International Journal of Multilingualism (14790718)21(4)pp. 2307-2324
Health translation has gotten considerable attention recently because language diversity in multilingual societies often leads to language barriers. The present study evaluates the linguistic comprehensibility of translations in the “Health Translations Website” from the Victorian Government of Australia using the patient-oriented and culturally-appropriate health translation model (POCA). Seven documents were randomly chosen from the website with their translations and were analysed based on the six categories of the linguistic comprehensibility section of the POCA model. Then, they were given to the senior translation students in Iran to be translated again. After that, the same chunks of the two translations were put to the vote using the Telegram platform, and 132 lay people participated. The analysis revealed that senior students’ translations were more understandable than the website's in all six categories. Due to the sensitive nature of the healthcare field, this study suggests that the authorities in multilingual communities collect their audience's opinions, as ultimate users, to discover the language barriers and then take appropriate measures to remove them. Domestic translators can also enhance the translation quality and, subsequently, comprehensibility since they are more familiar with the culture of the intended language, which in this case is Persian. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
Onomazein (07171285)(66)pp. 101-140
Formal advanced training in translation necessitates establishing a career in an exceedingly competitive global industry. Conducting a systematic and comprehensive review of the research literature in the field of translation training can be beneficial for researchers and trainers. Thus, this article addresses research in translation training to analyze the findings of studies, covering a total of 1,088 published articles in major T&I journals from 2000 to 2020. Scientometric methods, as well as top-down and bottom-up thematic approaches, along with corpus analysis tools, were utilized to investigate the database. A multilayer (four-layer) classification system for the topics related to translation training was employed in the database. The research papers were generally categorized into four interrelated themes: translation teaching, translation evaluation/assessment, translation testing, and translation and technology. By employing a multilayer categorization scheme, the article presents the proportions of studies in each category and sub-category, including information on (co-)authorship, regions, institutions, journals, and languages. As a resource, the database distills top research for translation researchers, equipping them with the most up-to-date information on pedagogical practices, curriculum design, and the potential contributions of research. © 2024 Pontificia Universidad Catolica de Chile. All rights reserved.
Journal of Applied Research in Higher Education (17581184)16(4)pp. 1188-1213
Purpose: This study attempts to evaluate the effect of the corpus-based inductive teaching approach with multiple academic corpora (PICA, CAEC and Oxford Corpus of Academic English) and conventional deductive teaching approach (i.e., multiple-choice items, filling the gap, matching and underlining) on learning academic collocations by Iranian advanced EFL learners (students learning English as a foreign language). Design/methodology/approach: This is a quasi-experimental, quantitative and qualitative study. Findings: The result showed the experimental group outperformed significantly compared with the control group. The experimental group also shared their perception of the advantages and disadvantages of the corpus-assisted language teaching approach. Originality/value: Despite growing progress in language pedagogy, methodologies and language curriculum design, there are still many teachers who experience poor performance in their students' vocabulary, whether in comprehension or production. In Iran, for example, even though mandatory English education begins at the age of 13, which is junior and senior high school, students still have serious problems in language production and comprehension when they reach university levels. © 2023, Emerald Publishing Limited.
Language Teaching Research Quarterly (26676753)45pp. 123-139
The main purpose of this study was to investigate the effect of discourse markers instruction through the flipped model on Iraqi EFL learners’ writing performance. To achieve this end, 90 advanced EFL learners were selected and assigned into three groups; two as the experimental and one as the control group. The homogeneity of the participants was checked and the normality of the data was calculated. Data analysis revealed that teaching discourse markers significantly affected learners’ knowledge of discourse markers. However, there was no significant effect of teaching discourse markers on advanced Iraqi EFL learners’ overall writing ability. The results of the interview showed that using flipped model increased learners’ confidence and developed positive attitudes towards flipped classes. Finally, some of the challenges and the problems of the study were stated by the interviewees. The findings of the present study can be fruitful for practitioners the field of EFL teaching in general, and for those who plan to hold flipped classes in particular. © 2024 European Knowledge Development (EUROKD). All rights reserved.
Farhadi, Samaneh,
Farhadi, S.,
Farhadi, S.,
Farhadi, S.,
Ketabi, S.,
Ketabi, S.,
Ketabi, S.,
Sohi, B.G.,
Sohi, B.G.,
Sohi, B.G.,
Amirian, Z.,
Amirian, Z.,
Amirian, Z. PERSPECTIVES-STUDIES IN TRANSLATION THEORY AND PRACTICE (0907676X)
This paper challenges the conventional histories concerning early translations of dramas in Iran through a sociohistorical reading of Jamalzadeh's Persianized representation of Ibsen's An Enemy of the People in 1961. Focusing on Bourdieu's theory of practice toned with Pym's translation historiography, the authors explore the 'whys' of Jamalzadeh's motives when he opted to translate Ibsen's drama. The article, therefore, examines Jamalzadeh's rewriting against the backdrop of the field of theatre in 1950s Iran to unveil the sociopolitical dynamics that conditioned and shaped his translation. Also, embedding in Bourdieu's concept of habitus the Derridean notion of the ideal translator, the authors explore Jamalzadeh's (bi)cultural habitus(es) as a translator in self-exile. It is proposed that (a) utilizing his Iranian cultural memories, Jamalzadeh depicted parallels between incidents in the drama and the political events of the decade leading to the 1953 coup and the fall of Mosaddegh; (b) exploiting his European cultural/intellectual memories, he deploys Ibsen's text to taunt Iranian political elites' short-sightedness and/or hypocrisy and lament the herd behaviour of the masses consequent on the former group's debilitating conflicts.
Language Related Research (23223081)14(1)pp. 359-398
The incorporation of applied games in university differentiated language instruction is increasingly prevalent. This interventional study was conducted through non-crossover design in the academic years 2020-2021 among the students of Isfahan University of Medical Sciences. The quantitative and qualitative data were gathered by soliciting participants’ attitudes towards English for Specific Purposes writing through (game)-based differentiated instruction, assessing their academic and professional writing, and debriefing their insight into how differentiated instruction might enhance English for Specific Purposes writing. While the quantitative data were analyzed through Wilcoxon signed-rank test and repeated measures ANOVA, the qualitative data were content analyzed through theme-based analysis. It was revealed that mixed reality harnessed the synergy of augmented reality and virtual reality in English for Specific writing education. Findings showed that single-minded preoccupation with a game type undermines the potential of game-based differentiated instruction in English for Specific Purposes writing. The results and implications are explained. © 2023, Tarbiat Modares University. All rights reserved.
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.
Kavoshian, S.,
Ketabi, S.,
Tavakoli, M.,
Koehler, T. TechTrends (87563894)66(2)pp. 196-211
The purpose of the study reported in this article was to investigate the contribution of engaging in an online Teacher Professional Development (oTPD) course to improving different facets of English as Foreign Language (EFL) teachers’ Professional Development (PD). To this end, ten EFL teachers of a language institute participated in the study to be taught via Telegram mobile app (as a common Mobile Social Network Site (MSNS) in Iran) during a six-month teacher training project. A 35-item technology-enhanced TPD checklist consisting of several main sections incorporating demographic items, background information, and different issues regarding TPD was designed to measure EFL teachers’ self-report TPD scores at the outset and end of the training course. Results pointed to the positive effects of oTPD course on participants’ PD across different facets. The obtained findings have some implications for teacher educators, syllabus designers and practitioners in EFL contexts to have a fresh look at the complicated construct of PD including several facets, consider using MSNSs in teacher education and TPD courses, prepare online teacher education courses based on teachers’ needs and opinions and provide teachers with follow-up support by devoting an elapsed time between teachers’ participation in oTPD and application of their learning in the course. © 2021, Association for Educational Communications & Technology.
Teaching English Language (2538547X)16(1)pp. 119-139
With the advent of technology, blended learning (also known as hybrid learning), as an approach to learning has become a common feature of education across the world. Considering the importance of learners' attitudes toward learning environments, in this study, an attempt was made to investigate the impact of the blended learning model on Iraqi students' achievement in an English literature course as well as their attitudes toward blended learning. In doing so, a total number of 50 English Literature BA participants took part in the study. The participants were subjected to a pre-test and a post-test after their homogeneity was confirmed using the Oxford Placement Test. In the next step, the students were interviewed to help the researchers gain a deeper understanding of the learners' perspectives on blended learning. The results of the repeated measures analysis suggested that blended learning could improve EFL learners' literary knowledge, especially in the genres of short fiction and drama. Moreover, it was found that the learners had a positive attitude toward this learning method since they considered it a new form of learning that could heighten their motivation, improve their participation, and provide the chance to be autonomous learners. These findings are discussed and conclusions obtained from the results are put forward. © 2021 – Published by Teaching English Language and Literature Society of Iran.
