Journal of Studies in Learning and Teaching English: 5 (2)

Open Access Article

1 - Relationship Between Learning Styles Of Advanced Iranian EFL Learners and Their Achievment
Fatemeh Barzegar Ghaffar Tajalli

This study investigated language learning styles of Iranian EFL learners and their class achievement. To this end, sixty female ad- vanced learners of instruction and different ages (15-30), studying at a language institute in Shiraz were asked to take part in the study More

This study investigated language learning styles of Iranian EFL learners and their class achievement. To this end, sixty female ad- vanced learners of instruction and different ages (15-30), studying at a language institute in Shiraz were asked to take part in the study. A 30- item language learning styles questionnaire developed by Reid (1987) was employed to elicit information for the study. The data obtained through the questionnaire were subjected to Pearson correlation in order to check the relationship between the learning style and class achieve- ment. Results showed that students use different learning styles in class and indicated that kinesthetic and group learning styles were the most favorable ones among Iranian EFL learners. The aforementioned styles positively correlated with the learners’ achievement. Manuscript profile

Open Access Article

2 - A Critical Discourse Analysis on Media Excerpts
Ghasem Tayebbi Fatemeh Behjat

As narrative discourses and discursive thematic frame- works on social issues in media can provide us with an insight into how different understandings and perspectives serve to construct dif- ferent presentations of social actors, social events as well as social re- la More

As narrative discourses and discursive thematic frame- works on social issues in media can provide us with an insight into how different understandings and perspectives serve to construct dif- ferent presentations of social actors, social events as well as social re- lations and conflicts, it seems necessary to take them into more seri- ous considerations. To this end, the present study was an attempt to have a critical discourse analysis on two papers published on “attack to Ghaza”. Through a deep media discourse analysis, it was found that there is a pattern of who is speaking and in what way in mass media the meaning is constructed by journalistic conventions as well as by social norms, and by rules that in part are set by a political regime. It was re- vealed that conventions play a strong role as we apply a representation analysis method Manuscript profile

Open Access Article

3 - The Effects of Learners’ Gender on Their Preferences for Corrective Feedback
Elaheh Khorshidi Ehsan Rassaei

This study aimed at investigating the effect of learners’ gender on their preferences for corrective feedback. Learners’ prefer- ences which were investigated included the necessity, frequency, timing, type, method, and delivering agent of error treatment. T More

This study aimed at investigating the effect of learners’ gender on their preferences for corrective feedback. Learners’ prefer- ences which were investigated included the necessity, frequency, timing, type, method, and delivering agent of error treatment. To this end, a questionnaire was administered to a random sample of 100 participants (50 males and 50 females) studying English (EFL) at Shiraz Azad Uni- versity. Pearson Chi-square was used to investigate the relationship between learners’ gender and their preferences for corrective feedback. The findings revealed that there were no statistically significant differ- ences between males and females regarding their preferences for correc- tive feedback except for their choice of necessity of error correction and the no corrective feedback option. In other words, males and females were different in rating necessity of error correction and also choosing no corrective feedback as a viable option. Furthermore, clarification request and repetition were the most frequent feedback while explicit feedback was the least frequent feedback among males and females. Manuscript profile

Open Access Article

4 - Reading Strategy Use in Iranian Young Learners’ Classrooms Through a Task-Based Syllabus
Mohammad Mohammadi Sima Khezrlou

With regard to the impossibility of preparing learners for each situation that they might encounter in their life, it is more logical to teach them how to cope with unexpected challenges. Helping learners ‘learn how to help themselves’ can be facilitated by More

With regard to the impossibility of preparing learners for each situation that they might encounter in their life, it is more logical to teach them how to cope with unexpected challenges. Helping learners ‘learn how to help themselves’ can be facilitated by means of tasks and activities in the classroom context. This paper presents some of the find- ings of a study on Iranian young learners between the ages of 13 and 17, learning English as a foreign language. The main aim of the study was to examine the effect of task-based strategy instruction on junior and senior high school learners’ reading comprehension performance, and in the process, several factors influencing the classroom acquisition of English became evident. From among these, the emergence of strategies will be discussed in this paper. Manuscript profile

Open Access Article

5 - Concepts of Negotiated Syllabus and Assessments in EFL Setting
Fatemeh Mollaei

One of the basic processes in language teaching contexts is the design of the curriculum and syllabus. Changing needs of language teaching leads to new syllabus, which appeals to the learners better than the others. One of these new models is the negotiated syllabus in More

One of the basic processes in language teaching contexts is the design of the curriculum and syllabus. Changing needs of language teaching leads to new syllabus, which appeals to the learners better than the others. One of these new models is the negotiated syllabus in language classrooms. A negotiated syllabus or process syllabus is very different from other syllabuses; this is to say this model gives students an opportunity to participate in the design of the language program con- tent as well as in assessment. This theory was originally born out of the need for a communicative approach. Supporters of this theory contend that a negotiated syllabus places students’ needs in the forefront. Stu- dents should be allowed to negotiate learning outcomes, to coordinate with teachers and other learners in a process of discovery, to involve in critical thinking and to relate everything they do in school of their reality outside the classroom. This study aims to discuss the implemen- tation of a particular kind of syllabus known as a negotiated syllabus and negotiated assessment in EFL setting. It is an attempt to consider how negotiated work can help learners learn and how they can manage their own learning in creating learning opportunities for themselves and each other, and to feel confident that the learning opportunities they create fit their own individual needs Manuscript profile

Open Access Article

6 - Grammatical Competence Development of Nursery School Children Acquiring Persian
Farhad Tayebipour Mohammad Javad Riasati

This study is an attempt to answer three questions: First, whether there is a difference between the grammatical competence de- velopment of a group of children aged 2;6 vs. a group of children aged 3;6. Second, whether there is a relationship between the children&rsquo More

This study is an attempt to answer three questions: First, whether there is a difference between the grammatical competence de- velopment of a group of children aged 2;6 vs. a group of children aged 3;6. Second, whether there is a relationship between the children’s age and their MLU on the one hand and their speech and the caretakers’ speech on the other. Third, whether or not the normal limit proposed by Brown (1973) is also observed in the acquisition of Persian. To this end, six children were studied during a six-week period. The results indicate that in terms of age difference, there is neither an unequivocal yes nor a definitive no answer to the question, i.e. in some cases there is a difference whereas in other cases there is no difference at all. Re- garding the relationship, no significant relationship was found between the speech of the children and the speech of the caretakers’ in terms of Mean Length of Utterance (MLU). Finally, it is indicated that the limit proposed by Brown (1973) is also observed in Farsi. Manuscript profile

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