ضرورت به حساب می‌آید. پژوهش حاضر در پی آن است تا با نگاه به دو مفهوم هوش فرهنگی و سازگاری بین‌فرهنگی، تأثیر این دو مفهوم را در عملکرد زبان‌آموزان غیرفارسی‌زبان در یادگیری زبان فارسی بررسی نماید. برای نیل به این هدف، مباحث نظری ارائه شده در این زمینه و تعدادی از پژوهش-های انجام شده از منابع داخلی و خارجی مورد بررسی قرار گرفت. نتایج به دست آمده از پژوهش‌ها حاکی از آن است که بین برخی از مؤلفه‌های هوش فرهنگی و سازگاری بین‌فرهنگی رابطه معنادار و بین برخی از مؤلفه‌ها با سازگاری بین‌فرهنگی رابطه منفی وجود دارد. همچنین، در شرایطی که از هوش فرهنگی استفاده مطلوبی شود، بر سازگاری بین‌فرهنگی و عملکرد زبان‌آموزان در یادگیری زبان فارسی تأثیر مثبت می‌گذارد. پرونده مقاله -
دسترسی آزاد مقاله
3 - The Role of Intelligence in Learning English as a Foreign Language
Mousa Ghonchepour Mahdiye Pakzad MoghaddamThis study aimed to investigate the relationship between intelligence and learning English ingeneral, and learning grammar and reading comprehension in particular. Participants wereteenage Iranian learners from Kerman high schools in second grade. The tests wereadminist چکیده کاملThis study aimed to investigate the relationship between intelligence and learning English ingeneral, and learning grammar and reading comprehension in particular. Participants wereteenage Iranian learners from Kerman high schools in second grade. The tests wereadministered at the end of the year to two mixed classes of 60 learners whose ages ranged from15 to 19. Standardized tests were employed to assess learners' performance in readingcomprehension, grammar and intelligence (both verbal and nonverbal). The correlation betweenthe two variables was determined through Pearson Product-Moment Correlation Coefficient.Results of the investigation showed that unlike first language acquisition, there was a positivecorrelation between verbal and nonverbal intelligence and learners' English languagedevelopment. Data analysis showed that the relationship between intelligence scores and thoseof comprehension and grammar scores was significant across all the groups. The results of thisresearch prove that intelligence is one of the important factors in acquisition of English as aforeign language, but it is not the only factor. پرونده مقاله -
دسترسی آزاد مقاله
4 - Cognitive Neuroscience of Foreign Language Education: Myths and Realities
Ali NouriThis paper summarizes the educational implications of current research on cognitive neuroscience for foreign-language learning to provide an overview of myths and realities in this appealing area of research. Although the potential benefits of neuroscientific research i چکیده کاملThis paper summarizes the educational implications of current research on cognitive neuroscience for foreign-language learning to provide an overview of myths and realities in this appealing area of research. Although the potential benefits of neuroscientific research into language acquisition are great, there are a number of popular myths that none of which are supported by scientific evidence. In this paper, three prominent examples of these myths are introduced and discussed how they are based on misinterpretation and misapplication from neuroscience research. The first pervasive example of such misconception is the prevalent belief of being the certain critical periods for learning a second language. It implies that the opportunity to acquire foreign languages is lost forever by missing these biological windows. In fact, however, extensive research shows that there are sensitive periods, but not critical periods, during which an individual can acquire certain aspects of language with greater ease than at other times. Another example of myths is a false conclusion implies that exposing children to a foreign language too early interrupts knowledge of their first language. The reality is that learning a second language not only improves language abilities in the first language, but also positively affects reading abilities and general literacy in school. Like the other myths, there is also a popular conception about ability to learn second language during sleep. It is demonstrated that previously acquired memories are consolidated and new association are learned during sleep, but learning a foreign language requires conscious effort and available data do not support this hypothesis that second language acquire during sleep. The main conclusion arising from this argument is that, while our understanding of the neural bases of language learning is continually evolving, our interpretation of the implications of these findings for foreign language teaching and learning should also continually evolve. پرونده مقاله -
دسترسی آزاد مقاله
5 - ‘All of Our Stories are Our Own’: Investigating the Structure of Brief Personal Experience Narratives from Pakistan
Fizza Farrukh Anmol AhmadNarratives provide a structured medium to construct and collect human experiences into a sequential word order. The current qualitative study employs the method of Narrative analysis to investigate such twenty-five narratives belonging to the Pakistani context, obtained چکیده کاملNarratives provide a structured medium to construct and collect human experiences into a sequential word order. The current qualitative study employs the method of Narrative analysis to investigate such twenty-five narratives belonging to the Pakistani context, obtained from the collection of narratives archived on ‘The Humans of New York’ (2015) blog. Labov’s Natural Narrative Model (1972) has been applied to decipher the similarities and differences in structural foundation lying within these accounts as compared to those structural patterns outlined by the model itself. The findings reveal the abstracts of the stories to mingle the components of orientation and complicating action, instead of significantly separating them one-by-one. Furthermore, the orientation and complicating action portions are detailed structures, comprising of three and more statements, and include evaluation embedded within them. Such discovered patterns highlight the importance of investigating and learning about the structure of narratives, particularly for the English language teachers and learners it enables them to construct their stories, whether spoken or written, in accordance with the emerging patterns and makes them realize how different elements of the story bring about different functions. پرونده مقاله -
دسترسی آزاد مقاله
6 - Writing Skill and Categorical Error Analysis: A Study of First Year Undergraduate University Students
Adnan Satariyan Ahmad MohseniAbstract This study identifies and analyses the common errors in writing skill of the first year students of Azad University of South Tehran Branch in relation to their first language (L1), the type of high school they graduated, and their exposure to media and technol چکیده کاملAbstract This study identifies and analyses the common errors in writing skill of the first year students of Azad University of South Tehran Branch in relation to their first language (L1), the type of high school they graduated, and their exposure to media and technology in order to learn English. It also determines the categories in which the errors are committed (content, organisation/discourse, vocabulary, mechanics, or syntax) and whether or not there is a significant difference in the percentage of errors committed and these categories. Participants of this study are 190 first year students that are asked to write an essay. An error analysis model adapted from Brown (2001) and Gayeta (2002) is then used to evaluate the essay writings in terms of content, organisation, vocabulary, mechanics, and syntax or language use. The results of the study show that the students have greater difficulties in organisation, content, and vocabulary and experience less difficulties in mechanics and syntax. پرونده مقاله -
دسترسی آزاد مقاله
7 - 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
8 - The Relationship between Language Learning Strategies, Field of Study, Gender, and Language Proficiency
Habibollah Mashhady Nasser FallahThe present study aimed at exploring the potential relationship between language learning strategies (LLS) and factors such as major fields of study, sex, and language proficiency among university students across different fields such as medicine, sciences, engineering, چکیده کاملThe present study aimed at exploring the potential relationship between language learning strategies (LLS) and factors such as major fields of study, sex, and language proficiency among university students across different fields such as medicine, sciences, engineering, humanities, and English. To this end, 200 master students were collected and tested. In addition, 25 English teachers were included. The findings showed that there was no significant difference among English students and students of other fields of study in terms of strategy use. It was also found that there was no significant relationship between language learning strategies and variables of sex, and language proficiency. Another line of the findings indicated that students enjoyed a high level of metacognitive knowledge of what they were doing. Finally, to examine how students viewed their language needs across different fields of study, the fourth-year students of medicine, engineering, science, and humanities were asked to express their own ideas about the present status of ESP courses. After analyzing the students’ responses to the questionnaire, it could be understood that ESP courses had not been beneficial because they were far away from the students’ needs and expectations. Key words: Language Learning Strategies Language Proficiency Field of Study Gender پرونده مقاله -
دسترسی آزاد مقاله
9 - Exploring Language Mindsets, Goal orientations, and Responses to Failure: Proficiency Level in Focus
Forough Sadeghi Firooz Sadighi Mohammadsadegh BagheriThe priming of different mindsets is expected to guide L2 students to pursue different achievement goals in language learning that direct them to respond differently in challenging situations.This study assessed a significant predictor variable(s) of goal orientation in چکیده کاملThe priming of different mindsets is expected to guide L2 students to pursue different achievement goals in language learning that direct them to respond differently in challenging situations.This study assessed a significant predictor variable(s) of goal orientation in mindset variables and a significant predictor variable(s) of responses to failure among mindsets and goal orientations.Thequestionnaires were distributed to 68 university students.Several semi-structured interviews with 10 university students were done.T-test, multiple hierarchical regression analyses,and thematic analysis was employed to analyze the data. The results showed a significant difference between high and low proficient students regarding mindset and goal orientation. It showed that their mindset positively predicted their goal orientation, furthermore, mindset and goal orientation positively predicted responses to failure. Results of interviews showed that language learning mindset could be improved by hardworking.It was concluded that L2 studnets who held a growth mindset became more proficient; they were inspired to learn more and held more learning goals. The study may have implications forsyllabus designers and material developers. پرونده مقاله -
دسترسی آزاد مقاله
10 - The Impact of a Custom-Made Vocabulary Application on the Vocabulary Recognition of Iranian EFL Learners
Faramarz Kazemainy Hamed Barjesteh Nassim Golaghaei Atefeh Nasrollahi MouzirajiVocabulary Guru (VG) is a custom-made mobile application (app) developed based on the task model and agile methodology via qualitative needs analysis. This investigation intended to assess the impact of VG on EFL learners’vocabulary recognition. First, 84 academic چکیده کاملVocabulary Guru (VG) is a custom-made mobile application (app) developed based on the task model and agile methodology via qualitative needs analysis. This investigation intended to assess the impact of VG on EFL learners’vocabulary recognition. First, 84 academic vocabularies were selected, based on their frequencies defined by the Corpus of Contemporary American English (COCA) (Davies, 2017) and the Academic Core Vocabulary Website (Davies & Gardner, 2019). From 141 university students, 60 intermediate female students were selected who were randomly assigned to an experimental group and a control group. The experimental group practiced the target vocabularies via VG, whereas the control group learned them via the conventional method. A vocabulary recognition test was developed and administered twice to both groups. Finally, two paired samples t-tests and two independent samples t-tests were utilized to estimate within and between-groups differences. The findings revealed that the experimental group outperformed the control group significantly. پرونده مقاله -
دسترسی آزاد مقاله
11 - On the Effectiveness of Using Flipped Classroom in Teaching Grammar to Iranian Advanced Students of ELT
Seyyed Pedram Allahveysi Mohammad AliakbariThis paper aimed to investigate the impact of employing flipped classrooms in teaching grammar on Iranian advanced EFL students through an experimental research design. Two groups were created on Skype application. The groups of the participants were grouped via tossing چکیده کاملThis paper aimed to investigate the impact of employing flipped classrooms in teaching grammar on Iranian advanced EFL students through an experimental research design. Two groups were created on Skype application. The groups of the participants were grouped via tossing a coin. There were 20 participants in each group. Both groups received instructions through Skype. They also had groups on Telegram, Signal, and WhatsApp to receive assignments for the members of the control group and instructions for the inverted classroom. The members of the control group received the instruction traditionally on Skype, whereas, the participants of the experimental group received the instruction in an inverted approach. Statistical test of ANCOVA was employed to investigate the differences among the participants after the 20th session to analyze the data. The results showed that learners who received instructions through the flipped classroom could outperform the control group in grammar achievement and accuracy. پرونده مقاله -
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12 - Mediating Role of E-mind Mapping in Adopting a Self-Regulated Language Learning Strategy Among Iranian EFL Learners
Nasim Nasr-Esfahani Azizeh Chalak Hossein Heidari TabriziOne of the affective factors contributing to the EFL learners’ learning outcome is their preferred language learning strategy. This study aimed to investigate the possible role of E-mind mapping as a modern node-link teaching technique in adopting a specific self- چکیده کاملOne of the affective factors contributing to the EFL learners’ learning outcome is their preferred language learning strategy. This study aimed to investigate the possible role of E-mind mapping as a modern node-link teaching technique in adopting a specific self-regulated language learning strategy (SRLLS) among Iranian EFL learners. Based on quasi-experimental research, 64 EFL learners were conveniently selected and randomly divided into two groups, namely, experimental and control groups. The valid and reliable Self-Regulated Foreign Language Learning Strategy Questionnaire was conducted for all of the participants in the pre and post-test but with different item orders. The intervention consisted of 15 sessions each 90 minutes in which E-mind mapping was utilized in the experimental group but conventional teaching was employed in the control group. Descriptive statistics and the t-test was used to analyze the collected data. The results revealed that before conducting the study the most preferred SRLLS among participants were cognitive strategy but after using E-mind mapping techniques, the preferred strategy in the experimental group changed to metacognitive strategy. Also, the Iranian EFL learners’ use of meta-effective and meta-sociocultural-interactive strategies, which were previously infrequent, improved. Thus, the results indicated that the E-mind mapping technique was effective in adopting a particular SRLLS among EFL learners. The findings emphasize some successful initiatives to build learners' self-regulated strategies through strategy training incorporated into educational programs and special curriculum designing. پرونده مقاله -
دسترسی آزاد مقاله
13 - Effects of WhatsApp, Adobe Connect, and Face-to-face Classes on Learning Collocations by Iranian EFL Learners
Faezeh Roudgar Seyyed Abdolmajid Tabatabaee Lotfi Narjes Ashari Tabar Seyyed Amir Hosein SarkeshikianTechnology has crept into every aspect of human life, and second language education is not an exception, giving rise to computer-enhanced language learning and mobile-assisted language learning. This study aimed to investigate the effectiveness of WhatsApp, Adobe Connec چکیده کاملTechnology has crept into every aspect of human life, and second language education is not an exception, giving rise to computer-enhanced language learning and mobile-assisted language learning. This study aimed to investigate the effectiveness of WhatsApp, Adobe Connect, and face-to-face classes on learning collocations by Iranian EFL learners in Qom, and to make comparisons among these three platforms. Thus, a quasi-experimental design was set up in which a number of available intermediate-level students were assigned to a WhatsApp group, an Adobe Connect group, and a Control group. The three groups were given a collocation pretest at the outset of the study and they were exposed to collocations, though through different media. In the treatment, which lasted for 10 sessions, for the learners in the WAG and ACG, the collocations were presented via a picture, an example sentence, and a follow-up quiz, which the CG learners received the same collocations in a similar fashion except that they were not provided with videos/pictures. At the end of the experiment, the learners were given a posttest of collocations, and the following results were obtained after running paired-samples t tests and a one-way ANCOVA: (a) the three groups of WAG, ACG, and CG were fruitful and the learners in all these environments improved significantly from pretest to posttest of collocations, and (b) ACG learners significantly outperformed WAG learners, who in turn could perform significantly better than the CG learners. The obtained results bear implications for education in general and second language instruction in particular. پرونده مقاله -
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14 - Foreign Language Learning Boredom among High School EFL Students of Zahedan: Its Relationship with Foreign Language Learning Enjoyment, and Foreign Language Classroom Anxiety
