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List of Articles
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Open Access Article
1 - The Role of Explicit Corrective Feedback Timing in Second Language Structure Accuracy
سوری سلاجقه علی اکبر خومیجانی فراهانی حسن شهابیThis study examined the effects of explicit metalinguistic corrective feedback on the accurate use of English regular past tense structure. The main purpose was to investigate whether the immediate provision of metalinguistic feedback after writing task completion or it MoreThis study examined the effects of explicit metalinguistic corrective feedback on the accurate use of English regular past tense structure. The main purpose was to investigate whether the immediate provision of metalinguistic feedback after writing task completion or its delayed provision after two days in the next classroom session could differentially impact the structure accuracy. One-hundred and five Iranian English as a foreign language (EFL) learners agreed to take part in this study and were assigned into three conditions: immediate metalinguistic feedback, delayed metalinguistic feedback, and control condition without any feedback. A repeated-measures ANCOVA was used to provide answers to the research question. Results revealed the superiority of the delayed metalinguistic feedback over both the immediate feedback and control conditions in the immediate post-test. And, in the delayed post-test, the immediate metalinguistic feedback outperformed the other groups. The implications of these findings and suggestions for further research are further discussed. Manuscript profile -
Open Access Article
2 - A TELL-Based TBLT in ESP Courses: Focus on Undergraduates’ Metacognitive Reading Comprehension Strategies
مهناز شعله محمد رضا طالبی نژاد محسن شاهرخیAchievements of either CALL or TBLT methods especially in ESP courses in a globalized world demand TELL-based TBLT and online tasks to be appropriately designed and applied to ESP programs. Thus, 87 ESP learners were assigned as the control (ESP+TBLT) and experimental ( MoreAchievements of either CALL or TBLT methods especially in ESP courses in a globalized world demand TELL-based TBLT and online tasks to be appropriately designed and applied to ESP programs. Thus, 87 ESP learners were assigned as the control (ESP+TBLT) and experimental (ESP+TELL+TBLT) groups in this investigation. A metacognitive reading strategies questionnaire was modified and translated by the researchers. Moreover, a Computer Attitude questionnaire was employed to check the experimental participants’ interest in learning via technology. Data analysis was conducted via SPSS 24. Their metacognitive reading comprehension strategies were analyzed via a set of mixed between-within subjects’ analysis of variance (SPANOVA). Results revealed that there was a significant interaction between treatment method and time, i.e., both groups revealed a change in metacognitive reading strategies score across time, though the control group performed negatively, showing a slight decrease. The findings also indicated that while a mean difference was mathematically observed between the control and experimental groups in terms of metacognitive reading strategies, such a difference was not considered statistically significant. That is, there was no significant difference in the strategies for both groups, yet the experimental group revealed an increase in the mean scores. The experimental participants did not reach any significantly different level for metacognitive reading strategies compared to their control-group counterparts. Nonetheless, since SAMT material was instructed to learners during one academic semester, this study implied a single academic semester was not adequate time to work on and improve the learners’ metacognitive reading comprehension strategies. Manuscript profile -
Open Access Article
3 - Consecutive Interpreting in a Nutshell
حسین رحمان پناهConsecutive interpreting is the process of interpreting after the interlocutor has completed his or her speech in the source language and pauses while the interpreter transmits that information (Russell, 2005). Therefore, consecutive interpreting involves a lot of concu MoreConsecutive interpreting is the process of interpreting after the interlocutor has completed his or her speech in the source language and pauses while the interpreter transmits that information (Russell, 2005). Therefore, consecutive interpreting involves a lot of concurrently challenging cognitive and affective processes for the interpreter. However, consecutive interpreting which is commonly employed as one of the major modes of interpreting in different settings appears to be disregarded or unexplored in interpreting research. Hence, the researcher, in this review, provides an in-depth elucidation of certain conspicuous issues within consecutive interpreting, including the revision of certain consecutive models, the significance of cognitive issues within consecutive interpreting, memory training, and using process and product oriented strategies during consecutive interpreting. This review highlights the fact that consecutive interpreting is a complex process in which involves different mental and cognitive operations, comprising consecutive interpreters’ memory and memory-aiding notes in which assist consecutive interpreters’ performance during the rendition and also consecutive interpreters’ strategy exploitation in which derives from his or her competence and sub-competence. Overall, this review might open up the floodgates of research within consecutive interpreting or it might provide certain guidelines and insights for consecutive interpreting trainers and practitioners. Manuscript profile -
