Number 3 Volume 4

Open Access Article

1 - The Impact of Negotiated Syllabus on the EFL Learners’ Writing Ability and Self-Esteem
Seyedeh Fatemeh Saleh Roohollah Maleki

The purpose of this study was to investigate the impact of negotiated syllabus ondeveloping EFL learners’ writing ability and self-esteem. To do so, first Nelsonproficiency test was administered to 90 participants to select intermediate homogenouslearners. The sco More

The purpose of this study was to investigate the impact of negotiated syllabus ondeveloping EFL learners’ writing ability and self-esteem. To do so, first Nelsonproficiency test was administered to 90 participants to select intermediate homogenouslearners. The scores were analyzed and the mean was obtained. Then one standarddeviation above and below the mean was considered as a technique to homogenize theparticipants. Therefore, 61 learners were selected as homogeneous intermediateparticipants for this study. The learners were divided into experimental group (n = 30) andcontrol group (n = 31). A writing test and self-esteem questionnaire (SEI) as pre-tests weregiven to both groups in order to determine their writing ability and level of self-esteembefore starting the treatment course. The control group received conventional writinginstruction but the experimental group experienced writing instruction based on negotiatedsyllabus. At the end of the course, the learners in both groups took a writing test and self –esteem questionnaire as post-test to find out which group had performed significantlybetter than the other. Independent samples t-test found a statistically significant differencein writing scores for experimental and control groups on the post-test favoring theexperimental. Besides, t-test found a statistically significant difference in self-esteemscores between the two experimental and control groups on the post-test in favor of theexperimental. Thus, the findings of present study indicated that writing ability and selfesteemwere more significantly affected in light of the treatment via negotiated syllabus. Manuscript profile

Open Access Article

2 - The Effect of Using Input Enhancement on Iranian Intermediate EFL Learners of L2 Adjective Knowledge
Mahboobeh Joze Tajareh Mohammadreza Khodareza

The role of input is vital in the process of foreign language learning. This article intended toinvestigate the effect of using input enhancement on Iranian intermediate EFL learners’knowledge of L2 adjectives. The question of this study lied in the fact that whet More

The role of input is vital in the process of foreign language learning. This article intended toinvestigate the effect of using input enhancement on Iranian intermediate EFL learners’knowledge of L2 adjectives. The question of this study lied in the fact that whether using inputenhancement in classroom has any effects on intermediate EFL learners’ knowledge of L2adjectives. This article considered some issues underlying input enhancement between twolanguages and their effect on L2 adjective knowledge. The participants were 60 intermediateEFL learners were homogenized by Oxford Placement Test and were divided in two groups, oneof them was control group and the other was the experimental group. The next step, the pretest ofadjectives knowledge was administered for both groups. Then treatment was administered in theway that input enhancement was used in one group and there wasn’t any input enhancement incontrol group. After that the posttest was administered in both groups and at the end the data wasanalyzed by two way independent sample t-test and one-way ANCOVA. The result of studyshowed that the null hypothesis of the study was rejected. Manuscript profile

Open Access Article

3 - The Study of Iranian EFL Learners’ Performance in Separable and Inseparable Verbs and Prepositions
Mohammad Taghi Hasani Azadeh Zarei Koshki

The use of phrasal verbs is problematic for Iranian EFL learners. Accordingly, the present studyinvestigated the performance of Iranian intermediate and advanced EFL learners in separable andinseparable verbs. The total population of the study was one hundred female Ira More

The use of phrasal verbs is problematic for Iranian EFL learners. Accordingly, the present studyinvestigated the performance of Iranian intermediate and advanced EFL learners in separable andinseparable verbs. The total population of the study was one hundred female Iranian EFLlearners who studied English as foreign language in Kaj language institute in Qazvin, Iran. Theparticipants were all female EFL learners and varied in age from sixteen to twenty. Out of ahundred EFL learners, fifty learners were selected to participate in the present study after thehomogenization test (the vocabulary test). The homogenized EFL learners were divided into twointermediate and advanced groups. The instruments were English vocabulary and two posttestsof separable and inseparable verbs. Paired-samples T-test was used for analyzing the collecteddata. The ultimate result of the present study showed that the Iranian intermediate and advancedEFL learners had a better performance on inseparable verbs in comparison with separable verbs. Manuscript profile

Open Access Article

4 - The Effectiveness of Shadow-Reading With and Without Written Script on Pronunciation of Iranian Intermediate EFL Students
Meisam Shafiei Ramin Rahmany

