filter by: Publication Year
(Descending) Articles
Journal of Applied Research in Higher Education (17581184) 17(3)pp. 1109-1124
Purpose: The primary objective of this research paper was to examine the objectivity of the preselected items evaluation (PIE) method, a prevalent translation scoring method deployed by international institutions such as UAntwerpen, UGent and the University of Granada. Design/methodology/approach: This research critically analyzed the scientific and theoretical bottlenecks associated with the PIE method, specifically focusing on its parameters, namely the p-value and d-index, in adherence to established statistical protocols. Proposed remedies to mitigate the identified bottlenecks and augment the efficacy of the method were grounded in practicality. Findings: The paper provided an extensive overview of the PIE method, which served as the foundation for the subsequent analysis and discussions. This research presented potential avenues for refinement and contributed to the current debate on objective translation assessment by addressing the theoretical and practical challenges associated with the PIE method. Research limitations/implications: Translation researchers, practitioners and international institutions seeking to enhance the accuracy and reliability of translation evaluation should consider the implications of this research’s findings. Originality/value: Although several publications focused on the role of the PIE method in translation evaluation, no study(ies) is available to critically analyze the scientific and theoretical bottlenecks of this translation evaluation method. © 2024, Emerald Publishing Limited.
Language Learning Journal (09571736) 53(4)pp. 548-564
The present study on intentional retrieval practice compared the benefits of presenting words in either informative or uninformative sentence contexts. Participants first studied a list of English words with their translations. Then, they were all exposed to half of the words with informative sentences containing meaning clues in the Context Inference (CI) condition and half with uninformative sentences devoid of such clues in the Memory Retrieval (MR) condition as part of retrieval-based practising. Participants were required to type the L1 translation for each word presented using a mobile application. Data were collected by both form-recall and meaning-recall tests immediately afterwards and then a week later. In addition, this study focused on the relationship between working memory capacity (WMC) and word retention in these two conditions to explore the suggestion that individuals may benefit differently from retrieval practices. Although the results showed that both conditions contributed to word retention, the MR condition was significantly more effective than the CI condition for the participants’ long-term retention. Further, the results revealed an overall positive effect of WMC on word retention in both conditions, with high-WMC individuals achieving higher retention scores than low-WMC individuals. However, this effect was not modulated by the type of context condition. © 2024 Association for Language Learning.
This study investigates the relationships among working memory (WM), syntactic parsing ability (SP), and L2 reading performance across varying proficiency levels. A cohort of 120 L1-Persian EFL learners was categorized into beginner, intermediate, and advanced proficiency groups based on their IELTS scores. Participants completed a reading span test, a sentence segmentation task, and a reading test to measure WM, SP, and L2 reading ability, respectively. Statistical analysis revealed significant differences in syntactic parsing and reading abilities across proficiency levels, with advanced learners outperforming their intermediate and beginner counterparts. Moreover, significant relationships were identified between WM, SP, and L2 reading performance among participants in the beginner group, while such relationships were not observed in the intermediate and advanced groups. Additionally, the results identified SP as a robust predictor of L2 reading performance, specifically within the beginner proficiency level, suggesting that syntactic parsing abilities substantially contribute to variations in L2 reading outcomes at this proficiency level. Focusing on the intricate interplay between cognitive resources and reading processes, these findings underscore the essential role of syntactic parsing in enhancing L2 reading comprehension among beginner learners, highlighting the necessity for targeted instructional strategies to support the development of these skills. © 2025 Editorial Board TESL - EJ. All rights reserved.
Journal of College Reading and Learning (10790195) 55(1)pp. 63-99
This study investigated the relationship between working memory (WM), semantic-encoding (SE) ability, and reading comprehension (RC) within the domain of second language acquisition (L2). 120 L1-Persian EFL learners were placed in three proficiency groups (beginning, intermediate, and advanced) based on their scores on the IELTS test. The participants engaged in a battery of cognitive tasks, including a reading span task, two semantic encoding (SE) tasks (sentence verification task and lexical access task), an L1-recall task, and a reading test. The scores and reaction times obtained from these measures were analyzed using a one-way ANOVA, a correlational analysis, and single regression analyses. The findings revealed significant differences in reading performance and semantic encoding skills across proficiency groups, with large effect sizes. Correlational analyses indicated a significant positive relationship between WM and RC, specifically in the beginner group. Moreover, WM was shown to correlate with the speed of SE in the beginner group, but not with its accuracy. Notably, SE speed correlated with RC performance, particularly under time-constrained conditions at lower proficiency levels. In the intermediate and advanced groups, working memory (WM) showed no correlation with reading comprehension (RC) or semantic encoding (SE). Conversely, both WM and SE speed were identified as strong predictors of L2 reading performance among learners with lower English proficiency. However, the study is not without its limitations, including a relatively small sample size, the absence of qualitative measures, and the potential influence of unassessed reading subskills such as grammar and vocabulary. © 2025 College Reading and Learning Association.