International Multilingual Research Journal (19313160)16(1)pp. 1-26
Framed within the perspective of Vygotskyan sociocultural theory and models of third language learning, this study examined the impact of differing linguistic backgrounds and learning experience on the nature of dyadic interaction during task completion in the divide between true L2 and L3 learners. It was conducted in an EFL classroom with eight leaners of English as first and eight learners of English as second foreign language after French. Their measured English proficiency corresponded to A2 level. They were presented with two similar grammar-based tasks on sessions 11 and 12 with different pairing configurations and an isomorphic version of both tasks on session 13 to be completed individually. Data from pair talks and individual performances were analyzed in three stages to: a) find the major factors distinguishing the quality of interactions, b) compare the quality of L2ers and L3ers’ interactions when they were matched or mixed, and c) examine the learning benefits of the interactions across L2ers and L3ers in terms of transferring knowledge from interactions to their subsequent individual productions. The findings indicated a role for linguistic background in mediating the nature of pair interactions and shaping dyadic relationships by impacting L2ers and L3ers’ perception of each other’s proficiency. © 2021 Taylor & Francis Group, LLC.
Bahadoran-baghbaderani, A.,
Tahririan, M.H.,
Saadatnia, M.,
Ketabi, S. Journal Of Research In Applied Linguistics (23453303)12(1)pp. 48-67
The current study sought to bring into light the important functions of pre and postmorbid nondominant language interventions and aphasia patients’ level of L1-L2 proficiency considering the productive dimension of vocabulary knowledge affected by intertrial tasks. Two Persian-English bilingual cases with anomia and different levels of postmorbid L2 proficiency were subjected to a treatment of English naming to find the contribution of English naming improvement to Persian naming. Both cases were given the therapeutic language intervention to enhance their naming performance of English lexical items and to find out whether it could be generalized to Persian equivalents. Data obtained from the 2 participants were analyzed using semantic naming tests, and the responses were validated through time-series analysis. Statistical findings suggested that participant 1, who had a higher L2 proficiency, exhibited higher performance than participant 2 throughout 5 consecutive trials, once they had received phonemic cues after semantic ones. Concerning within-language impacts, treated items exhibited a considerable improvement. The treated items and repeated untreated ones improved concerning cross-language impacts. © 2021 – Published by Shahid Chamran University of Ahvaz
Teaching English Language (2538547X)15(1)pp. 29-49
Given the significance of Critical Pedagogy (CP) as a transformative educational practice in empowering and enabling learners in terms of enhancing their voice, this study aimed to examine the effectiveness of participatory critical pedagogy intervention on the development of Iranian female EFL learners in terms of enhancing their voice and class participation. Female learners were selected as the population of the study as gender is a social category reconstructed and negotiated in ELT classroom context entailing the exercise of power. Adopting Hart's (1992) Ladder of Participation framework, this case study was conducted using qualitative strategies fused with the components of experimental design, known as the qualitative experiment design. Accordingly, the in-depth experience of a group of 15 participants during treatment sessions of CP were evaluated through interview, structured non-participant observation, and reflective journals. Findings pointed to the positive and transformative impact of CP in practice on female learners' engagement in and enjoyment of classroom activities in Iran. Moreover, CP in practice resulted in the development of female learners in terms of taking an active role in the process of learning EFL in Iran. However, the development was not statistically significant. © 2021 – Published by Teaching English Language and Literature Society of Iran.
Kupriyanov, R.,
Valeeva, E.,
Valeyeva, N.S.,
Ketabi, S.,
Khalili, T. Advances in Intelligent Systems and Computing (discontinued) (21945365)1329pp. 96-106
As students of technical universities are increasingly integrating into a unified educational space, they are faced with the need to assimilate and process foreign-language information in solving cognitive and professional items. This study aims at identification of the relationship between metacognitive skills, critical thinking and the success of mastering the foreign language. For this, a pilot study with students of Kazan National Research Technological University (Russia) and students of the University of Isfahan (Iran) in the total amount of n = 376, was conducted. To assess metacognition, the Metacognitive Awareness Inventory (MAI) by G.Schraw and R.S.Dennison in the adaptation of A.V.Karpov and I.M.Skityaeva was used. To evaluate critical thinking, a questionnaire was developed based on Holistic Critical Thinking Scoring Rubric (HCTSR) indicators by Peter A.Facione and Noreen C. Facione. As a criterion for the success of training, we used students’ grades in English (L2) over the previous semester. In addition to this criterion, the students gave a self-assessment of their level of English proficiency. The obtained results reveal that the success of learning English has statistically significant relationships with the level of critical thinking and the level of some indicators of the metacognitive awareness. Consequently, the development of critical thinking, as well as the reflection of one’s own cognitive abilities, will contribute to improving English academic performance. The pilot study showed also that the success of mastering a foreign language is impossible without considering the context of the situation in which the student is. Environmental conditions, in particular the relevant activities where knowledge of a foreign language is necessary, can encourage a student to master a foreign language and develop critical thinking and metacognitive skills. © 2021, The Author(s), under exclusive license to Springer Nature Switzerland AG.
Kavoshian, S.,
Ketabi, S.,
Tavakoli, M.,
Koehler, T. Education and Information Technologies (13602357)25(4)pp. 2843-2869
The purpose of this study was three-fold: first, it aimed to develop a scale to shed light on English as Foreign Language (EFL) teachers’ perceptions of using Mobile Social Network Sites (MSNSs) in language teaching and learning. To this end, a 36-item MSNSs Utility Perceptions Inventory (MUPI) was developed. Second, the current study made an attempt to investigate the construct validity and reliability of the MUPI through collecting data from 184 Iranian EFL teachers. The factorability of the data has been substantiated by running Kaiser-Meyer-Olkin test of Sampling Adequacy (KMO) and Bartlett’s Test of Sphericity. The results of Exploratory Factor Analysis (EFA) revealed a three-factor solution for the inventory items. Furthermore, it was deemed that the scale had a high level of internal consistency. Third, this study strove to explore EFL teachers’ perceptions of MSNSs use by analyzing the results of the administered scale. The findings showed that teachers put more emphasis on factor one (Advantages of MSNSs for Teaching and Learning) and factor three (Barriers to Using MSNSs for Teaching and Learning). The findings also indicated that approximately half of the teachers believed MSNSs allow them to have a more detailed, in depth conversation with their peers and colleagues in the course. Moreover, student distraction, insufficient Internet bandwidth/speed, and insufficient technical support for teachers were some barriers to using MSNSs in classrooms. It was also confirmed that developing communication skills, increasing communication, motivating students, and sharing feedback are some advantages of using MSNSs for teaching and learning. This study has some implications for EFL teachers, teacher educators, and syllabus designers to pay particular attention to the positive features of MSNSs and harness their pedagogical benefits in English language teaching and learning on the one hand, and teacher education courses on the other hand. © 2020, Springer Science+Business Media, LLC, part of Springer Nature.
Teaching English Language (2538547X)14(1)pp. 31-70
Keeping portfolio opens a window on the way teachers try to assess students' writing improvement and learning capacity. Implementing this curricular innovation, the present study was an attempt to grow tutor-student dynamic involvement in giving/receiving written corrective feedback (WCF). To this end, two intact classes of EFL university students participated, each experiencing a distinct portfolio-keeping model (working vs. showcase) while receiving WCF from triadic sources (self, peer, & tutor) and varying tutor feedback types (indirect-unfocused vs. direct-focused). Students' performance on "TOEFL Test of Written English" and their grades in the previous writing course, namely "Advanced Grammar and Sentence Writing" were averaged out for both groups (Working Portfolio Group/WPG and Showcase Portfolio Group/ SPG) to assign them as low-, medium-and high-proficiency L2 writers. Written products kept in their portfolios were examined to see how differently the participants benefited from WCF sources/types. The findings revealed that WPG participants were more responsive to the working portfolio model than those in SPG who received delayed tutor evaluation in showcase portfolio approach. The article concludes with some pedagogical implications on how to use feedback to improve the quality of revised written texts and to support learning through writing. © 2020, Teaching English Language and Literature Society of Iran (TELLSI). All rights reserved.
ITL - International Journal of Applied Linguistics (Belgium) (17831490)171(2)pp. 253-279
The current study investigated the differential effect of two types of oral feedback - graduated oral corrective feedback (GOCF) in accordance with sociocultural theory (SCT) and supplemented direct oral corrective feedback (SDOCF) in accordance with cognitive-interactionist theory (CIT) - on Iranian pre-intermediate EFL learners' written errors. The study used a pretest-treatment-immediate posttest-delayed posttest design with three groups. Two types of tests were employed to measure the learners' explicit and implicit knowledge of English articles. The results of the repeated measures mixed-design ANOVAs and post-hoc analyses demonstrated that while both types of feedback significantly improved both types of knowledge in the immediate posttest, a clear advantage was found for the GOCF in the long term. The findings indicate that oral feedback, especially the GOCF within SCT, could be an effective means of addressing learners' written errors and improving their implicit knowledge. © John Benjamins Publishing Company
Second Language Learning and Teaching (21937656)pp. 89-94
This chapter presents the final remarks about the study. First, a brief summary of the findings is presented. Then, the findings of the study are discussed in light of the DMC model (Dörnyei and his colleagues, 2014, 2015, 2016) and previous related studies. Also, the results of data analyses related to the questions related to the effect of experiencing DMCs on WTC, self-confidence, self-concept, and language learner autonomy are discussed. © Springer Nature Switzerland AG 2019.