Saher Ashrafinia Mahdiya Afrashteh Nahid AfrashtehThis study aimed to investigate the relationship between three foreign language learning emotions: foreign language learning enjoyment, foreign language classroom anxiety, and foreign language learning boredom among high school EFL students in Zahedan, Sistan and Baluch چکیده کاملThis study aimed to investigate the relationship between three foreign language learning emotions: foreign language learning enjoyment, foreign language classroom anxiety, and foreign language learning boredom among high school EFL students in Zahedan, Sistan and Baluchestan Province. In this research 200 male and female EFL learners were selected as participants The sampling was done through convenience sampling. Three research instruments were used as a questionnaire named short-form foreign language classroom anxiety scale, foreign language enjoyment scale and foreign language learning boredom scale. In order to find the relationship between the defined variables, multiple correlation was conducted. The findings revealed that the relationship between foreign language enjoyment and foreign language boredom was negatively significant. Furthermore, the relationship between foreign language anxiety and foreign language boredom was positively significant. Additionally, foreign language enjoyment and foreign language anxiety had a negative relationship. The obtained results bear implications for education in general and EFL instruction in particular. پرونده مقاله -
دسترسی آزاد مقاله
15 - 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 -
دسترسی آزاد مقاله
16 - Investigating the Effects of Brainstorming Technique on Iranian EFL Learners' Listening and Teachers' Attitudes towards This Technique
Ali Hamideh Mustafa Zamanian Mohammad Javad RiasatiThis research study utilized a mixed-methods approach, specifically a concurrent triangulation design, to examine the enhancement of listening proficiency among Iranian EFL learners and investigate EFL teachers' attitudes toward applying brainstorming techniques in EFL چکیده کاملThis research study utilized a mixed-methods approach, specifically a concurrent triangulation design, to examine the enhancement of listening proficiency among Iranian EFL learners and investigate EFL teachers' attitudes toward applying brainstorming techniques in EFL classrooms. The study involved 63 undergraduate male students studying at Naval Science and Technology University in Rasht, Iran, and 20 EFL teachers. The students were homogenized based on their English proficiency level and divided into experimental and control groups. All participants took a listening pretest, and then during 20 treatment sessions, the experimental group received brainstorming-based treatment while the control group received conventional treatment. A posttest was administered to all participants in both groups. The researchers conducted paired sample t-tests and one-way ANCOVA to examine the potential impacts of brainstorming techniques on the listening skills of EFL students. The results suggested that implementing brainstorming techniques in language learning processes can create a conducive environment for language learners to express their thoughts freely and practice the language authentically in the classroom. The research findings indicated that applying brainstorming techniques significantly enriched the listening ability of the students who received brainstorming-based treatment. The qualitative dimension of the study revealed that, according to the teachers' judgments, the brainstorming technique improves students' listening skills proficiency and develops teachers' attitudes toward teaching English. Based on the findings, the researchers recommend that English instructors utilize brainstorming techniques in their EFL classes. Additionally, the material designers are encouraged to design English language textbooks' contents based on brainstorming techniques. پرونده مقاله -
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17 - The Study of Stage-like Development of Morpho-syntactic Structures in EFL Learners’ Writing Performance: A Processability Theory Account for Cases of “Plural -s” and “Adverb Fronting”
Mahin Sadat Tabatabaee Keivan Mahmoodi Abbas Bayat -
دسترسی آزاد مقاله
18 - The Relationship between Frequency of Oral Corrective Feedback and Identity Processing Style among Iranian EFL Teachers
Emad Omidpour Mohammad Bavaliis believed that identity has great[s1]impact on almost every aspect of human psychological and social growth. Oral corrective feedback, on the other hand, is found to have a profound influence on learning. In this regard, this study attempted to examine any probable re چکیده کاملis believed that identity has great[s1]impact on almost every aspect of human psychological and social growth. Oral corrective feedback, on the other hand, is found to have a profound influence on learning. In this regard, this study attempted to examine any probable relationship between identity processing styles and the frequency of oral corrective feedback techniques. The participants included eight male Iranian EFL teachers. To identify participants’ choice of oral corrective strategies and their frequencies, their intermediate classes were observed for four sessions. To arrive at participants’ identity processing styles, Informational, Normative, and Diffuse-Avoidant, the identity style inventory (ISI-5) by Berzonsky was employed. Since all participants obtained highest score for the Informational style, they were grouped based on their second highest score.The findings underline that there is a positive relationship between Normative identity processing style and frequency of oral corrective feedback techniques used by the teachers. Normative styles were found to be more likely to use oral corrective feedback techniques more frequently. Those with higher Diffuse-Avoidant style score seemed to use a limited number and fewer types of oral corrective feedback techniques. With respect to the results, this study offers the use of identity surveys in EFL educational systems in order to help language institutions approach problems regarding teachers’ performance in the field of oral corrective feedback in a more precise and personalized way which matches each teacher’s needs. [s1] پرونده مقاله -
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19 - The Effect of Dynamic Assessment of Language Learning: A Review of Literature
Elahe Rezayat Mohammad BavaliResearchers have historically noted the importance of Dynamic Assessment and its effect on students’ language learning. DA offers teachers and learners vast opportunities for language teaching and learning. The present article can be considered as part of the rece چکیده کاملResearchers have historically noted the importance of Dynamic Assessment and its effect on students’ language learning. DA offers teachers and learners vast opportunities for language teaching and learning. The present article can be considered as part of the recent trend in the field of language teaching. It attempts to describe Dynamic Assessment and review the literature on the effect of DA on language learning. It also describes different concepts related to DA and highlights the differences between the two approaches to DA. The article concludes that teachers’ mediation and intervention and students’ active involvement in the process of development can reduce and overcome the obstacles to learning. پرونده مقاله -
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20 - The Comparative Study of the Iranian EFL Learners Vocabulary Learning through Two Different Formats: Paper & Pencil vs. Software
Seyyedeh Setareh Mousavi Azadeh NematiThis study aimed to investigate the effect of using vocabulary software on the vocabulary learning of Iranian EFL learners. Participants of the study were 54 intermediate-level students (23 males and 31 females) learning English as a foreign language in Mehr Institute i چکیده کاملThis study aimed to investigate the effect of using vocabulary software on the vocabulary learning of Iranian EFL learners. Participants of the study were 54 intermediate-level students (23 males and 31 females) learning English as a foreign language in Mehr Institute in Izeh who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. Both groups participated in the teacher-made test of vocabulary as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group was instructed by the software version of the same book. One independent samples t-test and two paired sample t-tests were run to investigate the research hypotheses of the study. The results of the statistical analyses revealed that although both methods had positive effects on the vocabulary learning of the participants, using vocabulary learning software was more effective than using printed book. The results of the present study could prove useful for EFL course book designers, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. پرونده مقاله -
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21 - Iranian EFL Learners’ Perception of Autonomous Language Learning in Language Classrooms
Sohrab Azizi -
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22 - The Role of Brainstorming in Enhancing Language Skills: A Meta-analysis of EFL Learners' Speaking and Listening Performance
Ali Hamideh Mustafa Zamanian Mohammad Javad RiasatiThis review article provides a comprehensive analysis of 21 studies investigating the effectiveness of brainstorming and related teaching strategies in enhancing language skills, particularly speaking and listening skills, among English as a Foreign Language (EFL) learn چکیده کاملThis review article provides a comprehensive analysis of 21 studies investigating the effectiveness of brainstorming and related teaching strategies in enhancing language skills, particularly speaking and listening skills, among English as a Foreign Language (EFL) learners. The studies, conducted between 2010 and 2023, employed various research designs, including quasi-experimental, qualitative, and mixed-methods designs, and were carried out in different settings, such as high schools, universities, and workplaces, and involved participants from different countries, including Iran, China, and Indonesia. The review discusses the main findings of each study, highlighting the positive impact of brainstorming and related strategies on language skills. The review also identifies gaps in the existing literature and suggests directions for future research, such as investigating the effectiveness of these strategies in enhancing other language skills and exploring their impact on different learner populations. The studies suggest that brainstorming can increase students' confidence in speaking English, positively impacting their motivation to learn and use the language. Additionally, brainstorming activities can enhance students' creativity in spoken language by encouraging them to generate and share ideas in a supportive and collaborative environment. The studies also indicate that the use of brainstorming techniques can lead to noticeable enhancements in students' speaking skills, demonstrating its effectiveness as a teaching strategy. پرونده مقاله -
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23 - The Interrelationship between Literature and Language Teaching: Drama and Speaking
Hamed Badpa Parivash Zare Behtash Esmail Zare BehtshThe paper aimed to understand how role-playing affected the speaking proficiency of pre-intermediate EFL learners. Speaking skills in the experimental and control groups were evaluated. 24 pre-intermediate students from the English Translation Field of Chabahar Maritime چکیده کاملThe paper aimed to understand how role-playing affected the speaking proficiency of pre-intermediate EFL learners. Speaking skills in the experimental and control groups were evaluated. 24 pre-intermediate students from the English Translation Field of Chabahar Maritime University in Chabahar, Iran, who were chosen for the study based on their performance on a pretest, comprised the participants. Twenty was the range of their ages. Both male and female students were present. While the treatment implemented for each group was chosen randomly, these two groups were not. The placement test results showed the participants' homogeneity and degree of proficiency. Using role-playing techniques, the researcher conducted in-group activities to simulate conversation. The conventional method of instruction was given to the control group simultaneously. The post-test was given to understand their improvement in speaking after eighteen sessions utilizing "Speak Now 1". According to inferential statistics, the experimental group members performed differently in the post-test. After comparing utilizing two independent paired t-tests, the mean for the control group was 12 while the experimental group was 14. The mean of the two groups differed by 2 points, and the p-value was p= 0.026<p= .05. In summary, the experimental group had better outcomes. Also, it could improve their speaking ability using the above-mentioned book that acting in front of their peers, enhanced their expressive abilities. پرونده مقاله -
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24 - An investigation into three different techniques to raise critical cultural awareness
Leila Amiri Kordestani Massood Yazdanimoghaddam Parviz MaftoonThis study attempted to explore to what extent each of the three techniques of culture narratives, culture capsules and culture training activities significantly affect the critical cultural awareness of Iranian EFL learners by comparing their means from pretest to post چکیده کاملThis study attempted to explore to what extent each of the three techniques of culture narratives, culture capsules and culture training activities significantly affect the critical cultural awareness of Iranian EFL learners by comparing their means from pretest to post-test questionnaire after ten-session treatment. Furthermore, it investigated whether there are any differences in the effectiveness of these techniques. Regarding the participants, the testing group was 154 undergraduate English language translation students, including both male and female students, forming three experimental groups. This investigation used the quasi-experimental pretest-posttest design. The sampling method was convenience sampling. The homogeneity test and a pre-post critical cultural awareness questionnaire were used to collect data. The collected data were analyzed through Repeated Measures ANOVA and Simple Effect Analysis. Based on the obtained results, there were significant differences between the pretest and the post-test, which means that by applying the techniques mentioned above, the critical cultural awareness of learners increased. Also, there were significant differences between the three groups’ overall means on pre-post critical cultural awareness questionnaires. Considering the three groups, culture narratives, culture capsule and culture training activities, the former outperforms the others. Furthermore, between culture training activities and culture capsule groups, the culture training activities group performed better than the culture capsule group. پرونده مقاله -
دسترسی آزاد مقاله
25 - The Effects of Cooperative Language Learning Strategies on Learning Active and Passive Structures among Iranian EFL Learners
Abbas Rahmani Mohammad Taghi HassaniThis study aims at investigating the effects of cooperative language learning on learning active and passive structures among Iranian EFL students. The participants of the study were 60 high school students that were selected from third grade of Barikbin high school in چکیده کاملThis study aims at investigating the effects of cooperative language learning on learning active and passive structures among Iranian EFL students. The participants of the study were 60 high school students that were selected from third grade of Barikbin high school in Qazvin. All of the participants were male. Their level of proficiency was intermediate. Then the participants were divided into two groups: experimental and control groups. Their age was between 16-17 years old. The experimental groupreceived passive and active structures’ instruction through cooperative language learning strategies and control group received normal instruction regarding passive and active structures. At the end of treatment, the post test was held in order to measure the difference between experimental and control groups’ achievements. The results show that that cooperative language learning strategies had significant effects on Iranian EFL students’ active and passive structures. پرونده مقاله -
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26 - Scrutinizing the Utility of Collaborative Tasks for Ameliorating Male and Female EFL Learners’ Flow Experiences
سید حسین کاشف هانیه خیریThe present study strived to determine the degree to which collaborative tasks and EFL learners’ gender affected their flow experiences. To this end, first, the researchers selected 56 intermediate-level EFL learners in two intact classrooms at a private language چکیده کاملThe present study strived to determine the degree to which collaborative tasks and EFL learners’ gender affected their flow experiences. To this end, first, the researchers selected 56 intermediate-level EFL learners in two intact classrooms at a private language institute in Urmia (Iran) as the participants. Second, they randomly assigned the classes to an experimental group and a control group. Third, they used a flow state questionnaire to determine the participants’ flow experiences prior to the onset of the study. Fourth, they provided the experimental group with collaborative language learning treatment during 12 sessions. Nonetheless, they deprived the control group of this treatment. Finally, they administered the flow state questionnaire to the groups anew to appraise the efficacy of collaborative tasks for augmenting the participants’ flow experiences. The results indicated that the above-mentioned tasks had an advantageous impact on the EFL learners’ flow state of mind. Furthermore, based on the results, female learners’ flow experiences were more positively affected by the collaborative tasks in comparison with the male learners’ flow experiences. The obtained results may empower the teacher educators, syllabus designers, and researchers to take account of the flow state of mind during the process of language acquisition. پرونده مقاله -
دسترسی آزاد مقاله
27 - Inductive vs. Deductive Grammar Instruction and the Grammatical Performance of EFL Learners
