ORIGINAL_ARTICLE
The Effect of Transcribing on Beginning Learners’ Phonemic Perception
A large number of studies dealing with phonology have focused their attention on phonological production at the expense of phonological perception which provides the foundation stone for phonological production. This study focuses on phonological perception at phonemic level. The purpose of the study is helping beginning learners improve their perception of the English phonemes which are confusable for them. To this end, we propose transcribing as an aural input enhancement device and examine its effect on learners’ phonemic perception. Thirty one females who were randomly assigned to experimental and control groups participated in this study. The experimental group had transcribing exercise during the experiment while the control group did not. The results of the study show that transcribing improves beginning learners’ phonemic perception significantly. Therefore, EFL teachers are advised to include transcribing exercise as one of the techniques to improve learners’ phonemic perception and, hence, their listening comprehension.
https://elt.tabrizu.ac.ir/article_17240_913055f38f5f29c6c38ea4920532d3e3.pdf
2014-09-01
1
14
transcribing exercise
input enhancement
phonemic perception
beginning EFL learners
Mohammad
Afshar Rad
mohammadafshar@live.com
1
Semnan University
LEAD_AUTHOR
Aram Reza
Sadeghi Benis
aramsadeghy@yahoo.com
2
Semnan University
AUTHOR
Brown, H. D. (2007). Principles of language learning and teaching. White Plains, Pearson Education.
1
Burgess, J., & Spencer, S.(2000). Phonology and pronunciation in integrated language teaching and teacher education, System, 28, 191–215.
2
Celce-Murcia, M., Brinton, D., & Goodwin, J. M.(1996).Teaching Pronunciation : A reference for teachers of English to speakers of other languages. Cambridge: Cambridge University Press.
3
Chiari, I. (2007). Transcribing speech: errors in corpora and experimental settings. Proceedings of Corpus Linguistics 2007, Birmingham,1–13.Available at http://ucrel.lancs.ac.uk/publications/cl2007/paper/248_Paper.pdf.Accessed 10 October 2013.
4
Flege, J. E. (1995). Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (pp. 233–277). Timonium, MD: York Press.
5
Flege, J. E. (1999). Age of learning and second-language speech. In D. P. Birdsong (Ed.), Second language acquisition and the critical period hypothesis (pp.101–132). Hillsdale, NJ: Lawrence Erlbaum.
6
Flege, J. E. (2002). Interactions between the native and second-language phonetic systems. In P. Burmeister, T. Piske, & A. Rohde (Eds.), An integrated view of language development: Papers in honor of Henning Wode (pp. 217–244). Trier: WissenschaftlicherVerlag.
7
Flege, J. E., & Fletcher, K. L.(1992).Talker and listener effects on degree of perceived foreign accent. Journal of the Acoustical Society of America, 91/1, 370-389.
8
Gilakjani, A., & Ahmadi, M. (2011). Why is pronunciation so difficult to learn? English Language Teaching, 4/3, 74-83.
9
Goh, C. C. M.(2000). A cognitive perspective on language learners' listening comprehension problems. System 28, 55-75.
10
Hancock, M.(2012).English pronunciation in use intermediate. UK: Cambridge University Press.
11
Kelly, G. (2007). How to teach pronunciation. Pearson Longman: Malaysia.
12
Lado, R. (1957) Linguistics across cultures. Ann Arbor, MI: University of Michigan Press.
13
Levis, J. M., & Grant, L.(2003).Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12/2, 13-19.
14
Mayberry, M. S. (2006). Listening comprehension in the foreign language classroom: The cognitive receptive processes in the development of Spanish phonological perception Unpublished PhD thesis. The University of Texas, Austin.
15
Mennim, P. (2012). Learner negotiation of L2 form in transcription exercises. ELT journal, 66(1).52-61.
16
Perry, J. R. (2002). Arabic Language v. Arabic Elements in Persian. In Iranica Encyclopædia. Retrieved from http://www.iranicaonline.org/articles/arabic-v
17
Randall, M.(2007).Memory, Psychology and Second Language Learning. John Benjamins Publishing Company: Amsterdam / Philadelphia.
18
Sadeqi. A. A. (1986). Arabic Language i. Arabic elements in Persian. In Iranica Encyclopædia. Retrieved from http://www.iranicaonline.org/articles/arabic-i
19
Schmidt, R. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. In J.H., Hulstijn, & R., Schmidt (Eds.) Consciousness and second language learning: Thematic issue of AILA Review, 11, 11-26.