Second Language Learning and Teaching (21937656)pp. 9-17
This chapter presets the theoretical underpinnings on L2 motivation and Directed Motivational Currents (DMCs). First, a brief overview of research on L2 motivation is presented. Then, the DMC construct, its core characteristics, and the theories related to it are explained in detail. © Springer Nature Switzerland AG 2019.
Second Language Learning and Teaching (21937656)pp. 1-118
Studies in Second Language Learning and Teaching (20835205)9(4)pp. 657-680
Learning about language teacher cognition (LTC) is useful for understanding how language teachers act in the classroom. Employing an ecological framework, this study aimed to explore the factors influencing language teachers’ LTCs at different levels. To this end, qualitative data using semi-structured interviews and observation were collected from 62 (30 males and 32 females) Iranian EFL teachers. The results indicated that, at microsystem level, factors such as teaching equipment and facilities, teachers’ mood and feelings, their job satisfaction, and language proficiency influenced LTC. At mesosystem level, LTC was influenced by teachers’ prior learning experience, the collaboration and collegiality among teachers working in the language institute, teachers’ self-efficacy, and critical incidents that happened when teaching or learning. Additionally, the results indicated that exosystem level factors including teacher appraisal criteria, the teaching program and curriculum, and teacher immunity affected LTC. Moreover, LTC was subject to the influence of the government’s attitudes about ELT and religious beliefs about self and interaction, and friendliness with students at macrosystem level. More importantly, it was found that the factors influencing LTC were interrelated and interconnected and in several cases, LTC was a product of joint effect of several factors at various ecosystem levels. Finally, findings in this study suggest that language teaching programs provide recent educational technology in the classroom, foster collaboration and collegiality among teachers, and clarify teacher appraisal criteria for teachers in order to help create positive language teaching beliefs. © 2019, Adam Mickiewicz University Press. All rights reserved.
International Journal of Multilingualism (14790718)16(4)pp. 563-583
The present study compared L2 and L3 learners of the same additional language in two parallel case studies framed within a Vygotskyan SCT perspective to examine how foreign language learners’ background knowledge impacts on the path of their development. Interactive data were collected on the development of interrogative formation by four Persian learners of English (N = 2) and French (N = 2) in sessions tutored by a Persian L1, English L2, French L3 instructor with experience in teaching both languages. Data were collected, analysed, and interpreted employing Vygotsky’s microgenetic method and his constructs of ZPD and mediation. Four aspects of language development were compared across the cases and studies: (a) responsiveness to instruction, (b) responsiveness to graded mediation, (c) exploiting current affordances for further development and (d) approach to task accomplishment. The findings showed that differing linguistic profiles made the subjects fundamentally different from the outset. The L3ers were more sensitive to the structures, could extract more from the instructions/interactions, better able to exploit their resources to make meaningful connections between past and present, and experienced a faster-paced, more efficient transition of the structures from inter to intrapsychological functioning. Additionally, heightened metalinguistic and metacognitive awareness equipped them to more systematically approach challenging tasks. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.
Iranian Journal Of Language Teaching Research (23221291)7(1)pp. 61-75
This study reports the findings of the research conducted on the effects of Interest-Based Language Teaching (IBLT) on Persian students' interest in L2 learning, and their achievement in reading comprehension. With the aim of improving L2 learning in the university level, the study investigated whether selecting instructional materials based on learners' interest areas could impact their interest in language learning. Furthermore, it examined whether selecting instructional materials based on interest would have any influence on learners' performance in L2 reading. It also examined any significant differences between the learners with high and low L2 reading levels in terms of interest. The participants were sixty first-year nursing students in a nursing college. Both questionnaires and tests were employed to collect the data. The collected data were closely examined and analyzed using independent-samples t-test. The results revealed that (1) personalizing the materials could make a significant contribution to the development and enhancement of students' interest level in L2 learning; (2) selecting the instructional materials based on learners' interest areas could improve their performance in L2 reading comprehension; and (3) in using IBLT, there was no significant difference between learners with different levels of reading proficiency in learning the course materials. © 2019, Urmia University Press.
Second Language Learning and Teaching (21937656)pp. 33-47
This study aimed to examine the effect of experiencing a DMC on language learners’ autonomy, self-confidence and self-concept. This chapter deals with the notions of language learner autonomy, self-confidence, and self-concept ad reviews the key ideas related to these topics. Theoretical and empirical studies related to each of these concepts is reviewed separately and the latest developments in research on each variable are discussed. © Springer Nature Switzerland AG 2019.
Second Language Learning and Teaching (21937656)pp. 49-62
This chapter presents the methodological information of the study. Following the specific nature of the DMC phenomenon, a qualitative approach was used to address the research questions. As an important aspect of qualitative research is thick description of the context, participant, data collection, and data analysis procedure, detailed information about each of these elements is presented in this chapter. © Springer Nature Switzerland AG 2019.
Journal of Language and Politics (15699862)18(1)pp. 83-106
Inspired by Aristotle and modern political theory, Fairclough and Fairclough (2012) introduce a model into Political Discourse Analysis (PDA) on the basis of deliberation and conductive argumentation (reasoning). This study makes an attempt to appraise the efficacy and adequacy of this model through examining Trump's UN speech on Iran in 2017 in the light of other mainstream analytic tools and frameworks of Critical Discourse Analysis (CDA). The findings suggest that the model is a step toward including the cognitive interface in PDA, and that the premises adduced in Trump's speech could serve the purpose of delegitimizing Iranian government and 'Iranoregimephobia', hence calling for confronting Iran. It is concluded that if integrated with other approaches, the model could serve to possibly counter-balance the subjectivity and skepticism associated with CDA-oriented studies, thus possibly proving itself as a practical, effective, and informative tool for the critical study of political discourse. © John Benjamins Publishing Company.
Pedagogies (15544818)14(4)pp. 297-312
The present study examined the effects of different types of written input on the learning and retention of collocational knowledge. Eighty-three second language (L2) learners from four intact classes were divided into a control group and three treatment groups. The treatment groups were provided with infrequent grammatical collocations embedded in genuine input, elaborated input, and modified elaborated input. They were exposed to the collocations during five instructional sessions and were assessed on their receptive and productive collocation knowledge using immediate and delayed posttests. The results indicated that (a) receptive and productive collocation knowledge can be learned incidentally through multiple exposures in genuine, elaborated, and modified elaborated input and (b) modified elaborated input, which induces more focus on form (FonF), can lead to significant immediate and long-term gains in receptive collocation knowledge. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.
Second Language Learning and Teaching (21937656)pp. 63-88
This chapter presents the results of data analysis performed to answer the research question of the study. In so doing, first results of the systematic approach taken to identify learners with a DMC experience are presented. This included describing each participates’ demographic and educational status as well as explaining the cause of their DMC experience. © Springer Nature Switzerland AG 2019.
RELC Journal (1745526X)50(2)pp. 341-349
This study examined the effectiveness of a person-centred future time perspective (FTP) intervention on Iranian EFL students’ willingness to communicate (WTC) in English. Through one-on-one interviews with the participants, the researchers tried to build a connection between students’ English learning at school and their goals in future, and to develop positive feelings about the value of speaking English. The quantitative findings followed by qualitative interview data indicated that the intervention was successful in enhancing students’ WTC in English. The results showed that the intervention improved the participants’ WTC by affecting their goal pursuit commitment, autonomy, feelings, and values attached to learning English. The implications of the study are discussed. © The Author(s) 2017.
Second Language Learning and Teaching (21937656)pp. 19-32
Willingness to Communicate (WTC) is one of the highly studied ID variables in language learning and teaching in the past three decades. In this chapter, the origin of WTC is discussed and its introduction to L2 research literature is briefly reviewed. Moreover, empirical studies conducted over the globe are summarized. © Springer Nature Switzerland AG 2019.
Translation and Interpreting (18369324)10(1)pp. 92-110
The present study addresses the phenomenon of online nonprofessional translation of manga in the context of Iran from the perspective of agency. It focuses on the people involved in decision-making in nonprofessional translation production, the non-professional translators motivations for their free immaterial labor as well as the factors that can constrain or increase their willingness or ability to translate manga into Persian. These questions were answered based on the activities of AnimWorld, the largest Iranian community of non-professional translators. The results suggest that non-professional translations differ from professional translations in terms of decision-making processes, motivations of the individuals involved as well as the contexts where they practice. © 2018 University of Western Sydneys. All Rights Reserved.
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.
Journal of Language Teaching and Research (17984769)9(5)pp. 1053-1058
Negotiation of meaning refers to interactional work done by interlocutors to attain joint understanding when a communication difficulty comes about. This study uses a qualitative perspective to consider the development of participant utterances in interaction in every moment. 10 English as a foreign language learners in a language school in Iran were chosen to participate in a dictogloss activity in which they were required to describe a certain word. The interaction features in their lexical language related episodes were analyzed. The results indicate that students use a wide range of interaction features in their collaborations. These features help learners generate a scaffolding structure in the LLREs in which meaning discovering is made. The use of interactive features fostered metalinguistic awareness and encouraged learners’ self-regulation. © 2018 ACADEMY PUBLICATION.