فاطمه بهجتLearning a foreign language offers a great challenge to students since it involves learning different skills and subskills. Quite a few number of researches have been done so far on the relationship between gender and learning a foreign language. On the other hand, two چکیده کاملLearning a foreign language offers a great challenge to students since it involves learning different skills and subskills. Quite a few number of researches have been done so far on the relationship between gender and learning a foreign language. On the other hand, two major approaches in teaching grammar have been offered by language experts, inductive and deductive. The present study examines which method of teaching grammar is more fruitful for Iranian male and female students. For this purpose, 150 freshman students, 110 females and 40 males, majoring in English were selected from all available students at Abadeh and Shiraz Azad universities. All the subjects took the NTC's grammar test prior to the instruction as pre-test. Then, they were divided into two groups and were taught grammar inductively and deductively in each group for one semester. At the end of the instruction, the same test was taken as post-test. The comparison between the students' pre and post-test indicated that there was a significant improvement in their knowledge of grammar. By the way, through a two-way ANOVA, it was found out that males learned grammar better when they were taught inductively and females showed a better performance when they were taught deductively. پرونده مقاله -
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28 - E-Tools to Assist EFL Learners' Writing Skill: Wikis, Weblogs, and Podcasts
فاطمه بهجت مرتضی یمینیOne of the promises of web-based education is to help students take control of their learning pace as the basic requirement of language learning is being life-long. The purpose of the present study was to find out which of the e-tools -- weblogs, wikis, or podcasts -- c چکیده کاملOne of the promises of web-based education is to help students take control of their learning pace as the basic requirement of language learning is being life-long. The purpose of the present study was to find out which of the e-tools -- weblogs, wikis, or podcasts -- can better help EFL learners excel in their writing skill. To this end, 156 Iranian sophomore students majoring in English and studying at Islamic Azad University, Abadeh and Shiraz Branches and the Zand Institute of Higher Education were selected based on random sampling as participants. As the design of the study was a pre-experimental one, there were three experimental groups involved but no control group. Before the instruction, the participants were given an essay writing test, whose results were used to divide them into three groups. Two of the groups received in-class instruction and were assigned out-of-class activities through weblogs and wikis. The third group received the instruction through podcasts. The treatment lasted for two and a half months and at the end, another essay writing test was given to all groups. A two-way ANOVA for the comparison of the participants' gain scores indicated that using the tools available on the Internet could lead to improvement in the EFL students writing abilities, and gender was not a determining factor. The study reveals the fact that web tools, in general, and blogs, wikis, and podcasts, in particular, can foster EFL students’ writing skills and teachers can use them as supplements in their language instruction. پرونده مقاله -
دسترسی آزاد مقاله
29 - The Relationship between Emotional Intelligence and Students` Academic Achievements in General EFL Classes
سپیده برنجیEmotional Intelligence, the ability to be aware of, understand, and express oneself, the ability to be aware of, understand, and relate to others, the ability to deal with strong emotions, and the ability to adapt to change and solve problems of a social or personal nat چکیده کاملEmotional Intelligence, the ability to be aware of, understand, and express oneself, the ability to be aware of, understand, and relate to others, the ability to deal with strong emotions, and the ability to adapt to change and solve problems of a social or personal nature, can be considered an important factor in learning a language as it enhances the verbal fluency which is the ultimate goal in FLL. The present study intended to consider the relationship between emotional intelligence and academic performance in Osku-Iran Islamic Azad University`s EFL classes. For this purpose, 110 undergraduate EFL sophomore and junior students participated in this study. First, in the middle of the term they were required to complete Bar-On (1997) Emotional Intelligence Inventory and their EI scores were computed based on the guidelines Bar-On (1997) provided. At the end of the term the academic course final exam was administered to the students to achieve their academic mean score which was computed out of 20. After that the degree of correlation between EI and academic mean score was found. It became evident that there is no meaningful relationship between total EI score and academic mean score but there is a meaningful and positive relationship between some sub-scales of emotional intelligence and academic mean score. Therefore, material developers and syllabus designers are required to take emotional factors into account when they want to design syllabuses or make materials ready for teaching. پرونده مقاله -
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30 - EFL Students’ Attitudes towards Self-Access Language Learning Centers (SALC): The Case of Iranian ESP Students
فرزانه جاودانی حمید رضا مهبودی ناصر غفوری آملیا عبداللهThis article presents the attitude of ESP learners towards the role of Self-Access Language Learning Centres in improving their reading comprehension. It provides an evaluation of the success of these contents as well as an interpretation of students’ understandin چکیده کاملThis article presents the attitude of ESP learners towards the role of Self-Access Language Learning Centres in improving their reading comprehension. It provides an evaluation of the success of these contents as well as an interpretation of students’ understanding of the related concepts. Finally it identifies factors that enhance or hinder the successful implementation of Self-Access Language Learning. Both qualitative and quantitative instruments were used to elicit data that give insight into learners’ perceptions of the issues under review. Self-Access Language Learning was evaluated positively by the students, both as a means to improve specialised English and as a means to develop autonomy as well as autonomous learning skills. The study identified a number of factors that contributed to these perceptions. It also revealed that students’ understanding of independent learning is rather shallow. Finally a number of recommendations were made for a successful implementation of Self-Access Language Learning into a curriculum. پرونده مقاله -
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31 - Perceptual Learning Style Preferences and Computer-Assisted Writing Achievement within the Activity Theory Framework
آرزو حاجی مقصودی Parviz MaftoonLearning styles are considered among the significant factors that aid instructors in deciding how well their students learn a second or foreign language (Oxford, 2003). Although this issue has been accepted broadly in educational psychology,further research is required چکیده کاملLearning styles are considered among the significant factors that aid instructors in deciding how well their students learn a second or foreign language (Oxford, 2003). Although this issue has been accepted broadly in educational psychology,further research is required to examine the relationship between learning styles and language learning skills. Thus, the present study was carried out to investigate the relationship between the perceptual learning style preferences and the participants’ writing achievement after receiving instruction based on computer-assisted language learning within the activity theory framework. For this purpose, 67 students majoring in English translation at a university in Iran were selected as the participants of the study based on their performance on a version of The Oxford Placement Test. A correlational research design was employed using a writing pretest and posttest and a style preference questionnaire. The writing instruction was based on an e-learning platform designed according to the activity theory framework. The results indicated lack of significant relationship between the participants’learning style preferences and theirwriting achievement. It was also found that there was no significant difference in the writing achievement of the participants across different learning style preferences. پرونده مقاله -
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32 - The Comparative Effect of Direct and Indirect Corrective Feedback in Process-Based Vs. Product-Based Writing Instruction on EFL Learners` Writing Performance
ندا اوصانلو Sholeh KolahiThis study attempted to systematically inspect the impact of direct and indirect corrective feedbacks on the writing ability of EFL learners when using product/process based instructions. To do so, 110 female EFL learners, between the ages of 15 and 18, were randomly as چکیده کاملThis study attempted to systematically inspect the impact of direct and indirect corrective feedbacks on the writing ability of EFL learners when using product/process based instructions. To do so, 110 female EFL learners, between the ages of 15 and 18, were randomly assigned into four experimental groups to receive four different kinds of treatments, namely product-based instruction with direct feedback, product-based instruction with indirect feedback, process-based instruction with direct feedback, and process-based instruction with indirect feedback. The treatment took 10 sessions. Analyzing the results of the two writing tests (pretest and posttest) showed that direct feedback had significant effects on EFL learners' writing in process-based instruction and product-based instruction but indirect feedback failed to show any significant effect on EFL learners' writing in both process-based instruction and product-based instruction. The results also indicated that direct feedback had significantly better impact on EFL learners writing in the process-based instruction than product-based one. پرونده مقاله -
دسترسی آزاد مقاله
33 - Exploring the Potential of a Mobile Messaging Application for Self-Initiated Language Learning
داوود برزآبادی فراهانی مسعود اهرابی فخرWith the rapid expansion of deploying mobile instant messaging applications such as Telegram for the purpose of language learning, it is quite apparent that language research in this regard is lagging behind the trend. This study addressed the matter by exploring how la چکیده کاملWith the rapid expansion of deploying mobile instant messaging applications such as Telegram for the purpose of language learning, it is quite apparent that language research in this regard is lagging behind the trend. This study addressed the matter by exploring how language learners utilize a Telegram group for the purpose of language learning. In this regard, the activities of a Telegram language learning group with 74 active members was observed and recorded for a week. To capture the patterns of utilization of the group, a thematic analysis was conducted on the compiled corpus of approximately 45000 words gathered by recording the messages posted by the group’s members. The analysis indicated that the themes of utilization of the Telegram language learning group were discussing content-based topics, seeking and sharing resources, recommending conversation opportunities, sharing learning strategies, and giving corrective feedback on each other’s language. The findings of this research illustrated the potential of mobile messaging applications for creating opportunities for self-initiated and collaborative language learning. پرونده مقاله -
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34 - Learners’ Grammar Achievement via Oral and Writing Modalities in Cognitive and Ecological Perspectives: Recast in Focus
افروز آرین فر پرویز مفتون غفور رضایی گلندوزLanguage learners receive different types of corrective feedback during the process of second language acquisition. Recast, as an approach to corrective feedback, is one of the most-frequently error correction techniques in classroom contexts. A plethora of research has چکیده کاملLanguage learners receive different types of corrective feedback during the process of second language acquisition. Recast, as an approach to corrective feedback, is one of the most-frequently error correction techniques in classroom contexts. A plethora of research has addressed recast; however, the present study focused on comparing learners’ grammar achievement via oral and writing modalities through two perspectives, cognitive and ecological, who received recast. One hundred and twenty language learners, all first-year college students at Islamic Azad University and Applied Science University in Tehran participated in this study. They were assigned to four groups. The participants in all groups were exposed to different instructional programs based on the cognitive and ecological perspectives to language learning orally or in writing, and all learners received recast orally. Results obtained by a pretest and a posttest indicated that all groups made progress in their grammar achievement, while there was a statistically significant difference between the groups in the posttest. The participants in the ecological group had higher gains of grammatical structures than those in the cognitive group. However, data analysis revealed that there was no statistically significant difference between two oral and writing groups in their grammar achievement. پرونده مقاله -
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35 - The Relationship between EFL Learners’ Use of Language Learning Strategies and Self-Perceived Language Proficiency
مونا خبیری مهدیه اعظمی نژادThe present study was conducted to investigate whether there was a relationship between EFL learners’ use of language learning strategies and their self-perceived language proficiency at the two levels of intermediate and advanced. A total of 67 subjects (39 inter چکیده کاملThe present study was conducted to investigate whether there was a relationship between EFL learners’ use of language learning strategies and their self-perceived language proficiency at the two levels of intermediate and advanced. A total of 67 subjects (39 intermediate-level and 28 advanced) were selected to participate in this study based on their scores on a piloted language proficiency test. They were asked to respond to two questionnaires: one assessing their self-perceived language proficiency and the other the strategy inventory of language learning. The results of the statistical analysis demonstrated that there was a significant relationship between the two variables among advanced-level subjects while no such relationship existed among intermediates. Thence, as learners reach higher stages of language proficiency, they become more capable of assessing their language abilities and also use their learning strategies more often. Further analysis also revealed that subjects did not change their attitude in using strategies as they reached higher stages of proficiency except for memory and social strategies. Finally, the results showed that the most frequently used set of strategies among both intermediate and advanced learners were cognitive while the least were affective. پرونده مقاله -
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36 - Exploring Male and Female Iranian EFL Learners’ Attitude towards Native and Non-native Varieties of English
هدی طالبی حبیب آبادی Laya Heidary DaraniThis study investigated whether Iranian EFL learners are aware of different varieties of English spoken throughout the world and whether they have tendency towards a particular variety of English. Likewise, it explored the attitudes of Iranian EFL learners towards the n چکیده کاملThis study investigated whether Iranian EFL learners are aware of different varieties of English spoken throughout the world and whether they have tendency towards a particular variety of English. Likewise, it explored the attitudes of Iranian EFL learners towards the native and non-native varieties of English. Moreover, it made an attempt to investigate whether such attitudes are gender-oriented. To this end, 30 intermediate male and female Iranian EFL learners whose age ranged from 22 to 30 formed the sample population of this study. They responded to three questionnaires. Then, the collected data were subjected to a one-way repeated measure ANOVA, Fisher's LSD post hoc test, and independent-samples t-tests. The main conclusion of this study was that Iranian EFL learners do not believe in a single world English anymore; instead, they gradually believe in "world Englishes". They are indeed receding from that perfect English accent and are accepting other Englishes for their communication with people around the world. In addition, although the participants accepted non-native varieties, having tendency towards American and British accents reveals the fact that they have positive attitudes towards language learning. پرونده مقاله -
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37 - Impacts of Utilizing E-Mind Maps on Iranian Adolescent vs. Adult EFL Learners’ Language Learning Strategy Choices
نسیم نصر اصفهانی عزیزه چالاک حسین حیدری تبریزیThe purpose of this study was to investigate the probable effects of E-Mind Maps on the prevailing Language Learning Strategy Choices of adolescent versus adult Iranian EFL learners (LLSC). Besides, their preferred strategies were investigated across each dominant LLSC چکیده کاملThe purpose of this study was to investigate the probable effects of E-Mind Maps on the prevailing Language Learning Strategy Choices of adolescent versus adult Iranian EFL learners (LLSC). Besides, their preferred strategies were investigated across each dominant LLSC for some volunteer participants through structured interviews. According to a mixed-method design, 76 available Iranian adolescent and adult EFL learners, both male and female, were randomly divided into four equal groups of experimental and control ones. Strategy Inventory for Language Learning (SILL) was conducted for all participants in the pre-and post-intervention phases, followed by a structured interview in just the post-intervention phase in the qualitative phase. The intervention presented the teaching content through E-Mind Maps vs. the conventional way of teaching for 20 sessions. The data were analyzed using descriptive and Chi-Square statistics. The results confirmed that using E-Mind Maps shifted the dominant LLSC of adolescent and adult EFL learners to memory and cognitive strategies. Moreover, preferred strategies across each dominant LLSC were discussed in detail for both groups. The conclusion can provide critical implications for English language teaching, learning, and educational technology in using E-Mind Maps as an effective strategy in EFL classrooms. پرونده مقاله -