Open Access Article
4 - Discrepancies between the Speech of Male and Female in Lecturing: Language Management in Focus
زهره جراح زاده محمد حشمدارThe purpose of this case study is to shed light on differences between the speech of male and female students in presenting a lecture in academic settings. It also aimed to discover which gender more follow essential steps in line with language management. This qualitat MoreThe purpose of this case study is to shed light on differences between the speech of male and female students in presenting a lecture in academic settings. It also aimed to discover which gender more follow essential steps in line with language management. This qualitative study discussed the discrepancies from multiple perspectives containing standard form, using grammar, pronunciation and intonation, using synonyms, expanding the topics, and conversational style. In addition, to consider these components, this research attempts to discover which gender follows different phases to prepare a lecture before presenting it. This qualitative study was conducted throughout observation protocol, writing diary, and semi-structured interviews consisting of seven Iranian participants who have General English course with ages ranging from 19-25. To sum up, the researchers concluded that female students outperformed in the whole process of this inquiry. The study tries to provide insight to genders to understand each other's discrepancies which is a need and act as a key to better communication. Manuscript profile -
Open Access Article
5 - Identity Construction and E-Learning: The Role of Virtual Teaching in EFL Learners’ Identity
آذر باقری مسعودزاده ندا فاتحی رادThe present study considered the role of E-learning in EFL learners’ identity construction. It specifically tried to highlight the extent that different aspects of students’ identity were constructed in the virtual teaching context. It also identified the mo MoreThe present study considered the role of E-learning in EFL learners’ identity construction. It specifically tried to highlight the extent that different aspects of students’ identity were constructed in the virtual teaching context. It also identified the most/least dominant types of identity construed in the E-learning context and explored the possible difference between male and female learners as far as E-learning identity is concerned. To achieve the objectives, the researcher adopted survey research as a quantitative method with a sample of 80 newcomer students of both genders. The study centered on the Internet via Adobe Connect Application for virtual classes. It is worthy to mention that participants of the study experienced E-learning during a term in the case of virtual education imposed by COVID-19. The data were collected through Aspect Identity Questionnaire (AIQ) and moved to SPSS software to be analyzed and interpreted. Results indicated that a high extent of language learning identity was achieved among the participants, and relational and collective identity types were identified as the most and least dominant ones in them, respectively. Moreover, findings of overall language learning identity presented no difference in both genders (male & female EFL learners). Manuscript profile -
Open Access Article
6 - Navigating Turn-Taking System in an Online Synchronous Course: The Case of Gender and Language Proficiency
عزیزه چالاک مهراد کریمیEnglish learners' turn-taking system has been impacted due to the sudden shift from traditional face-to-face classes to virtual learning during the COVID-19 pandemic. The purpose of the study was to obtain a closer understanding of how students and teachers constructed MoreEnglish learners' turn-taking system has been impacted due to the sudden shift from traditional face-to-face classes to virtual learning during the COVID-19 pandemic. The purpose of the study was to obtain a closer understanding of how students and teachers constructed turns during their interactions. The data were collected from the audio transcripts of 55 students of two intermediate and two advanced EFL classrooms that were held on the Zoom platform. After collecting the data, they were transcribed through the modified version of Sacks, Schegloff, and Jefferson's Model and analyzed by the SPSS, through the Chi-Square tests. The results showed that the students were mostly addressed by their teachers. Moreover, the male students took more turns, and there was a meaningful difference in the turn-taking system of the intermediate and advanced EFL learners. Therefore, both gender and the level of proficiency influenced the patterns of turn-taking in online classrooms. The results might contribute to raising teacher awareness towards the preferred turn-taking patterns in a virtual synchronous classroom. Manuscript profile -