ITL - International Journal of Applied Linguistics (Belgium) (17831490)168(1)pp. 70-90
This study examined Persian intermediate and advanced EFL learners’ perceptions regarding (a) their own and their teachers’ responsibility in learning language autonomously; (b) their decision making ability in learning language autonomously; and (c) their autonomous learning activities inside and outside the classroom. To this end, a questionnaire designed by Chan, Spratt, and Humphrey (2002) was distributed among 67 intermediate and 65 advanced EFL learners. Statistical analysis of students’ answers showed that overall, advanced learners tended to assume more responsibility for their own learning, to perceive themselves to be highly capable of autonomous learning, and to practice more autonomous learning activities compared to the intermediate learners. In addition, data collected through the interviews with some of the participants suggested that learners’ perceptions were greatly affected by their previous educational experiences. Since intermediate learners were not largely engaged in making decisions related to educational materials and activities used in their classrooms, they considered themselves as less responsible for and consequently less capable of choosing learning materials and activities. The findings of the study, along with the pedagogical implications, are discussed. © John Benjamins Publishing Company.
Journal Of Research In Applied Linguistics (23453303)8(2)pp. 51-70
This study focused on the effect of transcribing task, as a noticing activity, on EFL learners' grammatical accuracy. For 20 sessions, oral discussion tasks were assigned to 2 intermediate adult EFL classrooms, with 1 class serving as the control group and the other as the experimental group. For this purpose, the learners were divided into groups of 3 or 4 in each class. Learners in both groups were asked to record their group conversations each session. Unlike the control group, the learners in the experimental group were engaged in the posttask activity. Working individually, they first transcribed the recorded classroom speaking task and autonomously tried to correct their own and their peers' grammatical mistakes. Subsequently, collaboratively, the learners engaged in further reformulation of these mistakes. Results obtained from the t test indicated that the transcription of oral output with a follow-up self- and peer-correction significantly enhanced the accuracy of the EFL learners' production. © 2017 Shahid Chamran University of Ahvaz.
Current Psychology (19364733)36(4)pp. 781-790
English is broadly used as the language of politics, commerce, communication, internet, tourism, etc., which necessitates a multidimentional motivation to learn it. At the time, scholars claim that considering motivation as a Complex Dynamic System (CDS) is the best apparatus to tap this multidimensionality. The present study was an attempt to examine the interplay of different motivational factors influencing a group of Iranian participants’ decision to start and continue an English as a foreign language course. Eight participants were interviewed in the beginning, middle, and end of the semester to better picture the dynamic and complex nature of motivation. The results of the study lent support to the dynamicity of motivation. The findings also showed that several major motivational themes were at work and there were positively or negatively directed motivations. Finally, the implications of the study were discussed. © 2016, Springer Science+Business Media New York.
Journal of Psycholinguistic Research (15736555)46(5)pp. 1087-1099
The purpose of this study was to investigate two levels of reading comprehension, namely literal and inferential, of two text types of narration and exposition in Iranian EFL learners. The elicitation instruments were four expository texts and four narrative ones. One hundred eighty upper-intermediate EFL learners were assigned the reading passages followed by both literal and inferential multiple-choice items. Paired-samples t tests were run to provide answers to the research questions of this study. From an inter-text-type angle, the results demonstrated that the participants meaningfully outperformed on the expository texts at the level of literal comprehension. Yet, regarding inferential comprehension, there was no significant difference between the two text types. The results, from an intra-text-type perspective, also revealed that in the expository texts, literal comprehension meaningfully outweighed inferential comprehension, whereas no significant difference was observed between literal and inferential comprehension in the narrative texts. Finally, probable explanations and interpretations for the obtained results were provided. © 2017, Springer Science+Business Media New York.
Indonesian Journal Of Applied Linguistics (23019468)7(2)pp. 302-314
Rating accuracy in writing among EFL learners is crucial in determining their English proficiency. Despite the importance of its accuracy, little is known about various factors may affect the accuracy of rating writing essays. This study examines how raters' comments on EFL writing tasks change as a result of fatigue. To this end, four raters were selected and each given 28 essays to score and comment on. Six general types of raters' comments (i.e., those on grammar, choice of words, organization, punctuation, dictation, and capitalization) were into focus in this study. Overall, results suggested that fatigue affects raters' frequency of comments on grammar, choice of words, and organization, and that raters' comments on punctuation, dictation, and capitalization do not seem to change significantly due to the effect of fatigue. Furthermore, this study revealed that the most and least frequent comments in 112 scored essays were those on grammar and dictation, respectively.
3l: Language, Linguistics, Literature (01285157)23(3)pp. 97-107
As professional development is essential for teacher quality, many countries have made investments in designing teacher education programs. The study explores the efficacy of in-service courses in Iran from the perspective of English language teachers. Interviews were conducted to examine teachers' beliefs about the efficacy of in-service courses, their involvement in program development, the application of program material by teachers, and their preferences about teacher education programs. The findings showed that program designers adopted a traditional transmissive model to transfer pre-determined knowledge to the teachers without involving teachers in the decision making process. Teachers, in turn, did not apply the program materials in their teaching practices because they believed program materials were idealistic, impractical, generalized, and decontextualized. Moreover, what teachers considered beneficial for their development was different from what was presented to them in the in-service courses. The reason for such inconsistencies is a lack of communication and effective feedback channel between teachers and planners. The findings suggest that as teachers are the final decision makers based on the realities of their teaching situation, involving them in planning and program development process can decrease the existing gap and make program materials more realistic and consequently applicable. Implications for language planning and teacher education programs are discussed. © 2017 Penerbit Universiti Kebangsaan Malaysia. All rights reserved.
The present study aimed at investigating the video-enhanced reflections of Iranian EFL teachers. It also made an attempt to cast light on the differences between male and female teachers' video-enhanced self-reflections of their own teaching process. Moreover, the role of experience in changing their video-enhanced reflection was explored. Applying instruments like video-recording, reflection checklists and semi-structured interviews, this study implemented a mixed-method approach with a triangulation design focusing on both quantitative and qualitative data. The findings of the study demonstrate that the video-enhanced reflections of Iranian EFL teachers mostly pivot around issues consisting of innovative teaching strategies, classroom management, learners' characteristics, classroom interactions, teacher talk, organization of the lessons, technology resources and visual AIDS. Results also show that the above-mentioned reflections are both experience and gender-sensitive.Keywords: Video-enhanced reflection, Reflective teaching, EFL teachers. © 2017 TUDpress. All rights reserved.
Calidoscopio (21776202)14(3)pp. 402-412
Given the growing body of evidence on the interaction between language and thought, the overall aim of the current study is to verify whether there is a developmental pattern in the cognitive behavior of Persian L2 learners of English as a foreign language with regard to action construal level. Specifically, this study investigates whether acquiring English as a foreign language would affect the construal level of Persian EFL learners with different levels of bilingualism. A group of 40 Persian monolinguals, a group of 40 low-level Persian EFL bilinguals (bilinguals with low L2 proficiency), and a group of 40 highlevel Persian EFL bilinguals (bilinguals with high L2 proficiency) were recruited. Participants were divided into the above groups based on their performance on Oxford Quick Placement Test (QPT). The participants' action construal level was measured using Behavior Identification Form (BIF) (Vallacher and Wegner, 1989). The results of a one way ANOVA and a post-hoc Tukey test indicated that while low-level participants behaved relatively similar to Persian monolinguals, the construal of high-level learners was significantly different from monolinguals and low-level bilinguals. These findings provide evidence of a developmental pattern regarding the acquisition of construal level, supporting the claim of previous research that learning an additional language can affect the construal of language learners.
Journal of Psycholinguistic Research (15736555)45(6)pp. 1499-1513
The purpose of this study was to investigate the relationship between text structure and two levels of reading comprehension, namely literal and inferential, in Iranian EFL learners. Studies have generally found that learners perform differently after they have read different text structures (Amiri et al. in Proc Soc Behav Sci 66:402–409, 2012). The text structures in focus were descriptive and enumerative expository texts. One hundred eighty upper-intermediate EFL learners were assigned four reading passages, two including descriptive and the other two enumerative text structure, followed by both literal and inferential multiple-choice items. A number of paired-samples t tests were run to provide answers to the research questions of this study. The results indicated that the participants meaningfully outperformed on the descriptive texts at both levels of literal and inferential comprehension. The findings also revealed that in both text structures of description and enumeration, literal comprehension significantly outweighed inferential comprehension. Implications were made for L2 materials developers, language teachers, and language testers regarding the consideration of text typical features in their practice. © 2016, Springer Science+Business Media New York.