دسترسی آزاد مقاله
38 - The Effect of Multimedia-Based Instruction on Improving Iranian EFL Learners’ Grammar Knowledge and their Attitudes
سیده فاطمه تقوی تکیار مهری جلالیApplying technologies has recently caused language education to undertake influential modifications. Hence, this study tried to investigate the impact of using technology in form of multimedia on improving grammar knowledge of Iranian high school students and also exami چکیده کاملApplying technologies has recently caused language education to undertake influential modifications. Hence, this study tried to investigate the impact of using technology in form of multimedia on improving grammar knowledge of Iranian high school students and also examined their attitudes toward multimedia-based mode of instruction. To do so, three intact classes of lower intermediate students were randomly divided into three groups: multimedia, multimedia + textbook, and control group. After homogenizing the groups regarding their proficiency level, the pre-test was run and results indicated no significant difference. Treatment lasted for 8 sessions, during which the first experimental group was taught through using multimedia elements like cartoons, texts, and Power Point Presentation. The second group had their textbook besides multimedia, while the control group was instructed traditionally by means of the textbook. Comparing the groups’ scores on the post-test revealed the superiority of multimedia + textbook group over the other groups in their grammar test performance. The questionnaire outcomes also showed more positive tendency of the students in this group in comparison to the multimedia only group toward application of multimedia programs. Findings of this study might open a novel way to assist EFL learners to increase their grammar knowledge more successfully. پرونده مقاله -
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39 - Iranian EFL Learners’ Reactions to Different Feedbacks in Writing Classrooms: Teacher Written Comments (TWC) vs. Peer Written Comments (PWC)
میترا ربیعیThe teaching of writing has recently begun to move away from a concentration on the written product to an emphasis on the process of writing. Feedback is a fundamental element of the process approach to writing. It can be defined as input from a reader to a writer with چکیده کاملThe teaching of writing has recently begun to move away from a concentration on the written product to an emphasis on the process of writing. Feedback is a fundamental element of the process approach to writing. It can be defined as input from a reader to a writer with the effect of providing information to the writer for a revision. This study reports on the effectiveness of two types of feedback provided by two different sources– the teacher and the peers– on students’ overall writing quality in an EFL context. To fulfill such an aim, a group of 60 Iranian Persian native speakers aged between 22 and 25 majoring in English Translation were chosen from among a greater population of 98. They were assigned to three homogeneous groups based on their scores on Oxford Placement Test (OPT) and a sample writing assignment on a given topic by emphasizing the expository genre through providing some reasons. They covered five topics before and after receiving feedback– ten written texts– in the span of a 15-week semester. Then, the papers were rated analytically. The findings revealed that feedback had a noticeable effect on the students’ draft editing, and of the two sources of feedback, the students benefited from teacher’s feedback more than their peers’ feedback. Other possible implications interpreted from this study supported the occurrence of a change in students’ roles in communicative foreign language learning settings and that, they could take the role of autonomous learners and turn into common respondents to other students’ writings and in this way their L2 knowledge construction and implementation increased پرونده مقاله -
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40 - The Effect of Teaching Cognitive and Metacognitive Strategies on Reading Comprehension Ability
Mohammad Ali Torabi الهام قلی نیاThe demands of the changing world impose on learners the need to become autonomous readers. This places a responsibility on the shoulders of the teachers to develop an approach to teaching reading which will help readers become independent strategic ones. The purpose of چکیده کاملThe demands of the changing world impose on learners the need to become autonomous readers. This places a responsibility on the shoulders of the teachers to develop an approach to teaching reading which will help readers become independent strategic ones. The purpose of this study is to investigate the effect of teaching reading strategies on the development of reading comprehension of Iranian EFL learners. An experimental design was adopted to accomplish this investigation. To do so, two intact classes of 35 students were selected. Then to find out the homogeneity of the participants, Oxford Placement Test was administrated to both classes’ among whom 60 students who scored above 47 were selected as homogeneous and were assigned to two experimental and control groups. The students in the experimental group participated in 10 sessions and were taught two strategies of reading comprehension: activating background knowledge and contextual strategies. At the same time, the materials in the control group were taught through conventional methods of reading and translating the texts into Persian. In the 10th session, the post-test was administrated to both groups. The results of the t-test confirmed the positive effect of reading strategies instruction on the development of reading comprehension ability. These findings may furnish language teachers with the empirical evidence that capitalizing on the students' awareness of the strategies and helping them to use these strategies will significantly develop their reading abilities. پرونده مقاله -
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41 - A Study of the Challenging Sociocultural Variables Affecting EFL Learners’ Identity in an Iranian Context
هاجر مقدسی حاجی آباد شعله کلاهی بهدخت مال‌امیریThe present research probed the sociocultural challenging variables which may affect EFL learners’ identity formation during their language studies in an Iranian context. A thorough analysis of the literature encompassing EFL teachers’ opinions and EFL cours چکیده کاملThe present research probed the sociocultural challenging variables which may affect EFL learners’ identity formation during their language studies in an Iranian context. A thorough analysis of the literature encompassing EFL teachers’ opinions and EFL coursebook analyses was performed to develop a comprehensive view of the recognized sociocultural domains and variables. Furthermore, an open-ended questionnaire was designed and distributed among 50 adolescent male and female EFL learners at the age range of 13-21 years (M=16) as Erickson’s identity confusion stage to identify the newest sociocultural challenging variables in the present Iranian context. The result of the research led to compilation of a Sociocultural Variables Inventory presenting an extended range of variables operating in the context of Iranian EFL learners’ identity formation. The inventory could act as a basis for research in the fields of TEFL, sociolinguistics, cultural studies, and further interdisciplinary research. پرونده مقاله -
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42 - بررسی تأثیر استفاده از وبلاگ نویسی بر پیشرفت تحصیلی و میزان علاقة دانش‌آموزان به یادگیری درس زبان‌انگلیسی
سیدداود حسینی‌نسب غلامرضا گل‌محمدنژاد یوسف ساجدیفرتلفیق ارتباط ناهمزمان مبتنی بر رایانه در داخل و خارج از کلاس امروزه نیاز به یک پژوهش دارد. در پژوهش حاضر ما پیاده سازی این تکنولوژی برای بهبود دانش گرامری و علاقه‌مندسازی دانش آموزان به یادگیری زبان انگلیسی را وضوح مشاهده کردیم. به منظور انجام پژوهش حاضر از بین تمام دبی چکیده کاملتلفیق ارتباط ناهمزمان مبتنی بر رایانه در داخل و خارج از کلاس امروزه نیاز به یک پژوهش دارد. در پژوهش حاضر ما پیاده سازی این تکنولوژی برای بهبود دانش گرامری و علاقه‌مندسازی دانش آموزان به یادگیری زبان انگلیسی را وضوح مشاهده کردیم. به منظور انجام پژوهش حاضر از بین تمام دبیرستان‌های پسرانة شهر تبریز به صورت تصادفی 2 دبیرستان با سطح تقریباً یکسان 30 نفر گروه آزمایش و 30 نفر گروه کنترل به روش نمونه‌گیری تصادفی خوشه‌ای انتخاب شدند. روش پژوهش حاضر نیمه تجربی بود و ابزار جمع‌آوری اطلاعات آزمون پیشرفت تحصیلی معلم ساخته است که به صورت پیش آزمون و پس آزمون برای سنجش تأثیر وبلاگ نویسی بر یادگیری و میزان علاقه دانش‌آموزان به زبان انگلیسی استفاده شده است. برای آزمون فرضیه‌ها از تحلیل کوواریانس ANCOVA استفاده شده است. تحلیل نتایج نشان داد بین گروه‌ها در دو آزمون گرامر و علاقه تفاوت معنی‌داری وجود دارد اما در آزمون مهارت خواندن تفاوت معنی‌دار نبود. نتایج تحلیل نشان داد که علاقه دانش‌آموزان به یادگیری زبان انگلیسی افزایش یافته و نکات گرامری آنها در کاربرد زبان پیشرفت زیادی داشته است. پژوهش حاضر نشان داد که آموزش از طریق وبلاگ نویسی می‌تواند به عنوان یکی از ابزار یادگیری اجتماعی در آموزش مهارت‌های زبان نقش مهمی داشته باشد. پرونده مقاله -
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43 - Social Factors Influencing Non-English Major Professors' Attitudes in Islamic Azad Universities of Third Area towards Learning English as an Academic Language (Case Study: Babol Branch)
مریم کاویانی چراتی شعبان بریمانی ابوالقاسم حیدرآبادیNowadays, professors of different universities around the world with different majors need to learn English for their academic advancement and research promotion. This requires that they have positive attitudes towards English language learning. In this regard, the role چکیده کاملNowadays, professors of different universities around the world with different majors need to learn English for their academic advancement and research promotion. This requires that they have positive attitudes towards English language learning. In this regard, the role of social factors can be useful. Hence, this study was an endeavor to examine the social factors influencing non-English major professors' attitudes towards English as an academic language. To this end, a questionnaire was used as a research instrument. It was administered to 100 non-English major professors of Islamic Azad University Babol Branch, Babol, Iran. The findings revealed that there was a meaningful relationship between social factors and non-English major professors' attitudes towards English language learning. In this regard, about 44/7 percent of attitudes changes related to the independent variable and the variables of the level of English language proficiency and parents and friends' encouragement are more meaningful than other variables with the probability 99 percent. Also, the role of English language proficiency is more prominent than other variables. Finally, on the basis of the findings, the study recommended that the university policy should stipulated that English should be strictly used as a language of learning and teaching with the aim of helping teachers because they need English for their academic improvement. پرونده مقاله -
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44 - Sociological Study of Motivation and its Effect on Iranian Teachers' Learning English
Davood Mashhadi Heidar Maryam Kaviani Manouchehr PahlavanNowadays, English is the leading foreign language enjoying a prestigious position in many countries, including Iran. In recent years, English is more and more popular in the world and the importance of learning English cannot be overstated in an increasingly interconnec چکیده کاملNowadays, English is the leading foreign language enjoying a prestigious position in many countries, including Iran. In recent years, English is more and more popular in the world and the importance of learning English cannot be overstated in an increasingly interconnected and globalized world. In this regard, studying the status of language of the educated class of the society such as teachers is very important. They can use English to improve their knowledge and research works. This requires that they have positive motivation towards English language learning. However, the role of social factors cannot be ignored. Based on the relationship between social context and English language proficiency, it should be remembered, however, that social context influences English language proficiency indirectly, mediated by a number of variables. Hence, this study tries to examine how the social factors influence Iranian teachers' motivation towards English as an international language. To this end, a questionnaire was used as a research instrument. It was administered to 100 Iranian teachers of Islamic Azad University (Qaemshahr Branch), Qaemshahr, Iran. The findings of this study showed that social factors can influence Iranian Teachers' motivation toward English language learning پرونده مقاله -
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45 - 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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46 - Social Factors Influencing Non-English Major Professors' Attitudes towards Learning English as an International Language
Maryam Kaviani Abolghasem HeidarabadiNowadays, English is the leading foreign language enjoying a prestigious position in many countries, including Iran. In recent years, English is more and more popular in the world and the importance of learning English cannot be overstated in an increasingly interconnec چکیده کاملNowadays, English is the leading foreign language enjoying a prestigious position in many countries, including Iran. In recent years, English is more and more popular in the world and the importance of learning English cannot be overstated in an increasingly interconnected and globalized world. In this regard, studying the status of language of the educated class of the society such as teachers is very important. They can use English to improve their knowledge and research works. This requires that they have positive motivation towards English language learning. However, the role of social factors cannot be ignored. Based on the relationship between social context and English language proficiency, it should be remembered, however, that social context influences English language proficiency indirectly, mediated by a number of variables. Hence, this study tries to examine how the social factors influence Iranian teachers' motivation towards English as an international language. To this end, a questionnaire was used as a research instrument. It was administered to 100 Iranian teachers of Islamic Azad University (Ghemshahr Branch), Ghaemshahr, Iran. The findings of this study showed that social factors can influence Iranian Teachers' motivation toward English language learning. پرونده مقاله -
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47 - Fostering Academic Vocabulary Learning: Opportunities for Explicit Learning through a Mobile-Assisted App in the Field of Applied Linguistics
زینب عبداله پور ننفیسه اسدراده ملکیOver the last decade, Mobile-assisted Language Learning (MALL) has led to an authentic and contextual language learning process across the globe (Kukulska-Hulme, 2009). It has played a pivotal role in language learning in general and vocabulary learning in particular as چکیده کاملOver the last decade, Mobile-assisted Language Learning (MALL) has led to an authentic and contextual language learning process across the globe (Kukulska-Hulme, 2009). It has played a pivotal role in language learning in general and vocabulary learning in particular as a building block of academic writing. The current study examined the effect of a mobile application (i.e. AWL builder) on academic vocabulary learning among sophomore university students in applied linguistics. The study also focused on measuring students' perceptions and problems in utilizing mobile-assisted applications in acquiring English academic vocabulary. Accordingly, using convenience sampling procedures the participants were divided into experimental (N =36) and control (N = 36) groups. The experimental group used a mobile application (i.e. AWL builder), while the control group used a traditional approach. Furthermore, to answer research questions academic vocabulary pre-and post-tests and a questionnaire were employed. The findings show that the AWL group showed prominent performance in academic vocabulary tests. The current study concludes that instructors should take into account mobile devices as useful supplementary tools to enhance L2 academic word retention and include them in regular language curriculum. پرونده مقاله -
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48 - A Study of the Utility of Meta-Cognitive Strategy Instruction for Ameliorating ESP Learners’ Autonomy
Fatemeh Jafari Nasser Ghafoori Shima AhmadiazadThe present study made an effort to determine the impacts of proactive and retroactive meta-cognitive strategy instruction on Iranian ESP learners’ autonomy. Furthermore, it strived to examine the degree to which the interaction between this instruction and proact چکیده کاملThe present study made an effort to determine the impacts of proactive and retroactive meta-cognitive strategy instruction on Iranian ESP learners’ autonomy. Furthermore, it strived to examine the degree to which the interaction between this instruction and proactive/retroactive instruction conditions influenced these learners’ autonomy in their courses. To this end, first, the researchers selected 168 intermediate-level ESP learners from among the ESP learners of Islamic Azad University (Tabriz Branch) as the participants. Second, they non-randomly assigned the participants to four groups including the proactive experimental group, retroactive experimental group, proactive control group, and retroactive control group. Third, the researchers administered the autonomy pretest to all of the groups. Fourth, they used the Adobe Connect Learning Management System to provide the proactive experimental group, and the retroactive experimental group with their relevant treatments in ten sessions. Nonetheless, they used traditional language instruction techniques to provide the control groups with their instruction. Fifth, the researchers administered the autonomy posttest of the study to the participants after the end of the treatment sessions. Finally, they used SPSS 24 to analyze the data. The results showed that meta-cognitive strategy instruction ameliorated the participants’ autonomy. Moreover, the retroactive instruction condition was more efficacious than the proactive condition. In addition, the interaction between meta-cognitive strategy instruction and retroactive condition had a significant positive effect on the learners’ autonomy development. The results may provide ESP teacher educators, syllabus designers, and instructors with guiding principles regarding meta-cognitive strategy instruction. پرونده مقاله -