Journal of Psycholinguistic Research (15736555) 52(6)pp. 2835-2862
The merits of the application of flow theory in foreign language teaching have been demonstrated in recent research. This experimental study was aimed at investigating the role of task type and modality in the perception of flow experience by learners as they are engaged in communication tasks. The participants were 78 non-English major university students at an intermediate level of proficiency based on the result of the Oxford quick proficiency test. To do so, the flow experience perceived by 39 dyads while performing information-gap and jigsaw tasks through three modes of communication, i.e. audio-synchronous computer-mediated communication, text-based synchronous computer-mediated communication, and face-to-face communication, was assessed using the short flow scale questionnaire (Martin and Jackson in Motiv Emot, 32(3):141–157, 2008) and task specific flow scale questionnaire (Czimmermann and Piniel in Positive psychology in SLA, 193–214, 2016. https://doi.org/10.21832/9781783095360-009). To examine the role of task type and modality in flow experience perceived by the participants, the mixed between-within subject’s ANOVA test was run for each task in different pair categories. The results indicated that in all three modalities, the jigsaw task induced more flow than the information gap task did. Moreover, in both tasks, Text-SCMC modality aroused less flow than that in either of F2F and Audio-SCMC modalities as perceived by the interlocutors. Hence, no interaction between task type and modality was observed regarding their impact on the perception of flow experience. The findings of the study could provide implications for second language acquisition and instruction. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
Hikma (24454559) 22(1)pp. 9-36
Translators are reputed to work not only within languages but also across cultures. Intercultural interactions can be carried out when the translator is creative enough. The present paper intends to determine the pivotal types of creativity which can predict the translators' cultural intelligence in cross-cultural interaction. 103 translation students were chosen to participate in the study through convenient sampling. Kaufman Scale of Creativity (2012) and Cultural Intelligence Scale (2007) were administered to measure participants' types of creativity and cultural intelligence. Results of the Pearson correlation attested that the Kaufman scale of creativity is moderately correlated with the cultural intelligence scale. Multiple regression analysis revealed that among the different components of creativity, scholarly, self, and artistic were the best predictors of translation students' cultural intelligence. Implications of the study for translation training courses and professional translation agencies are advised to introduce the idea of creative types in training or hiring translators. © 2023 Universidad de Cordoba,Servicio de Publicaciones. All rights reserved.
Teaching English Language (2538547X) 17(2)pp. 213-250
This study examined the role of working memory (WM) and word recognition in L2 reading across different proficiency levels. 120 Iranian EFL learners were placed in three proficiency groups based on their IELTS scores. The battery of tests used in this study included a reading span task to measure WM, an eye movement word vs. non-word task to measure word recognition ability, an L1-recall task, and a multiple-choice reading test to measure reading comprehension. Correlations were carried out to examine the connections between WM, word recognition skills, and L2 reading performance. Regression analyses were also conducted to test whether WM and word recognition can predict reading performance at different levels of proficiency. The results showed that there were significant correlations between WM and L2 reading in the beginner group and between WM and word recognition speed in the beginner and intermediate groups. Regression analyses indicated that WM is a strong and direct predictor of reading performance at a beginner level of proficiency and a predictor of how fast less proficient readers recognize words in context. Highlighting the important role of WM in the word recognition ability of less proficient L2 readers, this study also showed that second language reading is not related to the accuracy or speed of word recognition across proficiency levels. © 2023 - Published by Teaching English Language and Literature Society of Iran.