Open Access Article
7 - Comparison of Iranian EFL Teachers at Public Schools and Private Language Schools: Critical Thinking Ability and Gender in Focus
مونس معصومی زاده شیما قبادیCritical thinking (CT), a basic survival skill in this fast-paced and ever-changing world we live in, has been the focus of many studies in recent years. Looking at the literature of studies, it can be clearly understood that an essential factor like gender has been ign MoreCritical thinking (CT), a basic survival skill in this fast-paced and ever-changing world we live in, has been the focus of many studies in recent years. Looking at the literature of studies, it can be clearly understood that an essential factor like gender has been ignored in the investigations conducted on CT. The present study examined the status of CT among Iranian EFL teachers and its relationship with gender in the private and public sectors. In other words, the study attempted to trace any difference between male and female EFL teachers in applying this vital skill. With these purposes in mind, 153 EFL teachers (male=57 and female=96) were selected according to a convenience sampling from 20 private language institutes and 20 public schools in Isfahan to participate in the study. The participants were requested to complete an eighty-item Watson-Glaser’s Critical Thinking Appraisal questionnaire. The findings indicated a poor status of CT among the teachers; also, it was revealed that males and females were not significantly different from one another in applying CT skills. However, the private sector apparently has provided a better context for the development of CT among EFL teachers. The conclusion and implications of the study were further discussed. Manuscript profile -
Open Access Article
8 - Identification of Overlapping Predictive Categories: ESP Textbooks in Focus
فرحناز بهلولی اسگوییThe notion of ‘prediction’ as a prospective rhetorical device in improving the reading abilities of ESP learners is significant on the basis of the assumption that once the rhetorical structure of the text is understood by the learner, he is able to use this MoreThe notion of ‘prediction’ as a prospective rhetorical device in improving the reading abilities of ESP learners is significant on the basis of the assumption that once the rhetorical structure of the text is understood by the learner, he is able to use this to predict the type of forthcoming information. This study explores the possibility of linking the textual indices of ‘Predictive Categories’ with the understanding of content knowledge. The article reports on descriptive qualitative research based on data comprising 10 chapters from 5 textbooks in the field of Civil Engineering, applying a model of discourse analysis designed by Tadros (1981), as the method of the study, using the notion of prediction. The Six Predictive Categories introduced by Tadros (1981) underpinning the model, include Enumeration, Advance Labelling, Reporting, Recapitulation, Hypotheticality and Question were explored continuously in the selected texts. What makes this study significant is that a new Predictive Category has been identified in which two or three Predictive Categories are exactly overlapping each other. Basing our assumption on the pedagogical benefits gained by ESP learners, teachers, and material designers, it is suggested that the consciousness-raising of these categories has valuable benefits for all ESP community members. Manuscript profile -
Open Access Article
9 - The Role of Corrective Feedback Via Offline and Online Applications on Iranian EFL Learners’ Grammatical Accuracy
بهرام دهقانپور ژاله بهشتی مجید دهستانیThe present study aimed to compare the grammatical accuracy of Iranian EFL learners who were exposed to online and offline applications in distance learning. The participants who provided data for this study were 30 intermediate EFL female learners. They were divided in MoreThe present study aimed to compare the grammatical accuracy of Iranian EFL learners who were exposed to online and offline applications in distance learning. The participants who provided data for this study were 30 intermediate EFL female learners. They were divided into control and experimental groups. First of all, they were asked to participate in the grammar test designed in Google Docs form- an online application- and the grammar test designed via the “Learn English Grammar application”- an offline application. Then, students shared the links through the WhatsApp application and the teacher checked their results in terms of grammatical accuracy. In the first phase of the study, the mean difference in their grammar accuracy was not significant. After examining their papers and finding some grammatical errors students faced, the teacher explained the grammatical points in LMS classes for the control group; while the same subjects were assigned to the experimental group to work with via application. The students were also examined via the application and the teacher’s direct correction in 8 sessions. After treatment, the same test was held through the application and google docs. The result showed that participants of the offline group outperformed the groups whose errors were corrected by the teacher. Since the former could retake the test and choose the correct answers via application repeatedly, thus they learn better from their mistake as they were compared to the control group who were corrected by the teacher. The findings of this study offer promising implications for material developers, syllabus designers, EFL teachers, and learners. Manuscript profile -