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49 - Motivation and International Posture of Multiple Language Learners in Burundi Urban and Rural Settings
Elvis Nizigama Ali Mohammad Fazilatfar Ali Akbar Jabbari Mohammad RezaiAbstractThe present study compares the motivation of Burundi junior high school students from urban and rural settings to learn L2 French and L3 English, mainly focusing on Dörnyei’s (2005, 2009) L2 Motivational Self System. A total of 348 (grade 7 through 9) چکیده کاملAbstractThe present study compares the motivation of Burundi junior high school students from urban and rural settings to learn L2 French and L3 English, mainly focusing on Dörnyei’s (2005, 2009) L2 Motivational Self System. A total of 348 (grade 7 through 9) pupils participated in the present study which used a 40-item questionnaire to collect the data. The results indicated that the students from both learning contexts have distinct motivational dispositions for learning both French and English. French is more popular among rural school learners while English enjoys more popularity among urban school students. Moreover, region-specific differences were found in the participants with learners from rural schools exhibiting more positive motivation to learn both languages than their urban counterparts. The results also revealed that, independent of the region, L2 learning experience and ideal L2 self were the two variables that respectively predicted most the students’ intended effort to learn each target language. One region and language-related difference was that the variable of international posture emerged as a significant contributor to the students’ intended language learning effort only among urban school learners uniquely in relation to their English learning. In the light of the results of this study, pedagogical implications are provided. پرونده مقاله -
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50 - The Impact of Positive Psychology-Based Instruction on EFL Learners’ Perceived Use of Anxiety Reducing Strategies
Alireza Bekhrad Behdokht Mall-Amiri Nasim ShangarffamThis study intended to unveil the impact of incorporation of positive psychology theory into English instructions on the preference for anxiety-reducing strategies among Iranian EFL learners. The participants consisted of 60 EFL learners, from Safir Institute, Tehran, I چکیده کاملThis study intended to unveil the impact of incorporation of positive psychology theory into English instructions on the preference for anxiety-reducing strategies among Iranian EFL learners. The participants consisted of 60 EFL learners, from Safir Institute, Tehran, Iran, at the intermediate level, who were selected out of 90 EFL learners selected on convenience sampling basis. The 60 learners selected on the basis of their scores from an Oxford Placement Test (OPT), given to the 90 learners, were split into two equal 30-member groups. Both groups were given the language anxiety reducing strategies (LARS) questionnaire as pretest. Then, positive psychology-based instructions were provided to the experimental group drawing on five types of positive psychology-based instruction techniques for 20 sessions. These five instruction techniques included gratitude, optimistic intervention, positive affirmations, savouring, and strength-building measures. The control group received no intervention concerning positive psychology, and learners followed the conventional syllabus of the language school. After the treatment, the two groups took the LARS questionnaire as post-test. The results of ANCOVA indicated that teaching positive psychology techniques significantly increased anxiety-reducing strategies preference among Iranian EFL learners. پرونده مقاله -
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51 - 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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52 - Phonological Awareness Impact on Articulatory Accuracy of the Spanish Liquid [r] in Japanese FL Learners of Spanish
Oscar CamposForeign language learners tend to avoid phonological difficulties and simply transfer sounds whether from their L1 or any pre-existing L2. Phonological awareness (PA) gives students an active role in understanding their own potential in improving pronunciation through s چکیده کاملForeign language learners tend to avoid phonological difficulties and simply transfer sounds whether from their L1 or any pre-existing L2. Phonological awareness (PA) gives students an active role in understanding their own potential in improving pronunciation through several methods. However, such methods are likely to be restricted to only passive learning methods, such as repetition, reading and lectures. In this study, 118 Japanese students of Spanish were tested in their articulation ability of the Spanish liquid [r] segment; the students were divided into two groups: the control group (GA), composed by 59 students, which did not undergo any special PA training, and the PA trained group (GB), composed as well by 59 students, which underwent only one PA intervention. The articulatory accuracy rate of GA for such segment after their first year of language acquisition was 27.16, while for GB it was 72.54 after the PA intervention. The improvement of GB after the PA intervention was highly significant in regard to the learners’ phonological accuracy (p < 0.001) پرونده مقاله -
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53 - Cultural Motivation and Its Impact on Foreign Language Learning in Globalizing World
Shiva AzadipourThe study aims at focusing on the relationship between motivation, culture, and success in foreign language learning in globalizing world. Many studies have been done to examine the relationship between them. The studies showed that culture can play a motivating role in چکیده کاملThe study aims at focusing on the relationship between motivation, culture, and success in foreign language learning in globalizing world. Many studies have been done to examine the relationship between them. The studies showed that culture can play a motivating role in language learning success. Considering Gardner's instrumental and integrative motivation, a learner with a high degree of integrative motivation is likely to make more efforts to form bonds with people of the target culture. To conduct the survey 48 students of Ardestan Azad University were chosen. Some activities and techniques were taken to promote their multicultural competence. In the first session a brief explanation was given to the students along with some questionnaires regarding cultural issues to answer. During 16 weeks of the semester students were taught and monitored through class discussions, essay writings etc. The goal of the activities was to encourage and estimate their respect, tolerance and empathy to people of different cultures. In the last session a questionnaire designed by the researcher was used to collect data. It was composed of three sections: 1) 11 statements about cultural issues to be rated with a likert scale of agreement (based on the Bennett's intercultural communicative model). 2) 10 rating questions (considering Byram& Risager's multidimensional model of ICC). 3) 5 open questions about their belief and behavior to elaborate on. The results showed that respect for others, adaptation and integration with people of target culture were the highest rated among others. An unexpected result was that there was no significant relationship between students' lesson scores and their attitude toward foreign language culture. This can be justified by globalization process by which "people of the world are incorporated into a single world society, global society". Therefore learners who belong to a global English-speaking culture are ready to suspend disbelief about others and adopt new cultural aspects while respecting and maintaining their own culture. پرونده مقاله -
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54 - The Relationship Between Attitude Towards Communicative Language Learning and English Language Achievement among Ethiopian EFL Learners
Abate Gedamu Elias KucheThe attitude one has towards language learning determines the success or failure of learning the language. To this effect, this study aimed to explore EFL learners’ attitudes towards communicative language learning and the relationship between learners’ atti چکیده کاملThe attitude one has towards language learning determines the success or failure of learning the language. To this effect, this study aimed to explore EFL learners’ attitudes towards communicative language learning and the relationship between learners’ attitudes and English language achievement. To address these objectives, the study adopted a survey research design. Two hundred seventeen grade 11 students were selected through simple random sampling technique. Attitude questionnaire, achievement test and interview were tools of data collection. In order to verify students’ attitudes towards communicative language learning, the mean score obtained from attitude scale and qualitative descriptions of the interview data were utilized. To address the relationship between students’ attitudes to communicative language learning and English language achievement, and to decide the predictive power of attitude on learners’ English language achievement, Pearson correlation and regression were applied respectively. In addition, t-test was used to investigate if gender caused attitude difference or not. The findings indicated positive attitude towards communicative language learning. In addition, it was found that attitude to communicative language learning significantly predicted achievement scores of the students. Furthermore, gender was not found to be a determining factor in the attitude towards communicative language learning. پرونده مقاله -
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55 - 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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56 - 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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57 - Effect of Cognate-Based Instruction Strategy on Vocabulary Learning Among Iranian EFL Learners
Mahdi Amini Hadi SalehiCognates are the words celebrating their similarities from phonetic, orthographic, and semantic points of view across two or more languages. The aim of the present study was to investigate the effect of cognate-based instruction strategy on vocabulary learning among Ira چکیده کاملCognates are the words celebrating their similarities from phonetic, orthographic, and semantic points of view across two or more languages. The aim of the present study was to investigate the effect of cognate-based instruction strategy on vocabulary learning among Iranian EFL learners. To achieve the goal of the study, 80 EFL learners (15-27 years old) took part in the study; all of them were learning English at language institutes of Lorestan and Isfahan provinces in Iran. Half of the participants who were native speakers of Laki language were assigned to experimental group and the remaining 40 who were from Isfahan and not familiar with Laki language were assigned to control group. Oxford Placement Test (OPT) was administered to make sure that the participants were homogeneous. The participants in both groups were taught target words (42 English-Laki cognate words), by the researcher, during six sessions. A pretest was administered for both groups before the treatment and a posttest was managed after the treatment for both groups. Three weeks after the treatment, a delayed posttest was administered for experimental group, only. One sample t test for pre and posttest, and paired sample t test for delayed posttest were run. Findings of the study showed that participants in the experimental group outperformed the participants in the control group, resulting in null hypothesis rejection. In addition, the results indicated similar performance of experimental group in both posttest and delayed posttest, confirming that new cognate words were not forgotten over a period of time. پرونده مقاله -
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58 - Impact of Using Web-quests on Learning Vocabulary by Iranian Pre-university Students
Masoud Asgari Hadi SalehiWeb-quests are internet-based technology applications in which groups of students follow a specific set of steps toward the completion of a final project on a specific subject or a multi-disciplinary subject. The present study aimed to investigate the impacts of using w چکیده کاملWeb-quests are internet-based technology applications in which groups of students follow a specific set of steps toward the completion of a final project on a specific subject or a multi-disciplinary subject. The present study aimed to investigate the impacts of using web-quests on learning vocabulary by Iranian pre-university students. The sample of the study consisted of 72 students assigned into two groups. One of the groups represented the control group, and included 23 students; the other group represented the experimental group and comprised 49 students. The two groups were chosen from a population of pre-university students in Chadegan, Isfahan, Iran. The web-quest strategy was used in teaching the experimental group, while the traditional method was used with the control group in the second term of the school year 2015-2016. An Oxford Placement Test (OPT), a vocabulary pretest, a vocabulary posttest, and an attitude questionnaire were the data elicitation tools employed in this study. The collected data were analyzed using independent-samples t test, which was used to determine the existence of possible significant differences between the groups both before and after the instruction. The results indicated that there were statistically significant differences between both groups in favor of the experimental group. The conclusion, thus, could be that the students in the experimental group, who used the web-quest resources for learning vocabulary, performed significantly better than the students in the control group, who learnt vocabulary through traditional method of learning vocabulary. Finally, questionnaire data analyzed via one-sample t test indicated that the experimental group learners had a positive attitude towards the treatment they experienced in the experiment. پرونده مقاله -
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59 - The Effect of Computer Assisted Cooperative Language Learning on Iranian High School Students' Language Anxiety and Reading Comprehension
Maryam Sioofy Saeideh AhangariThis study explored the effectiveness of the two computer-assisted modes: cooperative and individual on improving Iranian high school students’ reading comprehension. It was also concerned with investigating the effectiveness of the two computer-assisted modes on چکیده کاملThis study explored the effectiveness of the two computer-assisted modes: cooperative and individual on improving Iranian high school students’ reading comprehension. It was also concerned with investigating the effectiveness of the two computer-assisted modes on the participants’ foreign language learning anxiety (FLLA). The sample of the study consisted of two intact groups, each containing 24 students, which were randomly assigned into a control and an experimental group. The control group completed the study according to the individual computer-assisted learning while the experimental group was taught via computer-assisted cooperative language learning. The participants in the experimental and the control groups, which consisted of 48 female students, took reading comprehension pretest and posttest. They were also given foreign language classroom anxiety scale (FLCAS) questionnaire both at the beginning and at the end of the treatment. The collected data were analyzed using SPSS 16.0. The results of the independent and paired samples t tests indicated that the experimental group, in which cooperative learning was integrated into computer-assisted language learning, outperformed the control group in terms of reading comprehension. In addition, the level of foreign language anxiety improved after the treatment in the experimental group. The findings of this study provide some insights for teachers to consider the integrating of cooperative learning into computer-assisted language learning setting. پرونده مقاله -
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60 - Fostering EFL Teacher Enthusiasm through Vision Enhancement and its Relationship with Students’ Attitude and Effort
Saeed Safdari Parviz Maftoon Parviz BirjandiTeacher enthusiasm and its impact on students’ learning and emotions have remained unnoticed in the realm of second language learning and teaching. This study aimed at exploring the possibility of boosting language teacher enthusiasm and its potential relationship چکیده کاملTeacher enthusiasm and its impact on students’ learning and emotions have remained unnoticed in the realm of second language learning and teaching. This study aimed at exploring the possibility of boosting language teacher enthusiasm and its potential relationship with language learners’ effort and attitude for language learning. In order to foster teacher enthusiasm, the highly novel concept of vision was utilized and a vision enhancement program was conducted to improve language teacher enthusiasm. Four EFL teachers and their 46 students participated in the research project. Two of the teachers were assigned to the six-week visionary intervention and the other two received no treatment. A Likert-scale questionnaire measuring perceived teacher enthusiasm, intended effort, and attitude to language learning was administered to all the students before and after the treatment. Results of ANCOVA revealed that those students whose teachers were subjected to vision enhancement were significantly different from the students whose teachers did not receive the treatment. Moreover, linear regression analyses demonstrated that students’ perception of teacher enthusiasm can positively predict their effort and attitude. The efficiency of visionary training for improving teacher enthusiasm gained empirical support. Besides, the findings underscore the link between teacher enthusiasm and students’ effort and attitude. پرونده مقاله -
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61 - Impact of Teacher Training Course on Iranian EFL Teachers’ Beliefs