Learning and Motivation (00239690) 82
Following exploring the important role of working memory capacity (WMC) in first language acquisition (e.g., Daneman & Carpenter, 1980; King & Just, 1991; Miyake, Just & Carpenter, 1994; Waters & Caplan, 1996), research on examining the role of WM in L2 learning has emerged as an area of concern for L2 researchers. This study examined the role of WMC in the development of L2 reading at the beginning, intermediate and advanced levels. Since findings on the relationship between WMC and L2 reading have not been consistent, possibly because the influence of WMC on L2 reading may vary at different levels of proficiency, the current study seeks further to examine proficiency as a moderating variable in the relationship between WMC and L2 reading. This was to see whether the influence of WMC changed at different levels of proficiency. A total of 140 L1 Persian EFL learners completed a WMC task as well as measures of reading proficiency. The results of the study showed a significant relationship between WMC and L2 reading only among learners of lower proficiency. This suggests that WM plays a diminishing role in discriminating performance on second language reading measures at higher levels of proficiency. © 2023 Elsevier Inc.
Hikma (24454559) 21(1)pp. 107-134
Translatorial habitus is a key term incorporated Bourdieusian sociological concept of habitus and Translation Studies' translation norms. In light of Bourdieu's theoretical model of sociology, this study sought to address the translatorial behaviour of the Iranian translators of English romance novels in terms of the translation strategies of Culture-Specific Items (CSIs) before and after the Cultural Revolution of 1980 in Iran. 4282 sentences containing CSIs were obtained from Rebecca, Sense and Sensibility, the Great Gatsby, and their two Persian translations. Based on how each CSI was translated, they were grouped under one of Liang's proposed categorization. The frequency and percentages of each procedure were calculated using SPSS software. Moreover, the results were cross-checked with a qualitative analysis of some archived interviews printed in Motarjem [the translator] journal, newspapers, and WebPages. The evidence from this study suggests that there was a clear foreignizing trend among Iranian translators of the English romance novels when translating CSIs not only in the Pre-Cultural Revolution era but also in the Post-Cultural Revolution era. Also, a significant difference between various strategies utilized in the two eras was detected. © 2022 Universidad de Cordoba,Servicio de Publicaciones. All rights reserved.
Psychology of Music (17413087) 50(4)pp. 1197-1211
The role of music in second-language (L2) learning has long been the object of various empirical and theoretical inquiries. However, research on whether the effect of background music (BM) on language-related task performance is facilitative or inhibitory has produced inconsistent findings. Hence, we investigated the effect of happy and sad BM on complexity, accuracy, and fluency (CAF) of L2 speaking among intermediate learners of English. A between-groups design was used, in which 60 participants were randomly assigned to three groups with two experimental groups performing an oral L2 English retelling task while listening to either happy or sad BM, and a control group performing the task with no background music. The results demonstrated the happy BM group’s significant outperformance in fluency over the control group. In accuracy, the happy BM group also outdid the controls (error-free clauses, correct verb forms). Moreover, the sad BM group performed better in accuracy than the controls but in only one of its measures (correct verb forms). Furthermore, no significant difference between the groups in syntactic complexity was observed. The study, in line with the current literature on BM effects, suggests that it might have specific impacts on L2 oral production, explained by factors such as mood, arousal, neural mechanism, and the target task’s properties. © The Author(s) 2021.
Indonesian Journal Of Applied Linguistics (23019468) 10(1)pp. 1-13
Given the importance of testing, in general, and scoring writing tasks in particular, the negative effect of fatigue on human raters is important to investigate. This study aimed to (1) explore the relationship between fatigue and scoring composition tasks written by upper-intermediate EFL learners; and (2) to investigate the discrepancy of the frequency of comments among EFL raters while scoring composition tasks. Four raters were selected, and each given 28 composition tasks to score and comment on. The data were analyzed through SPSS software by running ANOVA, Pearson correlation coefficient, and post-hoc tests. Results suggested that the scores assigned to the first 16 tasks were significantly lower than those assigned to the last 12 tasks and that the last four tasks were scored highest. Based on the results obtained from the questionnaire, the observed diversity is argued to be rooted in raters' fatigue and result in test bias. Furthermore, findings indicated that the frequency of comments given by the raters on the first 12 essays was significantly higher than those on the last 16 essays (the highest and the lowest frequency of comments were observed in the first four, and the last four scored essays, respectively). © 2020, author.