Zare, J.,
Mahmoudi-gahrouei, V.,
Ketabi, S.,
Keivanloo-shahrestanaki, Z. Iberica (11397241)(32)pp. 153-178
This study was an attempt to investigate the English for Research Publication Purposes (ERPP) needs of Iranian non-native speakers of English (NNSE) researchers. To this end, a questionnaire, semi-structured interview, and a corpus of the referees’ comments were used. The corpus comprised 621 comments drawn from 78 reviews on 45 full-length manuscripts from three broad disciplinary groups, i.e. engineering, science, and humanities. The results of corpus analysis suggest that, regardless of discipline, Iranian NNSE researchers, as off-network researchers, seem to have more problems with the use of language than with technical contents when writing a scientific manuscript. Moreover, the results of corpus analysis show that coping with syntactic and lexical use of English was much more problematic than discourse and rhetoric. Whereas science researchers believed in the primacy of lexis and syntax over discourse and rhetoric due to the existence of some definite moves in their papers, humanities researchers stressed the significance of knowing the moves of different sections of an article. The paper ends with some pedagogical implications for different disciplinary groups. © 2016, AELFE. All rights reserved.
Zare, J.,
Mahmoudi-gahrouei, V.,
Ketabi, S.,
Keivanloo-shahrestanaki, Z. Iberica (11397241)2016(32)pp. 153-178
This study was an attempt to investigate the English for Research Publication Purposes (ERPP) needs of Iranian non-native speakers of English (NNSE) researchers. To this end, a questionnaire, semi-structured interview, and a corpus of the referees’ comments were used. The corpus comprised 621 comments drawn from 78 reviews on 45 full-length manuscripts from three broad disciplinary groups, i.e. engineering, science, and humanities. The results of corpus analysis suggest that, regardless of discipline, Iranian NNSE researchers, as off-network researchers, seem to have more problems with the use of language than with technical contents when writing a scientific manuscript. Moreover, the results of corpus analysis show that coping with syntactic and lexical use of English was much more problematic than discourse and rhetoric. Whereas science researchers believed in the primacy of lexis and syntax over discourse and rhetoric due to the existence of some definite moves in their papers, humanities researchers stressed the significance of knowing the moves of different sections of an article. The paper ends with some pedagogical implications for different disciplinary groups. © 2016, AELFE. All rights reserved.
Mediterranean Journal of Social Sciences (discontinued) (20392117)6(3)pp. 220-231
This study was set to investigate the problems Persian EFL learners encounter in reading advertisements. Additionally, this study explored the hidden strategies behind each advertisement. In this regard, 30 Persian EFL university students majoring in English were selected. The model of this study was based on mixed models of Halliday’s Systemic Functional Linguistics (1994), Fairclough (2010), Huhmann adopted McQuarrie and Philips (2008) and Kress and Van Leeuven (2006) adopted Halliday’s Semiotic Approach (1994). The findings of the study indicated that Persian EFL learners had problems not only with semantic, syntactic and phonological aspects of language of advertisements, but also with non-linguistic elements such as colors in advertisements. As a result, the findings of the present study could be helpful for EFL teachers to see possible problems their students encounter in reading advertisements. © 2015 Mediterranean Center of Social and Educational Research. All rights reserved.
Psychological Studies (00332968)60(2)pp. 226-231
This paper reports a three-phase study. Phase 1 of the study was aimed at developing a self-report scale to assess language teachers’ perceptions toward the inclusion of happiness components in language teaching materials. To this end, we developed a 20-item Happiness Teaching Perceptions Inventory (hereafter HTPI), using Seligman’s (2002) theory of authentic happiness as a frame of reference. In Phase 2 of the study, we examined the reliability and construct validity of the HTPI using data collected from 152 teachers of English as a Foreign Language (EFL). Having determined a factorable sample through the Kaiser-Meyer-Olkin test of Sampling Adequacy (KMO) and Bartlett’s Test of Sphericity, we employed an Exploratory Factor Analysis (EFA). Results from Principal Component Analysis (PCA) and the Screen test supported a three-factor solution for the grouping of the items in the inventory. Moreover, reliability analyses revealed that the HTPI enjoys a high internal consistency (α=0.95). Phase 3 of the study involved an examination of teachers’ perceptions both by analyzing the results from the newly-developed scale and through conducting semi-structured interviews with language teachers. © National Academy of Psychology (NAOP) India 2015.
Current Psychology (19364733)34(2)pp. 268-281
This paper reports a two-phase study. Phase 1 of the study was aimed at developing a self-report scale based on which to analyze language teachers’ perceptions toward the inclusion of critical thinking components in language teaching materials. To this end, we developed a 17-item Criticality-oriented English Teaching Perceptions Inventory (hereafter CETPI). In Phase 2 of the study, we examined the reliability and construct validity of the CEPTI using data collected from 150 teachers of English as a Foreign Language (EFL), mainly through employing the Exploratory Factor Analysis (EFA). The results indicated that the CEPTI enjoys a high internal consistency (α = 0.93). Further, having determined a factorable sample through the Kaiser-Meyer-Olkin (KMO) test of Sampling Adequacy and Bartlett’s Test of Sphericity, EFA was applied to the data. Moreover, the results obtained from Principal Component Analysis (PCA), the Scree Test, and the Component Plot in Rotated Space all supported a three-factor solution for the grouping of the items in the inventory. © 2014, Springer Science+Business Media New York.
Translation and Interpreting Studies (19322798)10(2)pp. 277-297
Advertising is an important part of marketing and greatly influences the way people behave and think. It communicates information about products and at the same time tries to persuade people to buy them, which makes the translation of advertising materials a challenging, yet necessary task. Using critical discourse analysis, this study aims to examine English print advertisements for cosmetic and hygienic products and their Persian translations. The sample consists of seven matching pairs selected from brochures and catalogs available at Isfahan drugstores between 2010 and 2012. Fairclough's framework (2010) is adopted to analyze verbal elements. In order to analyze the visual components of advertisements, Johnson's (2008) approach to the study of advertisements is employed. The analyzed data reveals significant differences between the source and target texts in terms of their textual, discoursal, and ideological features. © John Benjamins Publishing Company.
International Journal of Applied Linguistics and English Literature (discontinued) (22003452)4(5)pp. 182-189
Pronunciation, despite being known as an important component of language learning, has not been awarded due attention within the field of language education. This article is a humble attempt to present an overview of the history of pronunciation teaching. Different approaches and methods of language teaching from the late nineteenth century into the new millennium are reviewed and discussed with regard to their stance in pronunciation instruction. Recent trends and issues of pronunciation teaching, e.g. intelligibility and Lingua Franca Core are also highlighted. Discussions like the present one might be beneficial in gaining a better understanding and evaluation of the status quo in order to improve and enhance the status of pronunciation instruction within language pedagogy. © 2015, Australian International Academic Centre PTY LTD. All rights reserved.
Innovation in Language Learning and Teaching (17501237)9(2)pp. 102-114
Some recent research has focused on the students' silence and inviting more student voice. This paper investigated the reasons behind Iranian undergraduate students' silence in English classes and stepped further to give voice to those students' attitudes toward English with the belief that inviting and including student voice could improve the overall participation of silent students in English courses. One hundred freshmen and sophomore undergraduate students majoring at the University of Isfahan volunteered to take part in this study. From among them, 60 students who indicated they were silent in English classes were asked to complete a survey adopted from Life. In addition, 20 of the students were interviewed to pinpoint the intentions behind their silence. Thus, the paper took an in-depth look at the reasons for the Iranian English as a Foreign Language (EFL) students' silence, drawing from detailed examination of the students' own accounts, comparing and contrasting them. The results of this study explicitly states reasons behind the silence of the EFL students in English classes. It also put forth various solutions that could easily be implemented in pedagogical settings by English instructors to break the silence of EFL/English as a Second Language (ESL) students. © 2013 Taylor & Francis.
Theory and Practice in Language Studies (20530692)4(2)pp. 435-440
Formative assessment was first used by Scriven (1967), but studies focused on formative assessment in ESL and EFL classes started in 2000. Formative assessment is integrated in learning and teaching, so a great part of classroom assessment is formative. However, classroom assessment has been not defined clearly, as most of the texts about this type of assessment define it in terms of its formative or summative potentials (Fulcher & Davidson, 2007). This study is an attempt to define different types of assessment, compare formative and classroom assessment, and also identifies the areas which need more attention by researchers. © 2014 ACADEMY PUBLISHER Manufactured in Finland.
Current Psychology (19364733)33(3)pp. 377-392
Unlike other measures of happiness that have tended to capture current levels of happiness, the Authentic Happiness Inventory (AHI) (Peterson, 2005; Seligman et al. in The American Psychologist 60:410–421, 2005) assesses changes in happiness based on the creation of positive emotions (the pleasant life), engagement in activities that facilitate the utilization of one’s strengths (the engaged life), and serving a more worthwhile purpose than merely the self’s pleasures (the meaningful life). Nonetheless, there is little published data regarding the construct validation of the AHI. The present study, which is part of a larger research project in assessing the effectiveness of integrating happiness intervention programs in the foreign language teaching curriculum at private English institutes and universities in Iran, attempts an examination of the psychometric quality and the construct validation of the Persian version of AHI (hereafter AHI-PV) using data collected from 234 Iranian learners of English as a Foreign Language (EFL), mainly through employing the Exploratory Factor Analysis (EFA). The AHI was translated into Persian to ensure item comprehension by the Iranian participants. The results show that the AHI-PV enjoys a high internal consistency (alpha =.93). Further, having determined a ‘marvelous’ factorability of the present sample through the Kaiser-Meyer-Olkin (KMO) test of Sampling Adequacy (.94) and Bartlett’s Test of Sphericity (p < 0.05), we employed the EFA to the data. Moreover, the results obtained from Principal Component Analysis (PCA) and the Scree test indicated that, in contrast to earlier findings, a four-factor solution provides a more parsimonious grouping of the items in the inventory. Having analyzed the items on the scale, we labeled the four factors as ‘Meaningful and Purposeful Life’, ‘Pleasures and Positive Emotions’, ‘Engagement in Life Activities’, and ‘Interpersonal Connectedness’, hence the alignment of these new factors to Seligman’s (2002) conceptualization of authentic happiness. © 2014, Springer Science+Business Media New York.
