@article { author = {Dabaghi, Azizzolah and Ghorbanchian, Elaheh and Amirian, Zahra}, title = {Pedagogical Efficacy of Planned v.s unplanned focus on form Instruction in Scaffolding transitional Devices used by Iranian EFL Learners in writing Paragraphs}, journal = {Journal of English Language Teaching and Learning}, volume = {7}, number = {16}, pages = {1-14}, year = {2015}, publisher = {University of Tabriz}, issn = {2251-7995}, eissn = {2676-6876}, doi = {}, abstract = {Indubitably, the efficacy of metalinguistic awareness in improving EFL learners’ grammatical knowledge and writing quality has long been an area of great interest in applied linguistics Brown (2001). Accordingly , the main objective of the present study was to investigate the impact of planned and unplanned focus on form instruction on students ability to learn grammar and use it appropriately in their writing . For this purpose three intact classes registering for the Grammar and Writing course in university of Isfahan ,Iran were chosen for teaching the target structure (i.e , transitional devices)through different methods of focusing on form instructions . The selected samples comprised 30 in each group, male and female sophomore students with the age range of 19 to 24 , studying English translation at university of Isfahan. The samples received instruction through planned focus on form instruction (PFFI) , unplanned focus on form instruction (UFFI) and zero focus on form instruction (ZFFI) respectively . the results of the post-test on paragraph writing and on the subsequent delayed post-test revealed that the participants in the planned group notably outperformed those in the unplanned and zero focus on form groups in handling transitional markers in the writing of paragraphs.}, keywords = {planned form focus instruction,unplanned form focus instruction,zero form focus instruction,Paragraph Writing Development,transitional devices,metalinguistic awareness}, url = {https://elt.tabrizu.ac.ir/article_17198.html}, eprint = {https://elt.tabrizu.ac.ir/article_17198_371d0561c71027f3f70387cf990b7684.pdf} } @article { author = {Ebadi, Saman and Vakili Latif, Shokoofeh}, title = {A Critical Functional Approach to Educational Discourses of Students and Professors over the Internet Context}, journal = {Journal of English Language Teaching and Learning}, volume = {7}, number = {16}, pages = {15-36}, year = {2015}, publisher = {University of Tabriz}, issn = {2251-7995}, eissn = {2676-6876}, doi = {}, abstract = {This paper investigated the ways Iranian B.A and M.A students of English language and their professors represent themselves linguistically in their e-mails in general, and the ways they construct and negotiate power with regard to social and cultural norms in particular. It examined 84 e-mail messages students and professors exchanged in 2012-2013 academic year through Halliday`s Systemic Functional Grammar (SFG) and components of critical discourse analysis (CDA).  Both parties actively used e-mails to create and maintain interpersonal relationship with each other in different ways. They mainly relied on material and mental processes to convey their meanings and thoughts and felt free in the selection and manipulation of thematic elements in their writings. With regard to the construction and negotiation of power it was also revealed that both parties reconstructed and recontextualized (Bernstein, 1971) discourses and practices of the traditional classrooms prescribed by their social, cultural, and religious norms in internet context. The findings of this study will shed light on the contributions of power relations, social and cultural norms as well as other related factors in the process of communication between professors and students. Such critical functional approach has a powerful impact on students and instructors in their professional learning contexts and offers instructors in internet contexts explicit ways of recognizing and valuing differences in the language students use to respond in those contexts.}, keywords = {: Critical discourse analysis,E-mail messages,Halliday`s SFG,CDA,Professors,students}, url = {https://elt.tabrizu.ac.ir/article_17199.html}, eprint = {https://elt.tabrizu.ac.ir/article_17199_be991e6546e03800f572647de4abf93b.pdf} } @article { author = {Khalili, Sadegh and Tahririan, Mohammad Hassan and Bagheri, Setareh}, title = {Vocabulary instruction through blended learning and multimedia softwares in Iranian ESP classes}, journal = {Journal of English Language Teaching and Learning}, volume = {7}, number = {16}, pages = {37-54}, year = {2015}, publisher = {University of Tabriz}, issn = {2251-7995}, eissn = {2676-6876}, doi = {}, abstract = {The purpose of this study was to investigate the impact of blended learning and multimedia softwares on Iranian ESP students' vocabulary learning. To this end, 120 Iranian ESP learners were assigned to two groups: the experimental and control groups. The experimental group received instructions through multimedia softwares while the control group received traditional instructions. The data were collected through a vocabulary posttest and classroom observations. The results indicated the great level of disparity between the two groups of learners regarding their acquisition of new vocabulary - in other words, multimedia softwares had positive effect on students' vocabulary learning. In addition, learning with technology also showed positive activity engagement. Based on the current study, suggestions were made on how multimedia softwares can be adopted and incorporated more effectively in ESP classes.