Open Access Article
10 - A Study of Demotivational Factors in Iranian ELT Context: Resolutions and Attitudes from Teachers
مسعود طاهری لَرکی رضا عیدیThe authors, in the current study, looked at the causes of demotivation among adult language instructors at the language schools in Shahrekord and Brujin. The participants in this study were 50 EFL teachers. Data were gathered using the Teacher Demotivation Questionnair MoreThe authors, in the current study, looked at the causes of demotivation among adult language instructors at the language schools in Shahrekord and Brujin. The participants in this study were 50 EFL teachers. Data were gathered using the Teacher Demotivation Questionnaire (TDQ), which Sugino (2010) developed. The data from this study were analyzed using a one-sample t-test and some independent-sample t-tests. When comparing the results, it was found that "Students are not interested in studying," "low teacher evaluation from students," "low pay," and "little appreciation from the administration" were, in order, the most demotivating factors in SAC, TMF, RWC, and HR. "Students' attitude" and "research and working conditions" were more significant and regarded as more potent demotivating factors among the questionnaire's four subsections. In light of all the various suggestions for solutions, it appeared that the teachers' demands for higher pay and commuter reimbursement were the most demoralizing elements of all. The results of this study have some pedagogical and practical ramifications for teachers, administrators, and L2 students. Manuscript profile -
Open Access Article
11 - The Relationship between Teachers’ Emotion Regulation and Psychological Well-Being in English Language Classrooms: Emotion Regulation Strategies in Focus
لعیا تهامی زرندی مهری حداد نرفشان پیمان صیف الدینThe present study investigated the relationship between teachers’ emotional regulation and psychological well-being. It also explored the emotion-regulation strategies used by349English language teachers.The research, a cross-sectional mixed-method survey, studied MoreThe present study investigated the relationship between teachers’ emotional regulation and psychological well-being. It also explored the emotion-regulation strategies used by349English language teachers.The research, a cross-sectional mixed-method survey, studied Iranian high school teachers from Kerman Province and four of its. Tocollect the data, teachers’ emotion regulation strategies questionnaire and psychological well-being questionnaire were submitted to English language teachers either in person or via email. In addition, a semi-structured interview was used to explore the teachers’ reflections concerning the strategies that they use in regulating their emotions. Correlations showed that emotion regulation and its sub-scale (cognitive reappraisal) correlated positively with teachers’ psychological well-being among English language teachers.The preferred strategy of emotion regulation was cognitive reappraisal. Moreover, the findings showed a medium level of emotion regulation and psychological well-being among English language teachers.Besides, the qualitative findings revealed that teachers used situation selection, situation modification, attention deployment, and cognitive change to regulate their emotions. In brief, curriculum and educational planners should take steps to support teachers in regulating their emotions, which contributes to their psychological well-being. Manuscript profile -
Open Access Article
12 - A Review of Chaume, F. (2020). Audiovisual translation: dubbing. Routledge.
راحله اشکور وکیلیThis paper provides a critical review of Chaume's "Audiovisual Translation, Dubbing", a book that offers a comprehensive analysis of the theory and practice of dubbing in audiovisual translation. The review highlights the strengths of the book, including its well-struct MoreThis paper provides a critical review of Chaume's "Audiovisual Translation, Dubbing", a book that offers a comprehensive analysis of the theory and practice of dubbing in audiovisual translation. The review highlights the strengths of the book, including its well-structured approach and its detailed exploration of the different stages involved in the dubbing process. The book's attention to the cultural and linguistic aspects of dubbing is also noted, as is its practical advice on how to adapt jokes and cultural references. However, the review also notes that the book may be too technical and dense for some readers and that it lacks a discussion of the role of technology in the dubbing process. Overall, the review concludes that "Audiovisual Translation, Dubbing" is a valuable resource for students, scholars, and professionals working in the field of audiovisual translation. Moreover, the book provides interesting research lines for graduate students of translation studies cross-culturally. Manuscript profile
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