Perspectives: Studies in Translation Theory and Practice (0907676X)22(3)pp. 404-418
This study sets out to investigate the translation strategies, especially within the domain of non-equivalent options, applied by the subtitler to the English version of a speech by Iran's current President, Mahmoud Ahmadinejad. The overall aim is to see whether there is any ideological manipulation in the subtitled version and also whether or not the emphasis and implications of the speech remain intact. To this end, we will apply a twofold theoretical framework based on the dichotomous categorization 'euphemism' versus 'derogation' developed by Hodge and Kress on the one hand, and on van Dijk's framework of critical discourse analysis with some supplementary elements on the other. The findings of the study suggest some degree of manipulation concerning some ideologically-loaded terms. © 2013 Taylor & Francis.
Theory and Practice in Language Studies (20530692)4(3)pp. 608-612
Iranian EFL learners have proven to have a positive attitude towards English in general. This study is an attempt to investigate the attitude of the Iranian EFL learners towards learning and producing idioms in particular. A random number of 40 students majoring in English translation and Literature at Isfahan University, Iran was surveyed using an attitude questionnaire. The domains used for the purposes of the study were: a) interest in English, b) attitudes towards learning English, and c) attitudes towards learning and producing idioms. The results revealed that participants have a very high positive attitude towards learning idioms. © 2014 Academy Publisher Manufactured In Finland.
Theory and Practice in Language Studies (20530692)4(3)pp. 489-496
Vocabulary has been established as the primary way towards learning a new language (Carter, 2001).With the advent of the computer technology, various degrees of change has been felt in different areas of education. As for language learning, this intervention has been very palpable. This study is an attempt to look at the reported effect of multimedia games on language learning in the related literature. To this end, first, concepts of incidental and intentional vocabulary learning are introduced. In the next step, some aspects of vocabulary (learning) are dealt with concisely and finally multimedia games and their effect on vocabulary learning are briefly discussed. © 2014 Academy Publisher Manufactured in Finland.
Theory and Practice in Language Studies (20530692)4(3)pp. 518-523
The aim of this study was twofold: (1) to see whether there is any significant relationship between emotional intelligence and learners' beliefs about language learning and (2) to examine whether emotional intelligence can predict learners' beliefs about language learning. The participants of this study were 138 undergraduate EFL learners at two universities in Iran. To this end, two self-reported questionnaires including Trait Emotional Intelligence-short form (TELQue-SF) and Beliefs about Foreign Language Inventory (BALLI) were employed to gather the data. Results revealed that there was a positive and significant relationship between emotional intelligence and learners' beliefs about language learning. Furthermore, emotional intelligence can predict learners' beliefs about language learning. The findings could have some implications for EFL teachers and practionairs. © 2014 Academy Publisher Manufactured In Finland.
Journal of Intercultural Communication (14041634)(34)
It is commonly accepted that language is a part of culture and that it plays a very important role in it. However, the priority given to the place of culture as a significant component in language teaching has not been equally the same in different approaches and methods of foreign language teaching. This paper explores the role of culture in language teaching and the importance of the integration of culture into the teaching of language in traditional, innovative and modern approaches to language teaching. It starts from the ancient times and the age of popularity of Grammar-translation Method when the role of culture was only implicitly recognized and culture was confined to literature and fine art and ends with the present situation where the pressing need for cross-cultural encounters in the era of globalization has led to the notion of intercultural competence.
English Language Teaching (discontinued) (19164742)6(11)pp. 148-159
Genre analysis of texts has always been significant. The current study aimed at investigating intertextuality considering cultural variations and differences in students' discourse communities. Social studies, philosophy, and biology were chosen as the representatives of social sciences, humanities and sciences. Tehran University, one of the most prominent and oldest universities in Iran, was chosen as the source of the theses. From each discipline, eight theses were chosen randomly and the organization of the introductions was analyzed according to Samraj's revised model of Swales (2008). Next, a comparativeand contrastive analysis was performed between the results obtained from this study and the ones obtained from Samraj's (2008). The results indicated that social studies and biology introductions were quite similar and followed the traditional format of thesis writing whereas philosophy introductions were different as they had a more topic-based structure. © the author(s).
Reading Psychology (02702711)34(4)pp. 355-378
This study investigated the differences in the type and frequency of strategy use by four proficient and four less-proficient readers. Thirty female senior undergraduates majoring in TEFL at a university in Iran were given a reading comprehension test. Based on the results of their reading test, eight were chosen based on a nonrandom purposive sampling technique to take part in the study. They were required to read an expository text in English (L2) and at the same time think aloud. The strategies that emerged from the think-aloud protocols were coded and categorized based on Oxford's (1990) taxonomy of language learning strategies. © 2013 Copyright Taylor and Francis Group, LLC.
Mediterranean Journal of Social Sciences (discontinued) (20392117)4(4)pp. 83-89
Task-Based Approach (TBA) has gained its popularity in the field of language pedagogy since the last decade of the 20th century and significant scholars have joined the discussion to increase the amount of analytical studies on this issue. This study attempts to investigate the topic of Task-based activities and learning relative clauses by Persian EFL learners. To carry out this study, first, a general proficiency exam (IOPT test) was administered among all students who were supposed to be at intermediate level at Sobhe Sadegh Higher Education Institute. Afterwards, the participants were divided into three homogeneous groups, and a pretest was given to them. After the administration of the pretest the treatment was performed. The subjects of the two experimental groups were given task sheets, which gave them the requisite information and terminology regarding relative clauses and relative pronouns requiring them to generate two rules concerning the omission of relative pronouns, and to combine pairs of sentences to make a single sentence with a relative clause. The two experimental groups received almost the same treatment, the only difference being that in one group there was teacher feedback on the students' solutions to tasks whereas in the other there was no such feedback. The third group, considered as the control group, which was working on a reading assignment, received a conventional teacher-fronted grammar lesson in English by the researcher. After two weeks the posttest was given to the subjects again. The present study also provides the theoretical background to Task-Based Language Learning (TBLL), a framework for TBLL with explanations, and factors to consider when implementing task-based language learning.
Electronic Journal of Foreign Language Teaching (02199874)10(2)pp. 221-233
The problem of second language acquisition and its true nature is a controversial issue in second language teaching. Different camps propose different methods to approach the very nature of second language acquisition. Among these, Stephen Krashen and his advocates raised the issue of implicit second language teaching and the prominence of input that are expounded in the present article. In so doing, some criticisms put forth by proponents of explicit second language teaching will be presented and answered briefly by Krashen in an interview. © Centre for Language Studies.
Theory and Practice in Language Studies (20530692)3(5)pp. 797-804
One of the most challenging parts of learning a foreign/second language is vocabulary, and perhaps the most difficult part of the vocabulary for EFL learners is learning both literal and figurative meanings of idioms. This study was an attempt to find out how EFL learners make a mental image of English idioms as compared with native English speakers. For this purpose two hypotheses were formulated as: 1) prior knowledge of an idiomatic phrase figurative meaning does not influence the mental image of native (American) and non-native (Iranian) English speakers based on phrase's literal meaning, and 2) nonliteral interpretation of figurative phrases does not help native (American) and non-native (Iranian) English speakers conceptualize the literal meanings of idiomatic expressions.After the data analysis the following results were obtained: 1) prior knowledge of an idiomatic phrase figurative meaning can influence the mental image of native English speakers and native Persian speakers based on phrase's literal meaning, and 2) nonliteral interpretation of figurative phrases is not effective in terms of conceptualizing the literal meaning of idiomatic phrases neither for Persian speakers nor for English speakers. The results of this study can be beneficial for L2 teachers and students as well as for material developers. © 2011 ACADEMY PUBLISHER Manufactured in Finland.
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.