Language Testing in Asia (22290443) 9(1)
The present research paper introduces a translation evaluation method called Calibrated Parsing Items Evaluation (CPIE hereafter). This evaluation method maximizes translators’ performance through identifying the parsing items with an optimal p-docimology and d-index (item discrimination). This method checks all the possible parses (annotations) in a source text by means of the Brat Visualization Stanford CoreNLP software. CPIE takes a step towards the objectification of translation assessment by allowing evaluators to assess values (impacts) of the items in source texts via docimologically justified parsing items. For this paper, 16 evaluators were recruited to score translation drafts by means of the holistic, analytic, Preselected Items Evaluation (PIE) methods and CPIE method. For the present research paper, “F-Statistics,” “Probability Plot,” “Spearman rho,” and “Regression Variable Plot” were applied to the evaluators’ translation assessments to ensure the degree of validity and reliability of CPIE compared to the holistic, analytic, and PIE methods, respectively. The results indicated that the CPIE method was more consistent and valid in terms of docimologically justified parsing items. The limitations and the possibilities of the CPIE method in web-based platforms were also discussed. © 2019, The Author(s).
Cogent Education (2331186X) 5(1)
This article presents an overall exploratory comparison of the English teacher training courses (TTCs) held in Iranian private language institutes and Certificate in Teaching English to Adults (CELTA). Data were gathered through Iranian institutes’ websites; interviews with Iranian English teachers, English teachers holding CELTA certificate, and teacher trainers; aswell as questionnaires filled out by institutes’ supervisors and CELTA holders. Content analysis and document analysis were conducted to reveal the similarities and differences between CELTA and Iranian TTCs. Results showed that Iranian TTCs were quite different from CELTA, especially at implementation and evaluation stages. The findings revealed that Iranian TTCs neglected the trainees’ needs, limited the teachers to a series of practical steps in teaching, did not provide enough opportunities for teaching practice, and evaluated the trainees’ performances subjectively. However, they enjoyed systematic planning, contained practical techniques for teaching the language components and skills, and were based on institutes’ needs. Iranian teacher trainers are advised to involve the trainees more in the implementation of the course through doing assignments, to provide the trainees with video recordings of the experienced teachers’ classes for observation, and develop an objective criterion for assessing the trainees’ teaching performances. © 2018 The Author(s).
Issues in Educational Research (03137155) 28(2)pp. 367-384
This study aims to paint a vivid picture of the English teacher training courses held in Iranian private language institutes, both to critically analyse their aims and content, and to find their strengths and weaknesses. In line with this, qualitative data were gathered through information available on 34 institutes' websites, narrative observations of 24 sessions, open-ended questionnaires filled out by supervisors in 37 institutes, and semi-structured interviews conducted with six English teachers and six teacher trainers. The data were analysed using a grounded theory approach (open, axial, and selective coding). The findings indicated that these courses offered a very convenient schedule, focused on practical teaching techniques, and were based on the institutes' needs. However, they suffered from problems such as the trainees' low knowledge of general English and teaching methodology, lack of a written syllabus, focusing on received rather than experiential knowledge, stifling the teachers' creativity, and lack of experienced and certified teacher trainers. A number of practical suggestions are given for the reconsideration of the course aims and content so that they can be made more suitable for the Iranian context and further involve the trainees. © 2018, Western Australian Institute for Educational Research Inc. All rights reserved.
Mediterranean Journal of Social Sciences (discontinued) (20392117) 6(4S2)pp. 438-447
Currently, conferring a durable and fix definition of “Equivalence” is a drudgery task and activity in Translation Studies (TS). That is owing to the fact that the former demarcations substantiate as unworkable, unexploitable, and inefficient in this area. Equivalence in TS is a cardinal facet which needs to be paid much more heed. To ratify the essence of equivalence in translation, some paradigms vulgarized for their functionality. Paradigms such as Equivalence, Purpose, and Description are the core ones in the intended field. On the flipside, their fame never continue to exist so as to verify the very nature of equivalence. This is due to the fact that these paradigms did not work well on the whole facets of equivalence. The present study seeks to investigate on one fresh paradigm in equivalence known as Equimediation Paradigm (EP). This paradigm is made of five major phases as Strong Equivalents (SE), Weak Equivalents (WE), Brittle Equivalents (BE), Degree of Intensity (DI), and Degree of Occurrence (DO) to show its feasibility and speakability of the concealed rationale behind the literary text. In the circle of translation, translator is treated as a robust mediator in order to interlink the source rationality to the target one. Equimediation paradigm spies out the void and x-areas in TS to substantiate the vital particularities of equivalence in diverse fields. As time elapses, Equimediation Paradigm seeks to peruse Source-Target Reconciliation and Deep-Surface Layer of language so that the translator can meet the needs of the source-target reader as part of the team in this paradigm. © 2015, Mediterranean Center of Social and Educational Research. All rights reserved.