Shirin Abasifar Zahra FotovatniaAbstract Beliefs are an important aspect of any learning program as they affect the way teachers and students define their roles, and the way they approach their duties and responsibilities. Besides, they highly affect teachers’ practices, methods, and lesson plan چکیده کاملAbstract Beliefs are an important aspect of any learning program as they affect the way teachers and students define their roles, and the way they approach their duties and responsibilities. Besides, they highly affect teachers’ practices, methods, and lesson plans. The importance of beliefs inspired the present researchers to evaluate and compare EFL teachers’ beliefs before and after a teacher training course (TTC) at language institutes in Isfahan to see if teacher training program influence the enrolled teachers’ beliefs about different aspects of a learning situation. To this purpose, a modified version of Beliefs about Language Learning Inventory (BALLI) was administered to a total of 110 Iranian EFL teachers in Isfahan. The teachers came from different majors (TEFL, translation, English literature, and other non-English majors), and were further divided into two groups: those who had participated in at least a TTC, and those who had no experience of attending a TTC. The BALLI scores of the teachers were then classified and analyzed by a t test and an ANOVA. The results revealed that beliefs about language learning did not significantly change in the wake of attending a TTC, and that no significant difference was observed as far as the participants’ field of study was concerned. پرونده مقاله -
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62 - The Influence of Data-Driven Exercises Through Using a Computer Program on Vocabulary Improvement in an EFL Context
Touraj Talaei Zahra FotovatniaThe present study was conducted to evaluate data driven learning (DDL) combined with Computer Assisted Language Learning (CALL) as an approach to improving vocabulary knowledge of Iranian postgraduates majoring in teaching English, English literature and translation. Th چکیده کاملThe present study was conducted to evaluate data driven learning (DDL) combined with Computer Assisted Language Learning (CALL) as an approach to improving vocabulary knowledge of Iranian postgraduates majoring in teaching English, English literature and translation. The purpose was to help language learners get familiar with DDL as a student-centered method taking advantage of a computer program for enhancing the knowledge of vocabulary. This research paper analyzed the efficiency of DDL from different angles including the participants' ability to remember the word meanings and make meaningful and grammatical sentences after doing DDL exercises using the Microsoft Power Point program. The results of the study showed that this technique could significantly enhance the participants' vocabulary knowledge in all the above mentioned aspects. The analysis of the questionnaire given to the participants to elicit their attitudes towards DDL showed that most of them were interested in this technique. The results of this article can be helpful for the language teachers who teach the learners at advanced levels of language proficiency and advanced students who would like to learn new items of vocabulary on their own. پرونده مقاله -
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63 - Effects of CALL-Mediated TBLT on Self-Efficacy for Reading among Iranian University Non-English Major EFL Students
Hossein Tavakoli Ahmadreza Lotfi Reza BiriaThe rich and still expanding literature on TBLT is helping to mature both its theoretical conceptualization and practical implementation in foreign and second language education. Similarly, computer-assisted language learning (CALL) has grown as a field, with the use an چکیده کاملThe rich and still expanding literature on TBLT is helping to mature both its theoretical conceptualization and practical implementation in foreign and second language education. Similarly, computer-assisted language learning (CALL) has grown as a field, with the use and integration of technology in the classroom continuing to increase and will continue to play an important role in this maturation process. The present study, hence, reports on an empirical study that investigated the effects of CALL-mediated TBLT on the perceived self- efficacy of Iranian university non-English major EFL students. Through non-probability and convenience sampling, two intact freshmen classes were chosen and randomly assigned as the experimental and the control group. During the treatment sessions, the students in the experimental group received instruction in a CALL-mediated TBLT format, while the control group received no CALL-mediated TBLT instruction but underwent only a task- based instruction on reading without the mediation of CALL. A univariate analysis of covariance (ANCOVA) was run, while controlling for pre-intervention scores as the covariate. A significant effect was found for CALL-mediated TBLT (F = 81.450, p = .000, partial eta squared =.504), suggesting CALL-mediated TBLT had a positive effect on the self-efficacy perceptions of the students in the experimental group . پرونده مقاله -
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64 - Teaching Writing through Telegram Social Network and its Effect on EFL Learners' Writing Performance
Shahriar Sarvari Ebrahim EzzatiThis study examined the effectiveness of Telegram social network on the writing performance of adult English as foreign language (EFL) learners at intermediate level. To achieve this, Oxford Quick Placement Test (2004) was administered to 46 EFL learners at Zaban-e No l چکیده کاملThis study examined the effectiveness of Telegram social network on the writing performance of adult English as foreign language (EFL) learners at intermediate level. To achieve this, Oxford Quick Placement Test (2004) was administered to 46 EFL learners at Zaban-e No language institute in Talesh, Iran. Those who met the selection criterion, i.e., performed one standard deviation above and below the mean on the test were divided into two classes (n = 30): control group (n = 15) and experimental group (n = 15). Participants in the experimental group were provided with writing instruction and contributed cooperatively to the task of writing through Telegram for 8 weeks (2 sessions each week, and 90 minutes per session) while the control group underwent a traditional instruction of writing. Pretests and posttests of writing task were administered and t tests were used to compare means of test scores within and between groups. The results revealed that while the two groups were homogeneous in terms of their writing performance before the treatment, the experimental group outperformed the control group on the posttest. That is, teaching writing through the Telegram social network was a significantly effective model to improve EFL learners' writing performance. پرونده مقاله -
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65 - 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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66 - English Language Learning and Reasoning Ability in Iranian Primary Schools: An Urgent Need for Curriculum Reappraisal <br> DOR: 20.1001.1.23223898.2021.9.36.8.4
Afsoon Piroozan Seyyed Ayatollah Razmjoo Sholeh NamaziAdvantages of language teaching and learning in foreign contexts are undisputable. This study intended to check if Reasoning Ability (RA), as a promoted cognitive skill which is emphasized not only in the field of education, but also as an important element of most prof چکیده کاملAdvantages of language teaching and learning in foreign contexts are undisputable. This study intended to check if Reasoning Ability (RA), as a promoted cognitive skill which is emphasized not only in the field of education, but also as an important element of most professions, is cognitively enhanced along with English language learning. To this end, a sample of Iranian primary school children, aged 5-8 years, were selected through purposive sampling and divided into thtree groups; that is, monolingual, bilingual, and limited bilingual children, in order to investigate their RA enhancement during early formal education. Also, a researcher-made psychometric test was used to measure quantitative, visual, nonverbal, matrix, and abstract reasoning of the sample during early primary school education. The results of the analyzed data indicated that the bilingual group outperformed the monolingual and the limited bilingual children in matrix, visual, abstract reasoning and logical thinking. The findings of the study can be used by educational policymakers to reconsider the primary school curriculum, and through holding workshops on streghthening national and religious values help English language instructors to unravel related problems. پرونده مقاله -
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67 - Technology in Teaching Translation: Problems and Challenges of Current State of Teaching Translation in Post-graduate Studies
Mehrnaz Ganjalikhanizadeh Neda Fatehi RadThis study sought to investigate the problems and challenges of the current state of teaching translation in post-graduate studies. In so doing, it used a content analysis design within a qualitative method. The participants consisted of 20 (10 males and ten females) tr چکیده کاملThis study sought to investigate the problems and challenges of the current state of teaching translation in post-graduate studies. In so doing, it used a content analysis design within a qualitative method. The participants consisted of 20 (10 males and ten females) translation teachers who were selected through purposive sampling. To collect the required data, a semi-structured interview was used in the form of individual and focus group interviews. To analyze interview data, the content of transcribed interviews was qualitatively analyzed by the researcher to identify the common themes and categories in them, based on an exploratory theme-based approach. The results of the thematic analysis of interview data led to the identification of some problems and challenges including students’ lack of willingness to learn translation, the emphasis on practical elements in teaching translation, lack of an effective teaching translation program, students’ demotivation, and so on. Moreover, a program consisting of five steps was suggested for using technology in teaching translation in post-graduate studies in Iran. The findings have some implications for translation teachers and students, and authorities. پرونده مقاله -
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68 - 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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69 - Elaboration on Foreign Language Anxiety in L2 Speaking: A Study of Iranian EFL Learners
malihe Safari Moghaddam Narjes GhafourniaThe study examined language learning anxiety factors, hindering EFL learners’ process of learning, particularly in speaking settings and recommended useful approaches to cope with it. Using the quantitative approach as well as a qualitative semi-structured intervi چکیده کاملThe study examined language learning anxiety factors, hindering EFL learners’ process of learning, particularly in speaking settings and recommended useful approaches to cope with it. Using the quantitative approach as well as a qualitative semi-structured interview and focus-group discussion method, this study tried to examine the factors behind language anxiety among Iranian language learners both in the classroom and in the social context. 100 TEFL students participated in this study. The language proficiency was measured by TOEFL IBT test to make sure that the students were homogeneous. The findings suggested a variety of approaches to cope with language anxiety. It also revealed that there was a significant relationship between the participants’ language anxiety and their language proficiency. The results of the interviews showed that the teachers had a key role in increasing and decreasing the students’ language anxiety concerning psychosocial linguistic factors. The findings of the study can be helpful for providing some teacher-training courses, teaching language teachers some effective psychological techniques to decrease language learning anxiety factors, improving language learning process.Keywords: language le پرونده مقاله -
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70 - The Source of Human Knowledge: Plato’s Problem and Orwell’s Problem<br> DOR: 20.1001.1.23223898.2021.9.36.13.10
Behrouz AzabdaftariChomsky cannot help wondering at the fact that we, despite so vast evidence, have little knowledge about the obvious evidence. A good example, I think, is the child’s way of first language acquisition. A great many researchers have studied various aspects of child چکیده کاملChomsky cannot help wondering at the fact that we, despite so vast evidence, have little knowledge about the obvious evidence. A good example, I think, is the child’s way of first language acquisition. A great many researchers have studied various aspects of child language acquisition at different stages of the child’ life and have brought to light many details of language development. However, it remains uncertain how the child can cope with this heavy task of language acquisition within the first two years of his life. Since its birth, the child begins acquiring the intonation, the sound, the phoneme, the word, the meaning, and the structure of the language, to which he is exposed so fast that it is beyond our imagination. Mind that the same child is unable to do the simplest addition or subtraction of numbers within the early years of life. Thus, the intriguing question for Chomsky is: How is it that the child can acquire the complex system of a language such as English, Turkish, Japanese, Chinese … very fast despite so little and often deficient linguistic input? پرونده مقاله -
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71 - Foreign Language Anxiety and Willingness to Communicate: High Level vs. Low Level Iranian EFL Learners
Yahya GhelichliCommunication with others is said to be the ultimate goal of language learning. Language learners, however, may sometimes feel so anxious that they are not willing to communicate. The present study thus aimed at probing the relationship between Foreign Language Anxiety چکیده کاملCommunication with others is said to be the ultimate goal of language learning. Language learners, however, may sometimes feel so anxious that they are not willing to communicate. The present study thus aimed at probing the relationship between Foreign Language Anxiety (FLA) and Willingness to Communicate (WTC) in the EFL classroom. Besides, FLA and WTC of high level vs. low level language learners were compared. The participants, 30 high- and 30 low-intermediate EFL learners from the Iran language institute (ILI) in Gorgan, Iran, were given two questionnaires: Willingness to Communicate Questionnaire (MacIntyre, Baker, Clément, & Conrod, 2001), and Foreign Language Classroom Anxiety Scale (FLCAS) ( Horwitz, Horwitz, & Cope,1986) The results showed no significant relationship between FLA and WTC in the classroom. They also indicated that high level and low level language learners did not differ significantly in terms of FLA and WTC. Finally, it was concluded that two important factors affecting such results could be the age and the number of the participants. پرونده مقاله -
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72 - Language Learning Strategies from the Bottom-Up: Successful EFL Learners’ Experience of Preparing for the University Admission English Test
Mehran Montazeri Seyyed Ali Ostovar-NamaghiSuccess in the English section of the university admission test depends on candidates’ breadth and depth of written skills, especially vocabulary, grammar and reading comprehension and developing these areas mainly depends on the learners’ awareness and appr چکیده کاملSuccess in the English section of the university admission test depends on candidates’ breadth and depth of written skills, especially vocabulary, grammar and reading comprehension and developing these areas mainly depends on the learners’ awareness and appropriate use of learning strategies. This study aimed at exploring the strategies candidates use in preparing themselves for the English section of the university admission test. To this end, twenty candidates with a mastery level of 85% or higher were purposively sampled. Their strategies were then uncovered through open-ended interviews. Candidates’ perspectives were then transcribed verbatim and thematically analyzed to uncover their strategies. Thematic analysis of the participants’ perspectives revealed several down-to-earth techniques and strategies. The findings have clear implications for all stakeholders, especially candidates who are preparing themselves for this high-stake test since their awareness of these strategies will greatly contribute to their performance in the test and their future course of study. پرونده مقاله -
دسترسی آزاد مقاله
73 - The Impact of Using Flipped Classrooms on Iranian EFL Learners' Autonomy and Their Attitude Toward Learning English
Seyed Ali Hosseini Payman Rajabi Keivan MahmoodiFlipped instruction is one of the most important discussions in education. This study aimed to find the effectiveness of using flipped classrooms on learners' attitudes toward learning English and their autonomy. To this end, 68 EFL learners were selected based on their چکیده کاملFlipped instruction is one of the most important discussions in education. This study aimed to find the effectiveness of using flipped classrooms on learners' attitudes toward learning English and their autonomy. To this end, 68 EFL learners were selected based on their scores on the Oxford Placement Test (OPT). The participants were randomly divided into one experimental and one control group. Before the treatment, both groups were pretested by the administration of the learners' attitudes and learner autonomy questionnaires. The participants in the experimental group received the instructional materials through WhatsApp messenger and were asked to study the materials before attending the class. The control group received the materials in the classroom. At the end of the experiment, the two questionnaires were given to both groups once more as the posttests. The findings revealed the effectiveness of the flipped classroom in improving learner autonomy and enabling them to be more autonomous. The results also showed the experimental group's positive attitudes toward English language learning. پرونده مقاله -
دسترسی آزاد مقاله
74 - On Debilitating Approach Towards Learning Anxiety Through Dynamicity in Storch(2002) Interaction Model: Oscillation Signifies