Sadeghi, S.,
Ketabi, S.,
Tavakoli, M.,
Sadeghi, M. Social Sciences (discontinued) (18185800)7(1)pp. 24-29
Classroom interaction analysis requires a variety of systematic approaches to interpret the classroom discourse in its unique socio-educational context. Investigating classroom interaction based on sole reliance on quantitative techniques could be problematic, since they conceal more than they reveal of the intricacies of classroom interaction. This qualitative study aimed at analyzing classroom discourse from two perspectives. First Grice's Cooperative Principles in 1975 was used to examine maxim observance in different genders by 22 EFL learners. Learners were required to listen to some audio materials and to discuss the topics through presenting their own perspectives. They were asked to make their arguments clear, brief, relevant and sincere. Transcriptions of classroom interactions were put into a qualitatively, critical interpretation of males and females' adherence to or flouting of four maxims. Results indicated limitations in applying these descriptions in revealing the hidden motivations in interactions between genders. Thus, researchers utilized Critical Classroom Discourse Analysis framework (CCDA) proposed by Kumaravadivelu in 1999 which draws on Posts tructuralism and postcolonialism concepts of discourse to examine classroom interaction in terms of power/knowledge and dominance/resistance. © Medwell Journals, 2012.
Sadeghi, S.,
Ketabi, S.,
Tavakoli, M.,
Sadeghi, M. English Language Teaching (discontinued) (19164742)5(1)pp. 166-173
As an area of classroom research, Interaction Analysis developed from the need and desire to investigate the process of classroom teaching and learning in terms of action-reaction between individuals and their socio-cultural context (Biddle, 1967). However, sole reliance on quantitative techniques could be problematic, since they conceal more than they reveal of the intricacies of classroom interaction. Moving away from this quantitative norm, this study examines the classroom process from the discourse analysis perspective called Critical Classroom Discourse Analysis (CCDA), proposed by Kumaravadivelu (1999); which draws on Poststructuralism and postcolonialism concepts of discourse; to analyze and understand classroom input and interaction in terms of power and dominance. This ethnographic study aimed at using CCDA as a tool for critical reflection to analyze the differences in the discourse of males and females in an EFL situation. The discussion, based on a case study conducted at a university classroom in Iran, aims at understanding the unseen social processes, i.e. male dominance in discourse. Transcriptions of classroom interactions were put into a qualitatively interpretation of males and females' adherence to, or flouting of four maxims. The research findings suggest that male dominance could be concealed in discourse control, types of questions, and turn-taking. Male participants tended to exert more power and used less indirect language, more negative face, and fewer politeness phenomena.
Theory and Practice in Language Studies (20530692)2(4)pp. 705-712
Materials development and evaluation is a relatively young phenomenon in the field of language teaching. In the practical sense, it includes the production, evaluation and adaptation of materials. Undoubtedly, culture is much more valuable than teaching and practicing the literary masterpiece. The need to integrate culture into teaching the second language particularly teaching English in a foreign context is not a new debate and has long been highlighted in countless studies. Societal values, attitudes and cultural elements are integrated with the communicative approach to enhance the effectiveness of L2 acquisition. Conversely, textbooks are an integral part of language learning in the classrooms. Yet, it seems to be common practice that foreign language textbooks and classrooms frequently overlook the conclusions drawn in such studies and neglect the essential information about the target language culture that would help students reach a cultural understanding to accompany their linguistic knowledge. Hence, it is the intent of this paper to examine the cultural elements in four English language textbooks: Interchange, Headway, Top Notch, On Your Mark currently used in Iran in order to determine the most prominent cultural dimension portrayed. © 2012 ACADEMY PUBLISHER Manufactured in Finland.
International Journal of Applied Linguistics (08026106)22(1)pp. 88-104
This study focused on one aspect of vocabulary knowledge, namely, change of the state representation of words in the lexicon, by providing a type of multi-sensory input in the form of instantaneous speech text of subtitled DVD. The purpose was to see whether this type of input could fulfill the needs of advanced learners for the immediate cognitive regulation of their knowledge. To this end, two types of subtitles were used in a counterbalanced design, when after each exposure, the state rating task was used to show the patterns of change in the learners' cognitive states. Results showed that subtitle viewing contributes to a change in learners' state representation of the words, but this contribution varies with the types of subtitling. © 2012 Blackwell Publishing Ltd.
World Applied Sciences Journal (discontinued) (18184952)19(7)pp. 1042-1050
This paper reports on the effects of three types of focus on form (FoF) instruction, namely explicit, implicit and combinatorial, on acquisition of idioms by EFL intermediate learners. 80 learners who were homogenous in terms of language proficiency and idiomatic knowledge were assigned to four groups: three experimental and one control. One of the experimental groups was exposed to explicit teaching of idioms. The second experimental group was taught the same idiomatic expressions through implicit FoF and the third experimental group (referred to as the combinatorial FoF group in this study) was taught the idioms through a combination of explicit and implicit techniques. The ability to use the target idiomatic expressions was measured through a multiple choice test (MCT) and a free spoken response task (FSRT). On both measures, the combinatorial FoF group outperformed the other groups followed by the group taught through explicit FoF which was in turn followed by the one taught through implicit FoF. In addition, the differences between all the groups were found to be statistically significant on both measures. The interpretation of the results along with the implications is discussed. © IDOSI Publications, 2012.
English Language Teaching (discontinued) (19164742)5(7)pp. 164-174
The present research was conducted with the aim of examining the foreign language learning needs of graduate and postgraduate students of Genetics in Iran in order to help students to meet the growing present and emerging future language demands. The study was designed on a qualitative-quantitative survey basis using interviews and questionnaires which was administered to 35 undergraduate students, 18 postgraduate students, and 4 subject-specific instructors. To see whether the graduate and postgraduate students differed significantly in terms of their language needs, an independent sample t-test was used. Chi-square analysis was also conducted to examine the possible discrepancies across the perceived needs of the students and their parallel counterparts in the instructors' corpus. The findings of the study revealed some minor discrepancies with regard to the language needs and perceptions across different levels. The chi-square results also revealed very few differences between the students' and instructors' perceived needs.
Porta Linguarum (16977467)(17)pp. 9-27
This study aims to investigate the influence of concept mapping on reading comprehension and self-efficacy of intermediate EFL students in Iran. To fulfill the aims of the study, 60 participants (21 males and 39 females) were selected. Their age ranged between 19 and 23. A randomized pre-test post-test control group design with a concept mapping group and a traditional method group was employed. Prior to the treatment, both the concept mapping group and the traditional method group were administered pre-tests in reading comprehension and self-efficacy. Eight items in the Motivated Strategies for Learning Questionnaire MSLQ which measure self-efficacy were applied to measure students' self-efficacy beliefs. The duration of training was ten weeks. At the conclusion of the training, all participants again completed the achievement test as well as self-efficacy scale. After controlling the effects of pre-test scores, results of ANCOVA revealed that students in the concept mapping group showed greater achievement in reading comprehension and self-efficacy than students in the traditional method strategy group. The findings of this study could have some implications for teaching reading comprehension to EFL students.
Journal of Asia TEFL (24661511)9(4)pp. 51-78
This study is targeted at investigating the effects of design features of narrative tasks on the oral performance of learners of English as a foreign language (EFL). To this aim, it explored the combined effects of information grounding and inherent task structure on complexity, accuracy, and fluency in participants' oral production. In doing so, the effects of performing four oral narrative tasks which differed in terms of information grounding and inherent structure on learners' complexity, accuracy, and fluency in producing English language were examined. Sixty Iranian intermediate-level EFL learners participated in this study. Using a between-groups design, the researchers required each participant to recount one of the narratives on a random basis. The results of one-way analyses of variance (ANOVAs) revealed that participants' performance in the tightly structured narrative tasks was significantly more accurate and to a great extent more fluent than that in the loosely structured ones. The outcomes also indicated that more syntactic complexity was associated with narratives that had both foreground and background storylines. Additionally and more importantly, it was found that performing a tightly structured narrative in which information is presented in both foreground and background significantly advantages complexity, accuracy, and fluency. The outcomes have certain pedagogical implications for practitioners in EFL context.
International Journal of Applied Linguistics (08026106)22(3)pp. 310-330
This study investigated how the degree of task difficulty, operationalized as the existence of a loose or tight storyline structure, affects self-repair behavior in L2 oral speech. Thirty Iranian female lower-intermediate EFL learners performed two oral narrative tasks, with loose and tight storyline structures. Then, they listened to the audio-tapes of their own performances and were asked to report their thoughts at the time they were performing the task, retrospectively. Results of the analyses revealed that there is a relationship between task difficulty and self-repair behavior such that with the difficult task, participants mostly effectuated appropriacy and different-information repairs. However the participants who performed the less difficult task were predominantly concerned with rectifying their ungrammatical or lexically inappropriate utterances and therefore executed error-repairs more frequently. © 2012 Blackwell Publishing Ltd.
English Language Teaching (discontinued) (19164742)5(9)pp. 104-114
The present study investigated the effect of context on the strategies the EFL learners utilized to process idioms. To do so, ten Iranian intermediate EFL learners were randomly assigned to two groups who then attended a think-aloud session. The 5 subjects in the first group were exposed to an animated cartoon including 23 unfamiliar idioms while their counterparts in the second group were exposed to the written version of the same material. The subjects of the two groups were asked to verbally report their thought processes when trying to define the unfamiliar idioms. The data thus gathered form the small sample revealed 8 major strategies which were then used to prepare a questionnaire to be administered to a larger sample. The new sample included 60 subjects randomly assigned to two groups of 30.The first group as in the think-aloud session was exposed to the animated cartoon while the other read the respective script. The subjects in both groups were asked to check the strategies they resorted to when guessing the meaning of unfamiliar idioms. The results of the study showed both inter and intra-group differences confirming the effect of context on the strategies applied in processing unfamiliar idioms.