SAGE Open (21582440) 4(3)pp. 1-13
In New Translation Studies (NTS), cultural paradigm is of great importance to convey the approximate function of the source language into the target language context. Paradigm of culture is treated differently in accordance with its different definitions in that most of the studies carried out in this field show cultural diversification as the basic and rudimental part of this paradigm. In Translation Studies, the translator has to do with two kinds of situations so as to transmit the meaning and function of the culture. The first one is known as cultural diversification and the second one as cultural hybridity or homogenization. The former is aimed at Old Translation Studies era, which investigates source–target dispersion. And the latter alludes to source–target reconciliation. The present study seeks to investigate some void areas in translation and culture and proposes a new model in which it makes some efforts to reconcile translation and culture via cultural homogenization known as HomoKult Model of Translation in Gray Zone. The intended process consists of four subcategories: (a) Purposive culture, (b) Ameliorated culture, (c) Circulated culture, and (d) Diglossic culture expounded in detail throughout this article. © The Author(s) 2014.
Mediterranean Journal of Social Sciences (discontinued) (20392117) 5(23)pp. 2484-2490
Translation of children’s literature has always been a crucial concern for professional and trainee translators. This is due to the alleged vulnerability of its reader in terms of understanding of both developmental factors and the world of childhood. And the central issue in translation for the intended ilk of people is the adult-child duality (Klingberg, 1986, p.10) that sparks the question of what counts as children’s literature. However, in this article we are mainly concerned with children’s literature. Translator as a powerful mediator should consider all facets of translation when dealing with children’s literature as well. Nida (1964, pp.164-71) points out decoding ability is categorized into four subgroups of which the first group belongs to children. To this effect, translator should consider the taste of children in translation with the purpose of fulfilling their needs thoroughly. The present study concentrates on challenging the two prominent paradigms in children’s literature namely (1) equivalence paradigm and (2) purpose paradigm. The former checks equivalence availability in source language and the latter in target one. Equivalence paradigm abides from either natural equivalence or directional one being insufficient for children’s literature. On the other hand, purpose paradigm spots more fully-fledged the taste of purpose and situation of the client (e.g. children) in this vein. More specifically, this study indicates that purpose paradigm is more exhaustive than equivalence paradigm in that it is more achievable throughout the translation of children’s literature. © 2014, Mediterranean Center of Social and Educational Research. All right reserved.
Asian EFL Journal (discontinued) (17381460) 15(2)pp. 65-92
Prior work by Mackey et al (2001) and Trofimovich et al (2007) implicates the role of working memory (WM) in learning from interactional feedback. This study sought to determine whether there is a relationship between WM and phonological short-term memory (PSTM) on the one hand and modified output on the other. 44 L1 Persian EFL learners participated in a 15-minute task-based interaction, where they received interactional feedback in the form of elicitations (e.g., Lyster, 2004; Nassaji, 2007), and were given opportunities to modify their problematic utterances following the feedback. They also completed WM and PSTM tests. Regression analysis was applied to determine whether any significant relationships existed between, WM, PSTM, and the production of modified output following feedback in the form of elicitations. Results suggested that there is a positive significant correlation between PSTM and modified output following elliptical elicitations.
English Language Teaching (discontinued) (19164742) 5(11)pp. 104-110
Due to the lack of span test for the use in language-specific and cross-language studies, this study provides L1 and L2 researchers with a reliable language-independent span test (math span test) for the measurement of working memory capacity. It also describes the development, validation, and scoring method of this test. This test included 70 simple math problems, and was developed based on Salthouse and Babcock's (1991) and Robert and Gibson's (2002) math span tests. The shortcomings of the test were identified and removed over five pilot studies on 48 participants. The final test was used in an experimental study with a group of L1 Persian EFL learners. Results of an item analysis, as indicated by Cronbach's Alpha, indicated an internal reliability of.850 and.863 for the math span test processing and recall respectively. This suggests that the newly developed test is reliable enough and could be used to measure working memory capacity in L1 and L2 studies. This study also provides a clear procedure for the development and scoring of a math span test for the use in L1 and L2 studies.