}, keywords = {ESP,blended learning,CALL,interactive learning environment,multimedia,educational software}, url = {https://elt.tabrizu.ac.ir/article_17200.html}, eprint = {https://elt.tabrizu.ac.ir/article_17200_c44fb8abc4dfbc226c2cb45d6ba1ae8f.pdf} } @article { author = {Mahmoodi, Mohammad Hadi and DehghanNezhad, Maliheh}, title = {The Effect of Teaching Critical Thinking Skills on the Language Learning Strategy Use of EFL Learners across Different EQ Levels}, journal = {Journal of English Language Teaching and Learning}, volume = {7}, number = {16}, pages = {55-84}, year = {2015}, publisher = {University of Tabriz}, issn = {2251-7995}, eissn = {2676-6876}, doi = {}, abstract = {The present study was conducted to investigate how EFL learners with distinct levels of emotional intelligence might benefit from Critical Thinking-based instruction and use different language learning strategies. A further concern of this study was to investigate the relationship among critical thinking, language learning strategy, and emotional intelligence of EFL learners. To this end, 88 EFL learners studying at private English language institutes in Shiraz were administered 4 sets of instruments:Oxford Placement Test, California Critical Thinking Skills Test (CCTST), Bar-On Emotional Quotient inventory (EQ-i), and the Strategy Inventory for Language Learning (SILL). The results of the statistical analysis revealed that teaching CT skills had a significant effect on the LLS use of EFL learners across different EQ levels; however, no significant difference was found between LLS scores of students with high and low EQ levels. Moreover, a significant positive relationship was found between critical thinking and emotional intelligence, and overall language learning strategy and critical thinking.}, keywords = {Critical Thinking,Language Learning Strategy,Emotional Intelligence}, url = {https://elt.tabrizu.ac.ir/article_17204.html}, eprint = {https://elt.tabrizu.ac.ir/article_17204_69bdd96366b09d3f1fca6a2f77089d47.pdf} } @article { author = {Pariafsai, Ahmad and Ghazanfari, Mohammad and Akbari, Omid and Hosseini Borabadi, Tahereh}, title = {High-School Students’ Dominant Learning Styles Preferences in Learning English: How are “Good Language Learners” Different from the Ordinary Ones?}, journal = {Journal of English Language Teaching and Learning}, volume = {7}, number = {16}, pages = {85-111}, year = {2015}, publisher = {University of Tabriz}, issn = {2251-7995}, eissn = {2676-6876}, doi = {}, abstract = {Many researchers have investigated different aspects of learning styles. Nevertheless, few studies have considered interactions between the notions of learning styles and “good language learners’” achievement. The present study aimed at exploring dominant learning style preferences by senior high-school students and comparing their preferences with those by “good language learners”. To this goal, the Index of Learning Style (ILS) was administered. A sample consisting of 1307 senior high-school Iranian students (711 males and 596 females was randomly picked up from among a population of 3310 students, who could potentially participate in the study. In terms of the participants’ achievement scores, 343 top students were arbitrarily categorized as “good language learners” and the remaining 964 as “the average language learners”. The results of the (ILS) showed that most of the participants preferred ‘reflective’, ‘sensing’, ‘visual’, and ‘sequential’ learning styles. A two-way ANOVA test revealed that the difference between the participants’ mean scores was due to both their genders and Visual/Verbal and Sequential/Global preferences. Findings about the relationship between learning styles and the participants’ achievement scores indicated that except for the ‘understanding’ dimension, there was no significant relationship between the other three dimensions and the participants’ achievement scores. Moreover, the Chi-square statistic indicated a significant difference between the learning style preferences by senior high-school “good language learners” and those preferred by the average ones.}, keywords = {learning styles,‘good language learners’,EFL high-school students,dominant learning style}, url = {https://elt.tabrizu.ac.ir/article_17205.html}, eprint = {https://elt.tabrizu.ac.ir/article_17205_c93656a63581606329f76746f9ff779b.pdf} } @article { author = {Rezazadeh, Mohsen and Tavakoli, Mansoor and Eslami Rasekh, Abbass}, title = {The Effects of Direct Corrective Feedback and Metalinguistic Explanation on EFL Learners’ Implicit and Explicit Knowledge of English Definite and Indefinite Articles}, journal = {Journal of English Language Teaching and Learning}, volume = {7}, number = {16}, pages = {113-146}, year = {2015}, publisher = {University of Tabriz}, issn = {2251-7995}, eissn = {2676-6876}, doi = {}, abstract = {This study investigated the effects of two types of written feedback – direct corrective feedback (DCF) and metalinguistic explanation (ME) - on Iranian EFL learners’ implicit and explicit knowledge of English definite and indefinite articles. Assigned to three groups of DCF, ME, and control groups, the participants took four tests in three testing phases: pretest, posttest, and delayed posttest. Four testing instruments measured the two knowledge types: narrative writings, speeded dictation, untimed grammaticality judgment, and error correction tests. Results indicated that both treatments were effective in the immediate posttests. However, the ME proved to have longer lasting effects than the DCF as the improvement of both knowledge types were sustained after a three week period in the ME group. According to the obtained findings, it is argued that the description of the rules and the examples given explicitly in a ME handout might be more beneficial in promoting learners’ implicit and explicit knowledge of English articles than the DCF.  }, keywords = {direct corrective feedback,metalinguistic explanation,implicit and explicit knowledge,English definite and indefinite articles,L2 writing}, url = {https://elt.tabrizu.ac.ir/article_17206.html}, eprint = {https://elt.tabrizu.ac.ir/article_17206_d0c6ef43b7594c404f440c6888ea381b.pdf} }