Theory and Practice in Language Studies (20530692)2(5)pp. 938-944
The present study was an attempted to investigate the effect of explicit instruction of meta-cognitive learning strategies on promoting intermediate language learners' writing skill. To achieve this purpose, an Oxford Placement test (Allen, 2004) was administered to language learners in English language institution and ultimately 24 intermediate language learners were selected and randomly assigned to an experimental group and a control group. Both groups worked on the same writing tasks and activities. The subjects in the experimental group were also instructed in the use of meta-cognitive language learning strategies following O'Malley (1985) while the subjects in the control group received some placebo treatment for a whole term. The results of the posttest showed that explicit instruction of meta-cognitive learning strategies for intermediate language learners proved effective. One reason may be that language learners at the intermediate level draw on these strategies in a conscious fashion and they need to develop a conscious awareness of the meta-cognitive learning strategies. © 2012 ACADEMY PUBLISHER Manufactured in Finland.
Soleimani, H.,
Moinnzadeh, A.,
Kassaian, Z.,
Ketabi, S. English Language Teaching (discontinued) (19164742)5(9)pp. 45-53
The purpose of the present study is investigating the effect of instruction based on Multiple intelligence (MI) theory on attitude and learning of General English course among students of Islamic Azad University, Kermanshah Branch in the second semester of educational year of 2010-2011. 61 male and female students in two different classes participated in the present study that were assigned to experimental (32 students) and control (29students) groups based on random cluster sampling. A quasi experimental method of research with a pre- and post test was used. The experimental group was taught according to the theory of MI and the control group was instructed based on the traditional method of teaching General English in eight weeks time. In order to determine the effect of MI-based instruction compared with traditional method, a researcher constructed test including 30 items were utilized. In order to assess the attitude of the learners toward English, a 15 items scale of attitude toward English Language was also employed. For analyzing data we used ANCOVA and independent sample t-test. The results of the study indicated that there was a significant difference between improving in General English course between experimental and control groups. In other words, students taught based on MI theory exceeded the traditionally instructed students both in general and in each sub-skill of learning English (vocabulary, reading comprehension, and structure). The results also indicated that attitude of students towards learning English in experimental group improved significantly.
English Language Teaching (discontinued) (19164742)5(6)pp. 158-167
Previous studies on the effect of planning on language production have revealed that planning does have a positive effect on language performance in terms of fluency, complexity, and accuracy. The present study was an attempt to investigate the effects of pre-task, on-line, and both pre-task and on-line planning on fluency, accuracy, and complexity of Iranian EFL learners' written production. Forty five Iranian learners of English performed a narrative task based on a series of six pictures. The narratives, then, were coded to measure the fluency, accuracy, and complexity of the participants' production. The results of one-way ANOVA revealed that on-line planning (OLP) and pre-task plus on-line planning (PTP+OLP) had no effect on the fluency, complexity, and accuracy of the Iranian EFL learners' written narratives. However, pre-task planning (PTP) had a significant effect on one variable of fluency (i.e.syllables per minute) but it had no effect on the complexity and accuracy of the written narratives. Findings have pedagogical implications for language teachers and syllabus designers in EFL context.
Gema Online Journal Of Language Studies (16758021)12(4)pp. 1057-1075
The purpose of this study is to investigate the impact of manipulating the cognitive complexity of tasks on EFL learners' narrative task performance in terms of complexity, accuracy, and fluency of their production. To this aim, by drawing upon Robinson's (2007) Triadic Componential Framework (TCF), four levels of task complexity were operationalized. Sixty- five Iranian students studying English as a foreign language at the intermediate level participated in this research. The obtained results revealed that manipulating different dimensions of task complexity exerts differential effects on complexity, accuracy, and fluency of learners' narrative task performance. Additionally, it was shown that keeping tasks simple along the resource-dispersing dimension, while making them more demanding along the resource-directing dimension results in a simultaneous increase in complexity and accuracy, a finding which conforms to predictions based on Robinson's Cognition Hypothesis. These findings suggest that task complexity can be used as a robust basis for making grading and sequencing decisions in task-based syllabi.
English Language Teaching (discontinued) (19164742)5(11)pp. 181-187
Willingness to communicate can be considered as one of the important factors in modern language pedagogy which put emphasis on meaningful communication. The present study investigated the effect of class size on the Iranian EFL students' willingness to communicate among three different class sizes. The researcher collected the data through observation of three classes in terms of students' turn of talk and talk time. Descriptive statistics including mean and standard deviation and one way ANOVA were run to analyze the data. The results of the study indicated that class size had a substantial effect on the students' willingness to communicate. Students were found to be more willing to communicate in small classes where they had more opportunity to practice oral skills and communicate. The current study had some pedagogical implications for both second language teaching and learning at the end.
Procedia - Social and Behavioral Sciences (18770428)15pp. 215-220
ELT materials (textbooks) are believed to play a pivotal role in English classes. In recent years, however, there has been a lot of debate throughout ELT profession on their actual roles (e.g. Harwood, 2003; Hyland 2000, 2002). This paper is an attempt to first summarize some of the arguments put forward by the pro and anti-textbook camps and then discuss the results of a complex evaluation process of the EAP textbooks used at the four leading universities of Iran (IUT, UI, PNU and IAU) to assess whether these anti-textbook ideas have any validity in the field of EAP specially in an Iranian setting. The evaluation was done via three questionnaires (namely Students Needs Analysis Questionnaire, Students Textbook Evaluation Questionnaire and Teacher Textbook Evaluation Questionnaire) answered by more than 300 EAP students and teachers. In combining the results of the three questionnaires used, it was found that although a lack of fit between the needs of the students and the textbook contents and organizations was rather apparent, EAP textbooks deemed necessary and useful for EAP classes. Teachers should, therefore, be given more autonomy to accommodate students' needs and interests when essential. © 2011 Published by Elsevier Ltd.
Procedia - Social and Behavioral Sciences (18770428)15pp. 376-381
The present study aimed at investigating the extent to which using two types of instructional materials - websites vs. textbooks - may affect learners' knowledge and ability to use certain grammatical rules. Ninety homogenous adult Iranian intermediate EFL learners were randomly assigned to three groups - Textbook Group (TG), Website Group (WG) and Control Group (CG). A pretest was given to the three groups to measure their command of the grammar rules in focus prior to any treatment. In the treatment phase, the instructor used two grammar teaching textbooks to teach the learners in the TG whereas for those in the WG the same grammatical rules were taught on line in a language lab using a number of English language teaching websites. The CG learners received a placebo task. After the treatment phase, a post-test was administered to measure the gains. The results indicated that websites were as effective as textbooks in teaching grammar. Accordingly, it can be concluded that integration of web-based materials in the EFL classrooms (at least as supplement to print-based materials) can help motivate and enhance learners' mastery of English grammar. The study has implications for EFL practitioners and materials developers. © 2011 Published by Elsevier Ltd.
Theory and Practice in Language Studies (20530692)1(10)pp. 1328-1337
This study aimed at investigating the relationship between self-esteem, age and gender on the one hand and speaking skills on the other hand. For this purpose, based on an OPT test twenty intermediate Persian learners of English were selected from among undergraduate EFL students studying towards a B.A. in teaching English as a foreign language at Islamic Azad University, Khorasgan Branch. Using a modified version of Farhady, et. al.'s scale (1995), measuring the five subskills of vocabulary, structure, pronunciation, fluency and comprehensibility, two raters evaluated the speaking ability of the participants at the end of the required course (Oral Production of Short Stories). The Sorensen's (2005) questionnaire for measuring self-esteem containing 50 items was also administered to the participants. The result showed a significant relationship between self-esteem and speaking skill with fluency exerting the most influence. There was also a reverse relationship between age and speaking skills. Concerning the relationship between gender and speaking skills, no statistically significant association was found. The study could have implications for English language teachers, learners and text book writers. © 2011 ACADEMY PUBLISHER Manufactured in Finland.
Parvaresh, V.,
Kassaian, Z.,
Ketabi, S.,
Saeedi, M. World Academy of Science, Engineering and Technology (20103778)39pp. 1060-1068
This case study investigates the effects of reactive focus on form through negotiation on the linguistic development of an adult EFL learner in an exclusive private EFL classroom. The findings revealed that in this classroom negotiated feedback occurred significantly more often than non-negotiated feedback. However, it was also found that in the long run the learner was significantly more successful in correcting his own errors when he had received nonnegotiated feedback than negotiated feedback. This study, therefore, argues that although negotiated feedback seems to be effective for some learners in the short run, it is non-negotiated feedback which seems to be more effective in the long run. This long lasting effect might be attributed to the impact of schooling system which is itself indicative of the dominant culture, or to the absence of other interlocutors in the course of interaction.