Akram Sadeghpour Morteza TeimourtashThis study aimed at investigating the prominence of language learning anxiety as the hindering factor that debilitates learning process and is to be managed successfully through Storch model (2002). The four phases of Storch Model should not be considered fixed and stab چکیده کاملThis study aimed at investigating the prominence of language learning anxiety as the hindering factor that debilitates learning process and is to be managed successfully through Storch model (2002). The four phases of Storch Model should not be considered fixed and stable; hence, they could be behaved dynamically. The present study conducted in delving into the issue by having randomly assigned two identical groups of 23 intermediate EFL learners at Islamic Azad University as the control group and experimental one. The participants were all majoring at English translation discipline and participated in a conversation course. The study was in pre-test post-test design and learning anxiety questionnaire was administered before and after the treatment. The experimental group received treatment according to the dynamicity stance of Storch’s (2002) patterns of interaction coding scheme as: collaborative, expert/novice, dominant/dominant, and dominant/passive. The experimental group outperformed the control group. The findings showed that the application of dynamicity approach towards Storch model would diminish the learning anxiety index to a large extent. The results embracing Vygotsky’s Sociocultural Theory along the pedagogical implication would be beneficial for teachers, syllabus designers and materials developers in TEFL field. پرونده مقاله -
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75 - Iranian EFL Learners’ Attitudes Toward Autonomous English Learning Through the HelloTalk Mobile Application
علی صادقی عزیزه چالاکThis study investigated Iranian intermediate EFL learners' attitudes toward using the HelloTalk app to improve their independent learning ability. Moreover, it examined the experts’ and learners’ attitudes toward utilizing the application. The study enjoyed چکیده کاملThis study investigated Iranian intermediate EFL learners' attitudes toward using the HelloTalk app to improve their independent learning ability. Moreover, it examined the experts’ and learners’ attitudes toward utilizing the application. The study enjoyed a quasi-experimental design. In doing so, 54 intermediate EFL learners were selected from Fargooyan Language Institute in Isfahan, Iran. In this connection, six experts in the field were also asked to review the app, complete a questionnaire, and provide written feedback to add multiple perspectives to the design. They received the TAM questionnaire for better results on the use of the app. Furthermore, the interview adopted from the TAM questionnaire was used to explore the external and internal factors involved in this type of mobile learning. The results revealed that utilizing the HelloTalk app significantly and positively affected Iranian intermediate EFL learners’ autonomy. Besides, experts and learners had a positive attitude toward using the application. The findings of this study could be fruitful for learners with enough competence but who do not know how to be autonomous through mobile applications. It could also provide insight into how technology tools and computer programs could facilitate teaching and learning English. پرونده مقاله -
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76 - A Review Paper on ELT Articles Conducted on Mobile-Assisted Task-Based Language Learning
Hoda SistaniThis paper presents a comprehensive review of 50 studies conducted between 2014 and 2023, delving into the world of mobile-assisted task-based language learning (M-TBLL). Our investigation sought to illuminate the educational and learning contexts, methodologies, data c چکیده کاملThis paper presents a comprehensive review of 50 studies conducted between 2014 and 2023, delving into the world of mobile-assisted task-based language learning (M-TBLL). Our investigation sought to illuminate the educational and learning contexts, methodologies, data collection techniques, learning outcomes, and challenges associated with M-TBLL. To this end, we meticulously combed through the ISI Web of Science database, ultimately analyzing 50 carefully selected papers from a pool of 398 identified publications. The review yielded several key findings. First, all included studies focused on language learning, demonstrating the versatility of M-TBLL across various linguistic domains. Second, a clear trend emerged toward higher education settings as the primary research ground for M-TBLL, highlighting its potential for advanced language acquisition. Moreover, the review revealed a growing emphasis on informal learning contexts, suggesting a shift towards mobile technology facilitating language learning beyond the traditional classroom walls. In-depth empirical studies on mobile seamless learning could shed light on the integration of mobile devices into existing learning environments. Additionally, research into tasks specifically designed based on learners' needs analyses could personalize and optimize the M-TBLL experience. Finally, investigations into cognitive load and learning anxiety in M-TBLL contexts could offer valuable insights into mitigating student stress and maximizing learning potential. By addressing these gaps and embracing emerging trends, future research can continue to shape and refine the landscape of M-TBLL, unlocking its full potential for enhancing language acquisition in diverse educational settings. پرونده مقاله -
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77 - The Relationship between Intelligence and Foreign Language Learning, and the Role of Practice
Masoomeh Salehi Firooz SadighiThis study investigates the relationship between intelligence and foreign language learning in general, and the learning of vocabulary and grammar in particular. It also investigates the effect of extra practice on foreign language learning on learners with equal intell چکیده کاملThis study investigates the relationship between intelligence and foreign language learning in general, and the learning of vocabulary and grammar in particular. It also investigates the effect of extra practice on foreign language learning on learners with equal intelligence. The participants were 182 high school students at grades two and three. They were given Raven’s Progressive Matrices, which is a test of general intelligence, and an achievement test of English based on their EFL textbook at school. The English test consisted of two subparts: vocabulary and grammar. Correlation coefficient was run on intelligence test scores and English test scores. The results showed a weak positive relationship between intelligence and foreign language learning, and learning of vocabulary and grammar. For investigating the effect of practice, some students who attended English classes and some of those who didn’t were chosen in a way that their mean intelligence score was equal. Then their mean English test score was calculated. The mean English test score of the students who attended English classes was significantly higher than those who didn’t. These results suggest that intelligence affects foreign language learning, but extra practice can offset the effect of intelligence. پرونده مقاله -
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78 - Optimization of Language Learning with TOPSIS
ترانه جوانبختThe present study focuses on the application of fuzzy sets in the optimization of language learning with TOPSIS. The appropriate consideration of the candidates’ characteristics is an important issue which can affect their language learning. Motivation, learner st چکیده کاملThe present study focuses on the application of fuzzy sets in the optimization of language learning with TOPSIS. The appropriate consideration of the candidates’ characteristics is an important issue which can affect their language learning. Motivation, learner strategies, perseverance and age are the factors that affect language learning. The hypothesis in this paper was that the difference in the consideration of these factors can affect the individuals’ language learning. In this study, for the first time, the analysis of the candidates’ characteristics of two age categories was performed for the investigation of their impact on language learning. The purpose of this work was to analyze the candidates’ characteristics on the individuals’ language learning. The analysis with a decision making algorithm, TOPSIS, revealed the efficiency of this method. One of the advantages of this study was that the effect of different characteristics of the category members on the categories confusion has made the prediction for the optimization of language learning possible. Another advantage was that the modification of the TOPSIS method with the application of fuzzy disjunction has been efficient to provide an automated decision-making tool for this analysis. The results presented in this paper could be used for the development of algorithms and linguistic tools for the optimization of language learning with artificial intelligence. پرونده مقاله -
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79 - Applying a Learner-Focused Web-Based Approach to Enhance EFL Learners’ Oral Skills and Self-Efficacy
Neda Ghabeli Massoud Tajaddini Neda Fatehi RadThe present work adopted a multiphase design to investigate the effect of using web-based collaborative and strategy-based approaches on EFL learners' oral skills. Moreover, a more comprehensive objective was to check if the use of collaboration and strategy instruction چکیده کاملThe present work adopted a multiphase design to investigate the effect of using web-based collaborative and strategy-based approaches on EFL learners' oral skills. Moreover, a more comprehensive objective was to check if the use of collaboration and strategy instruction could enhance EFL students' self-efficacy. The participants of the study consisted of 85 intermediate EFL learners who were studying at a language school in Kerman. To collect the data, four instruments were used: Cambridge Placement Test to homogenize the participants, pre- and post-listening and speaking tests, a questionnaire to estimate EFL learners’ self-efficacy, and an interview. The results suggested that most of the students preferred cooperative learning strategy-based instruction. The findings indicated that the effective use of web-based collaboration in speaking and listening classes that could have a remarkable effect on the linguistic input of the learners. The sample also proposed that the appreciation of the program was a given sign of the positive effect of both web-based instruction and collaboration in the web environment. Above all, the results of the speaking and listening tests revealed that the participants improved satisfactorily. پرونده مقاله -
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80 - Relationship between Reflective Teaching and Iranian EFL Learners’ Language Achievement
Farzaneh Abazari Behzad Ghonsooly Shahram AfrazLanguage learning and achievement are related to the skills teachers practice and the presence of expert capability such as teachers’ reflectivity. The objective of the present study was to search the extent to which EFL teachers are involved in reflective instruc چکیده کاملLanguage learning and achievement are related to the skills teachers practice and the presence of expert capability such as teachers’ reflectivity. The objective of the present study was to search the extent to which EFL teachers are involved in reflective instruction, and test the level of growing teachers’ awareness of reflective teaching which leads to students’ language achievement. Data were collected by the following instruments: a) a TOEFL test administered to 350 Iranian EFL students, b) reflective journals written by 120 Iranian EFL teachers, and c) Reflective Teaching Inventory. For the qualitative stage, 120 male and female EFL teachers from two language institutes in Kerman, the center of Iran, were selected through convenient sampling and were randomly assigned to experimental and control groups. After completing the treatment, a reflective teaching inventory as a post-test was given to the two groups to test the impact of the treatment. The results of the t-test indicated that the experimental group outdid the control group in taking advantage of reflective teaching components. This finding raises provocative questions regarding reflective teaching and teaching skills. پرونده مقاله -
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81 - Reflective Teaching and Practice Skills: Correlation between EFL Teachers’ Reflection and Students’ Practice
Farzaneh Abazari Behzad Ghonsooly Shahram AfrazLanguage learning and achievement are related to the skills teachers practice and the presence of expert capability such as teachers’ reflectivity. The objective of the present study was to search the extent to which EFL teachers are involved in reflective instruc چکیده کاملLanguage learning and achievement are related to the skills teachers practice and the presence of expert capability such as teachers’ reflectivity. The objective of the present study was to search the extent to which EFL teachers are involved in reflective instruction and test the level of growing teachers’ awareness of reflective teaching which leads to students’ language achievement. Data were collected by the following instruments: a) a TOEFL test administered to 350 Iranian EFL students, b) reflective journals written by 120 Iranian EFL teachers, and c) a Reflective Teaching Inventory. For the qualitative stage, 120 male and female EFL teachers from two language institutes in Kerman, the center of Iran, were selected through convenient sampling and were randomly assigned to experimental and control groups. After completing the treatment, a reflective teaching inventory as a post-test was given to the two groups to test the impact of the treatment. The results of the t-test indicated that the experimental group outdid the control group in taking advantage of reflective teaching components. This finding raises provocative questions regarding reflective teaching and teaching skills. پرونده مقاله -
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82 - 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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83 - The Development and Validation of Language Learner Beliefs Scale in the Iranian EFL Context
Parviz Birjandi Mojtaba MohammadiUnlike teacher beliefs, there has been a dearth of study regarding EFL learner beliefs. The reason can be that Horwitz (1987) and the existing literature has predominantly been in an ESL context. The present study reports the development and validation of a scale to mea چکیده کاملUnlike teacher beliefs, there has been a dearth of study regarding EFL learner beliefs. The reason can be that Horwitz (1987) and the existing literature has predominantly been in an ESL context. The present study reports the development and validation of a scale to measure the learner beliefs about language learning in Iranian EFL contexts. Using a combination of verbal creativity method, interview-based method, and previously-established questionnaires to draw up the item pool for the scale, a 45-item scale was finally developed. It was administered to 319 randomly-selected students studying English at Islamic Azad University Roudehen Branch. The internal consistency was calculated to be 0.78 through Cronbach's Alpha Formula. The results of factor analysis yielded five factors with 33 items: mediatory beliefs, self-beliefs, attributive beliefs, traditional beliefs, and epistemological beliefs. Results indicated that self-belief among others is the strongest dimension of beliefs among Iranian undergraduate students. پرونده مقاله -
دسترسی آزاد مقاله
84 - Investigating Discourse Socialisation Progress of an English as a Second Language Learner Using Systematic Functional Linguistic Approach
Adnan Satariyan Mohammadreza Esmaeili Chinijani Bronwyn ReynoldsThis study was framed on the theory of Language Socialisation and a Systematic Functional Linguistic (SFL) approach. The aim of the study was to analyse the oral presentation discourse produced by an elemen- tary Iranian English as Second Language (ESL) postgraduate stu چکیده کاملThis study was framed on the theory of Language Socialisation and a Systematic Functional Linguistic (SFL) approach. The aim of the study was to analyse the oral presentation discourse produced by an elemen- tary Iranian English as Second Language (ESL) postgraduate student in an American university four times (September/December, 2015 and March/September, 2016) over one year. The data were collected in terms of textual resources during the discourse socialisation process while in a second language community. The data relating to oral presentations were taken through the Oral English Proficiency Test (OEPT) and later transcribed for further analyses. The findings revealed that the participant became more competent as he continued his language socialisation in the second language academic community. He made progress through the use of textual resources, through the use of basic cohesive devices, including ‘and’ and ‘so’ over time. The study contributes to the language socialisation research by employing a systemic functional lin- guistics approach as a tool for the discourse development. It is intended that the findings will contribute to the knowledge around curriculum and the delivery of second language oral skills. پرونده مقاله -
دسترسی آزاد مقاله
85 - Concept Revision of Age, Motivation, and Error Correction in Second Language Learning
Hamid BeyramiThe current review article investigates some variables contributing to English language teaching and learning. Three factors of age, motivation and error correction have been of importance in English language curricula in language centres. Some studies have been conduct چکیده کاملThe current review article investigates some variables contributing to English language teaching and learning. Three factors of age, motivation and error correction have been of importance in English language curricula in language centres. Some studies have been conducted to investigate various effects of these three components on English language acquisition, those studies, however, may lack discussing these factors to make them easier to understand for the second language learners. To be specific, the purpose of this review is to reflect on, first, some major concepts correspondent to interaction, imitation and comprehensible input and output, and also some notions in accordance with age, motivation and error correction. The authors revisited nine notions about second language learning according to above mentioned factors, which have been theorised by scholars in this field. At the end of this review the authors included their positions about stereotypes in age, motivation and error correction of the second language learners. پرونده مقاله -