Pronunciation is essential to appropriate communication because the incorrect use ofpronunciation inevitably leads to the message being misunderstood by the receptor. In spite of itsimportance, L2 learners often regard pronunciation as the most difficult language skill More

Pronunciation is essential to appropriate communication because the incorrect use ofpronunciation inevitably leads to the message being misunderstood by the receptor. In spite of itsimportance, L2 learners often regard pronunciation as the most difficult language skill to learn.In this study, shadowing as an act or task in pronunciation, in which the learner tracks the targetspeech and repeats it immediately as exactly as possible, is recommended to enhance thestudents’ pronunciation. More specifically, this study aimed at investigating the effect ofshadowing with and without written script on the Iranian EFL students’ pronunciation. 77participants out of a population of 99 students were randomly picked through the administrationof Preliminary English Test (PET). The participants were three groups of intermediate level. TheFirst group, containing 27 students, did shadow-reading with written script (group A); the secondgroup comprising 25 students, who did shadow-reading without written script (group B); and thethird, consisting of 25 learners, who acted as the control group. Each shadowing lesson wasconducted with the detailed instructions as recommended by Kadota and Tamai (2004). The datawere collected through the administration of a pre- test and a post-test. The analysis of the testscores, using a one-way ANOVA, revealed that the experimental groups (A & B) performedstatistically better in pronunciation. It also revealed that the shadowing with written script groupperformed statistically better than the without written script group. The implications of this studyare that shadowing, as a fruitful technique, can be incorporated into the teaching of thepronunciation to the EFL students. Manuscript profile

Open Access Article

5 - The direct and indirect effect of corrective feedback in speaking accuracy on L2 learners in Iranian EFL context
Pegah Javadi Bahador Sadeghi

The purpose of the current study was to investigate the effects of direct and indirect correctivefeedback on Iranian intermediate EFL learners’ speaking accuracy. This present research aimedto investigate the differential impact of recast and metalinguistic feedba More

The purpose of the current study was to investigate the effects of direct and indirect correctivefeedback on Iranian intermediate EFL learners’ speaking accuracy. This present research aimedto investigate the differential impact of recast and metalinguistic feedback on speakingperformance of EFL learners. To do so, After administering a Nelson test to have ahomogeneous sample a total number of 61 EFL learners ranging from 15 to 40 years old wereselected. They were randomly divided into three groups. Two classes were assigned to serve asan experimental groups which received direct and indirect corrective feedback, and the otherclass as control group. For pre and post-tests all groups were given different pictures to measurethe learners speaking accuracy. In order to treatment, The classes last for 8 sessions in 4 weeks.The results of the One-Way Anova and Post Hoc Tukey Hsd Test showed that, there exists asignificant difference among the speaking accuracy measures in the three groups and theexperimental groups who received corrective feedback outperformed the control group who didnot receive any feedback. In other words, first of all both CF types were effective in post test andsecondly between the two CF types metalinguistic feedback was more effective than recast. Manuscript profile

Open Access Article

6 - Investigating Hortatory Force in The EFL Reading Passages
Bardia Fallah

This study investigates some the reading passages in terms of hortatory messages. To this end amethodology based on Critical Discourse Analysis was adopted. The reading texts from ELTtextbooks were examined through a model which drew on Fairclough's approach to CDA,spec More

This study investigates some the reading passages in terms of hortatory messages. To this end amethodology based on Critical Discourse Analysis was adopted. The reading texts from ELTtextbooks were examined through a model which drew on Fairclough's approach to CDA,specifically (Fairclough, 2003) in which three characteristic features of hortatory texts areintroduced. The analysis reveals that 15 reading passages of the corpus involve in hortatorymessages which are characterized by the above mentioned features i.e. Evaluation, Prediction,and Legitimation strategies. These texts features were considered as markers of contemporary‘genres of governance’ which are significant semiotic means to exert power in the process ofglobalization. These categories were also connected to the social issue of Habermatian model ofmodernity in which the ‘lifeworld’ can be ‘colonized’ by the ‘system’s instrumental rationality’(Edgar, A. 2006). They were further linked to the concept of ‘promotional culture’ (Wernick,1991) in the contemporary world. In the concluding section of the study, it was suggested thatpedagogical approach to literacy in the textbooks be ‘critically’ revised to engage macro andmicro social issues in reading comprehension activities. To this end a critical reading model,proposed by Wallace (2003) is proposed. Manuscript profile

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