دسترسی آزاد مقاله
86 - Development and Validation of an Instrument to Evaluate English Language Teachers' Lesson Planning Self-concept
Fatemeh Faryabi Adnan SatariyanThis study aimed to develop and validate an instrument to evaluate English language teachers’ lesson plan- ning self-concept. To this end, 30 English teachers were asked to prepare a sample lesson plan and 15 of them were invited to participate in a semi-structure چکیده کاملThis study aimed to develop and validate an instrument to evaluate English language teachers’ lesson plan- ning self-concept. To this end, 30 English teachers were asked to prepare a sample lesson plan and 15 of them were invited to participate in a semi-structured interview. A tentative questionnaire including six fac- tors namely: classroom management, lesson planning conformity, planning efficacy, variety and adaptation, goal setting, and metacognitive knowledge, was then designed. The designed instrument was piloted to 300 English language teachers and validated using exploratory factor analysis. The findings of the study sug- gested a model questionnaire (30 items), including five factors (goal setting and metacognitive knowledge as one factor), for the evaluation of English language teachers’ lesson planning self-concept. پرونده مقاله -
دسترسی آزاد مقاله
87 - 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 -
دسترسی آزاد مقاله
88 - 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 -
دسترسی آزاد مقاله
89 - Implication of Face-to-Face Project Based Learning in Teaching Speaking Skills
Maryam Miraei Mohammadi Sayyed Mohammad Alavi Mohammad KhatibThis study aimed to examine the extent of familiarity of speaking instructors with the notion of Project Based Learning (PBL) and to find the effect of face-to-face PBL method on speaking ability of university language learners at different language proficiency levels. چکیده کاملThis study aimed to examine the extent of familiarity of speaking instructors with the notion of Project Based Learning (PBL) and to find the effect of face-to-face PBL method on speaking ability of university language learners at different language proficiency levels. To reach this goal, four university speaking instructors‟ were asked to score the learners after some sessions of instructions. Then, to have teacher education sessions, the instructors were interviewed and given handouts on the basis of PBL themes. Af- ter the teacher training, their classes were observed and video recorded. To find the effect of the instruc- tion on both teacher education and students learning, the instructors were asked to score the learners at the end of the speaking courses. To examine the differences in the speaking scores of language learners be- fore and after the teacher education, a paired samples t-test was performed. The results indicated that all participants in the groups progressed in their speaking skills by comparing their pretests and posttests. The outcomes suggest the policy makers should provide opportunities for university instructors to observe principles of PBL in language teaching and replace the traditional methods and methods with it. پرونده مقاله -
دسترسی آزاد مقاله
90 - Language Learning Materials Development for Teachers’ Professional Development
Maryam Mohseni hossein RahmanpanahCoursebooks are normally written to contain information, instruction, exposure, and activities that learn- ers at a particular level need to enhance their communicative competence in the target language. Howev- er, many global course books make attempts to include conte چکیده کاملCoursebooks are normally written to contain information, instruction, exposure, and activities that learn- ers at a particular level need to enhance their communicative competence in the target language. Howev- er, many global course books make attempts to include content, topics, and texts that do not disadvantage any learner around the world. That is why global course books normally do not reflect the reality of the classroom in terms of the students‟ English proficiency level, interests,wants, and needs. Therefore, it is perhaps up to language teachers to develop, evaluate, and adapt language teaching materials for their own classrooms. This review addresses the issue of the role of teachers as materials developers, and how they can meet materials development demands by exploiting their creativity and employing the principles of developing materials targeted in this study. Consequently, the main purpose of this review is to provide prospective language teachers with certain principles and guidelines on development, evaluation, adapta- tion, and humanization of language learning materials for their EFL learners. Collectively, the major im- plication for this review is to inspire EFL teachers to reflectively use systematic procedures in materials development to design, implement, and evaluate language learning materials rather than simply employ- ing globally harmonious and undisturbed published materials during their instruction. پرونده مقاله -
دسترسی آزاد مقاله
91 - A Brief Review: The Meeting Point of Language Learning and Translation
Ahmad Mohseni Adnan SatariyanThis review article explores the language learning approaches and their applicability in translation classes. Bob Hodge in his work “Teaching as Communication” stated that language, above all, holds a community together. Children learn a language implicitly چکیده کاملThis review article explores the language learning approaches and their applicability in translation classes. Bob Hodge in his work “Teaching as Communication” stated that language, above all, holds a community together. Children learn a language implicitly without having a critical view to it. Academics such as translators and interpreters, who use the language as a professional tool, however, should view the languages more critical. Although it is still a very controversial subject to know how people learn a language. The approaches that may be particularly applicable to adult learners are suggested and defined in this study. Some of the main approaches of learning discussed in this article include the behaviorist approach, which is considered as one of the influential ones, the cognitive approach that can be appropriate to university teaching and the innovative method, which considers students’ learning styles to increase their motivation to learn. پرونده مقاله -
دسترسی آزاد مقاله
92 - Washback Effect of the English Proficiency Test (EPT) on PhD Candidates’ Language Learning Strategies
Golnaz Jamalifar Hadi Salehi Omid Tabatabaei Manoochehr JafarigoharWashback has been defined as the impact of testing on curriculum design, teaching practice, and learning behaviours. The English Proficiency Test (EPT) is a high-stakes test in Iran and is prone to bring degrees of washback both at micro and macro levels. This study was چکیده کاملWashback has been defined as the impact of testing on curriculum design, teaching practice, and learning behaviours. The English Proficiency Test (EPT) is a high-stakes test in Iran and is prone to bring degrees of washback both at micro and macro levels. This study was an attempt to examine the washback effect of the EPT on Iranian PhD candidates’ language learning strategies. To this end, a mixed-methods approach of data collection was used to collect, analyze, and integrate quantitative and qualitative data to reach a better grasp of the research topic and enhance the validity and reliability of the information. Based on the sequential exploratory design, two phases of data collection were conducted with a two-week interval. In the first phase, the Strategy Inventory for Language Learning (SILL) was administered to 200 students at Islamic Azad University, Isfahan (Khorasgan). In the second phase, 20 students who filled out the questionnaire showed their willingness to participate in the interview session and write their language learning diaries. Finally, the quantitative and qualitative data were analyzed via descriptive and thematic analysis, respectively. The results showed both positive and negative washback effects on the students’ language learning strategies. The findings of this study have practical implications for EFL language teachers, syllabus designers, and material developers. پرونده مقاله -
دسترسی آزاد مقاله
93 - 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
94 - ارتباط بین استفاده از تکنیک های یادگیری با انگیزه ی فراگیری و تفکر انتقادی در بین فراگیران زبان انگلیسی در رشته بهداشت و تکنولوژی مواد غذایی
Fariba Rahimi مریم آغایلی Esmail Hosseiniاین تحقیق با هدف کشف نوع تکنیکهای یادگیری زبان آموزی مورد استفاده دانشجویان ایرانی در رشته بهداشت و تکنولوژی مواد غذایی و همچنین یافتن رابطه بین استفاده از تکنیکهای یادگیری زبان با تفکر انتقادی و سطح انگیزش این زبان آموزان انجام شد. بدین منظور 60 شرکت کننده به صورت تصا چکیده کاملاین تحقیق با هدف کشف نوع تکنیکهای یادگیری زبان آموزی مورد استفاده دانشجویان ایرانی در رشته بهداشت و تکنولوژی مواد غذایی و همچنین یافتن رابطه بین استفاده از تکنیکهای یادگیری زبان با تفکر انتقادی و سطح انگیزش این زبان آموزان انجام شد. بدین منظور 60 شرکت کننده به صورت تصادفی از بین دانشجویان کارشناسی در رشته بهداشت وتکنولوژی مواد غذایی انتخاب شدند. دانشجویان نامبرده که در دانشگاه آزاد اسلامی واحد شهرکرد در حال تحصیل بودند از نظر تسلط بر زبان انگلیسی از طریق آزمون تعیین سطح سریع آکسفورد (OQPT) همگن شدند. سپس، یک فهرست 50 موردی استراتژی یادگیری زبان برای شرکت‌کنندگان اجرا شد تا انواع تکنیکهای یادگیری مورد استفاده توسط آنها در طول دوره زبان آموزی خود را کشف کنند. سپس توانایی تفکر انتقادی و انگیزه شرکت کنندگان از طریق پرسشنامه های مربوطه تعیین شد. نتایج به‌دست‌آمده نشان داد که اکثر این دانشجویان استفاده از تکنیکهای شناختی را ترجیح می‌دهند. همچنین، نتایج به رابطه معنادار بین استفاده از تکنیکهای یادگیری زبان و پتانسیل تفکر انتقادی این دانشجویان و عدم وجود رابطه معنا داربین استفاده از تکنیکهای یادگیری زبان و انگیزه دانشجویان نامبرده اشاره کرد. نتایج همچنین کاربرد این یافته ها را برای دوره های فراگیری زبان برای اهداف ویژه ESP)) را ارائه می دهد. پرونده مقاله -
دسترسی آزاد مقاله
95 - بررسی نظریه میدان شکل ساز در یادگیری زبان
رزیتا ذبیحی حسن احدیچکیده:هدف این پژوهش مطالعه وکاربرد نظریه میدان شکل ساز در حیطه یادگیری زبان است. روش پژوهش از نوع علی- مقایسه ای بوده و جامعة آماری آن کلیه دانشجویان دانشگاه آزاد اسلامی واحد تهران مرکز در رشته های علوم انسانی به جز زبان های خارجی بودند. با استفاده از نمونه گیری خوشه ای چکیده کاملچکیده:هدف این پژوهش مطالعه وکاربرد نظریه میدان شکل ساز در حیطه یادگیری زبان است. روش پژوهش از نوع علی- مقایسه ای بوده و جامعة آماری آن کلیه دانشجویان دانشگاه آزاد اسلامی واحد تهران مرکز در رشته های علوم انسانی به جز زبان های خارجی بودند. با استفاده از نمونه گیری خوشه ای 300 دانشجوی زن و مرد انتخاب شدند. با استفاده از نرم افزار آموزش زبان سواحیلی 20 لغت صحیح انتخاب شده و سپس با درهم ریختن حروف این لغات 20 کلمه در هم ریخته نیز تهیه گردید. با نرم افزار پاورپوینت 20 قاب شامل 20 لغت صحیح و 20 لغت درهم ریخته از زبان سواحیلی تهیه شد. همسانی درونی لغت های این قاب ها براساس آلفای کرونباخ 84/0 و پایایی بازآزمایی این لغت ها نیز معادل 87/0 برآورد شد. هر قاب به مدت 10 ثانیه برای آزمودنی ها به نمایش گذاشته شده وآنها لغاتی را که صحیح تشخیص می دادند، انتخاب و یادداشت می کردند. برای تحلیل داده ها از روش آزمون دوجمله ای استفاده شد. نتایج نشان داد که: 1. در 13 مورد از 20 مورد، انتخاب لغات درست به طور مشخصی بیشتر از انتخاب نادرست لغات بوده است. 2. لغات درست در 25/56 درصد از موارد، توسط شرکت کنندگان انتخاب شدند. 3 . نظریه میدان شکل ساز در یادگیری مهارت کلامی پاسخگواست. 4. بین دقت ترسیم لغات صحیح و در هم ریخته زبان سواحیلی تفاوت وجود دارد. 5. بین زنان و مردان در دقت ترسیم لغات صحیح و در هم ریخته زبان سواحیلی تفاوت وجود ندارد. این یافته ها با پژوهش هایی که در سایر کشورها در مورد زبان های چینی و روسی انجام شده همخوانی دارد، بنابراین نظریة میدان شکل ساز در رابطه با جایگاه حافظه و تسهیل یادگیری در مهارت های کلامی پاسخگو است. پرونده مقاله -
دسترسی آزاد مقاله
96 - ارتباط بهکارگیری راهبردهای یادگیری و سطح مهارت فراگیران زبان انگلیسی بهعنوان یک زبان خارجی
مجتبی محمدیچکیده: هدف اصلی این تحقیق بررسی ارتباط به‎کارگیری راهبردهای یادگیری در فرآیند یادگیری زبان انگلیسی و مهارت زبانی آنها در میان دانشجویان زبان انگلیسی می‎باشد. این گروه شامل 189 دانشجوی سال اول زبان انگلیسی بوده که به روش نمونه‎گیری تصادفی گروهی از میان 368 دا چکیده کاملچکیده: هدف اصلی این تحقیق بررسی ارتباط به‎کارگیری راهبردهای یادگیری در فرآیند یادگیری زبان انگلیسی و مهارت زبانی آنها در میان دانشجویان زبان انگلیسی می‎باشد. این گروه شامل 189 دانشجوی سال اول زبان انگلیسی بوده که به روش نمونه‎گیری تصادفی گروهی از میان 368 دانشجوی سال اول زبان انگلیسی دانشگاه آزاد اسلامی رودهن انتخاب شده‌اند. در این تحقیق از پرسش‎نامه راهبردهای یادگیری زبان آکسفورد (SILL) و نسخه آزمون سنجش بسندگی زبان انگلیسی تافل ETS)) سال 2003 استفاده شده است. یافته‌های این تحقیق نمایانگر وجود همبستگی میان به‎کارگیری راهبردهای یادگیری و سطح مهارت زبان انگلیسی این دانشجویان می‎باشد. علاوه بر این، تفاوت قابل ملاحظه‌ای بین دانشجویان دختر و پسر در به‎کارگیری راهبردهای یادگیری و سطح مهارت آنها مشاهده نشده است. پرونده مقاله -
دسترسی آزاد مقاله
97 - مقایسه‌ی یادگیری زبان انگلیسی دانش‌آموزان دو زبانه با دانش‌آموزان یک زبانه
ناصر یوسفی احمد سهرابی عذرا اعتمادی سیداحمد احمدیچکیده: این پژوهش به بررسی رابطه دو زبانه و یک زبانه با یادگیری زبان انگلیسی در میان دانش آموزان پسر پایه سوم مقطع راهنمایی با کنترل سه متغیر فردی(هوش)، خانوادگی وآموزشگاهی می پردازد. در این پژوهش200 دانش‌آموز پایه سوم مقطع راهنمایی(نیمی عرب زبان ونیمی فارسی زبان)از مد چکیده کاملچکیده: این پژوهش به بررسی رابطه دو زبانه و یک زبانه با یادگیری زبان انگلیسی در میان دانش آموزان پسر پایه سوم مقطع راهنمایی با کنترل سه متغیر فردی(هوش)، خانوادگی وآموزشگاهی می پردازد. در این پژوهش200 دانش‌آموز پایه سوم مقطع راهنمایی(نیمی عرب زبان ونیمی فارسی زبان)از مدارس ناحیه چهار اهواز به طور تصادفی خوشه ای انتخاب شدند.برای جمع آوری اطلاعات از پرسشنامه محقق ساخته،آزمون هوشی ریون وامتحان معلم ساخته پایانی برای متغیرهای کنترل و یادگیری زبان انگلیسی استفاده شده است. نتایج پژوهش نشان داد بیشترین همبستگی ساده بین یادگیری زبان انگلیسی دانش آموز با تدریس شاگردمحور بدست آمده است.دراین پژوهش به جز متغیر های درسی محور و ترتیب تولد،بقیه متغیرها با یادگیری زبان انگلیسی رابطه داشته اند بخصوص متغیر دو زبانگی،تدریس شاگردمحور،موقعیت اقتصادی،فرهنگی خانواده،وضعیت مطلوب آموزشگاهی،تحصیلات معلم وهوش دانش آموز در معادله رگریسون مؤثر بوده اند.این متغیرها حدود 88 درصد واریانس یادگیری زبان انگلیسی را تبیین می کنند. با کنترل متغیرهای فردی،نمره زبان با دو زبانگی همبستگی معنی داری بدست آمد:( r = 47، 050/0α<). بدین ترتیب دو زبانگی بعد از کنترل برخی متغیرهای مربوط به دانش آموزان از قبیل هوش،خانواده،وضعیت، مدرسه معلم وتدریس شاگردمحور،می تواند 25درصد واریانس یادگیری زبان انگلیسی را تبیین کند که در سطح آلفای ( 05/0α<) معنی دار است.به طور کلی بعد از کنترل یا خنثی کردن متغیرهای خانوادگی،فردی وآموزشگاهی،دانش آموز دو زبانه ویک زبانه دریادگیری زبان انگلیسی با هم تفاوت معنی داری دارند.(یعنی دانش آموزان دو زبانه بیشتر از دانش آموزان یک زبانه،انگلیسی را یاد می گیرند)تحلیل کواریانس هم نتایج مشابهی نشان می دهد،که در بخش تبیین کاملاّ به آن اشاره شده است. پرونده مقاله -
دسترسی آزاد مقاله
98 - 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
99 - 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 -
دسترسی آزاد مقاله
100 - Stage-Like Development of Morpho-Syntactic Structure of Do-S-V (O) in Iranian EFL Learners’ Writing and Speaking: A Mixed-Methods Analysis
Mahin Sadat TabatabaeeProcessability Theory (PT) is a theory of second language acquisition (SLA) developed to explain developmental sequences in SLA as well as some other phenomena. Within the framework of Processability Theory (PT) and through analyzing the written performance of Iranian چکیده کاملProcessability Theory (PT) is a theory of second language acquisition (SLA) developed to explain developmental sequences in SLA as well as some other phenomena. Within the framework of Processability Theory (PT) and through analyzing the written performance of Iranian EFL learners, the present research focused on the acquisition of the morpho-syntactic structures of “do- s- v (o)” across five proficiency levels, from elementary to advanced and compared it with the stage-like development model of morpho-syntactic structures proposed by Pienemann (2005a). The study followed a mixed method design and the data were collected from 350 participants in five different proficiency levels from elementary, pre-intermediate, intermediate, upper-intermediate and advanced; furthermore, 45 pre-intermediate to advanced students were interviewed. The participants were asked to provide samples of their written performance on different tasks such as introduction task, habitual action task, story retelling task, picture description task, composition, and communication task; furthermore, they were interviewed on the same topics. The data in this research were analyzed both qualitatively, in order to identify and classify the type and order of the morpho-syntactic structures, and quantitatively by calculating mean scores. The results of Kruskal-Wallis test revealed that “do-subject- verb was concordant with Pienemann’s (2005a) model. This finding implies that PT is valid for Iranian EFL learners, considerably. The findings of this research can be of benefit for language teachers, learners, and syllabus designers. پرونده مقاله -
دسترسی آزاد مقاله
101 - Enhancing Language Pragmatics Instruction through Artificial Intelligence: A Mixed-Methods Study
Weam Lateef Fenjan AlfuraijiThe purpose of this research was to evaluate whether or not Artificial Intelligence (AI) tools are effective in improving language pragmatics training for university students in Iraq who have an intermediate level of English proficiency. The research made use of a mixed چکیده کاملThe purpose of this research was to evaluate whether or not Artificial Intelligence (AI) tools are effective in improving language pragmatics training for university students in Iraq who have an intermediate level of English proficiency. The research made use of a mixed-methods approach, which combines qualitative and quantitative data in order to investigate how artificial intelligence affects the acquisition of pragmatic competence (RQ1), learner perceptions (RQ2), and the effectiveness of AI in comparison to traditional methods (RQ3). The results of the study indicated that the intervention including the AI tool resulted in a statistically significant improvement in pragmatic competence scores when compared to the conventional method of instruction. Learners who were part of the experimental group also reported having favorable impressions of the effectiveness of the artificial intelligence tool. They highlighted the program's emphasis on practical application, as well as its interactive features and individualized feedback. This research makes a contribution to the field of language instruction by demonstrating the potential of artificial intelligence to develop a more interactive and individualized learning experience for pragmatics, which will ultimately lead to improved communication skills among students. پرونده مقاله
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