20
Schmidt, R.(1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (Technical report#9). 1-63. Honolulu, Hawai’i: University of Hawai’i, Second Language Teaching and Curriculum Center.
21
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction3-32.Cambridge University Press.
22
Stones, T. P. (2013). Transcription and the IELTS speaking test: facilitating development. ELT journal, 67/1, 20-30.doi:10.1093/elt/ccs051
23
ORIGINAL_ARTICLE
Observation and Feedback of Content Specialists versus General English Teachers: Suggestions to Make Optimal English for Specific Purposes Courses
There is a growing interest among the higher education principals and policy makers to improve teacher evaluation methods and more important than that to use the evaluation data. A number of research studies implied the ineffective instruction of ESP courses in Iran (Atai, 2002; Eslami, 2005; Hayati, 2008; Ahmadi, 2008; Sherkatolabbasi & Mahdavi, 2012; Boniadi, Ghojazadeh & Rahmatvand, 2013). The basic objective of research in field of ESP/EGP instruction and evaluation is to facilitate informed decisions for the betterment of English classes. The literature suggested that most of the teachers and students were dissatisfied with the students’ progress in specific English courses. Data was collected from the teachers by various ways including observation checklist and feedback form. To carry out the study, 12 ESP and EGP teachers were observed using Marshall’s rubrics (2011) and observation logs’ analysis. Then, 18 teachers offered feedback on different aspects of their own courses. The data were analyzed both qualitatively and quantitatively using ANOVA statistical measurement. The findings firstly indicate that EGP teachers were more standard teachers in comparison to ESP teachers. Secondly, the feedback forms show discrepancy between the views of EGP teachers and ESP teachers in some areas including the material effectiveness and students’ interest. To reach a standard point in EGP/ESP instruction, more evaluation is to be applied by the faculty members, university principals and the teachers themselves. Politically correct attitudes towards teachers should not lead to ineffective English courses. Some practical implications are suggested to upgrade the current practice in ESP classes.
https://elt.tabrizu.ac.ir/article_17238_273d694d68dc83ecffc48c1287d439cf.pdf
2014-09-01
15
41
Teacher evaluation
Participant observation
ESP teacher
EGP teacher
Sajad
Davoudi-Mobarakeh
sajad.davoudi@gmail.com
1
University of Isfahan
LEAD_AUTHOR
Abbas
Eslami-Rasekh
abbasseslamirasekh@yahoo.com
2
University of Isfahan
AUTHOR
Hossein
Barati
h.barati@gmail.com
3
University of Isfahan
AUTHOR
Ahmadi, M. (2008). Who should teach ESP? Retrieved from http://www.tesol-france.org/Documents/Colloque08/Ahmadi.pdf
1
Alderson, J.C, & A. Bretta. (1992). Evaluating second language education. Glassgow: Cambridge University Press.
2
Anthony, L. (1998). Defining English for specific purposes and the role of the ESP practitioner. Center for Language Research 1997 Annual Review, pp. 115-120.
3
Atai, M. R. (2002). EAP teacher education: Searching for an effective model integrating content and language teachers' scheme. Islamic Azad University, Qazvin branch, Qazvin, Iran.
4
Benoussan, M. (1998).Schema effects in EFL reading comprehension.Journal of Research in Reading, 21, 213-227.
5
Boniadi, A., Ghojazadeh, M., &Rahmatvand, N. (2013). Problems of English for Specific Purpose course for medical students in Iran. Khazar Journal of Humanities & Social Sciences, 16 (1), 48.
6
DehghanHarati, R. (2012). Personal observation of three ESP classes.The Iranian EFL Journal, 8(1), 318-333.
7
Dudley-Evans, T., & St John, M.J. (1991).Developments in English for Specific Purposes. Cambridge: Cambridge University Press.
8
Eslami, R. A. (2005). A no man’s land area of activity: Investigating ESP courses administered in Iranian Universities. Proceedings of the First National ESP/EAP Conference. The center for Research and Development in Humanities of SAMT, Tehran, Iran.
9
Eslami, Z. R. (2010). Teachers' voice vs. students' voice: A needs analysis approach of English for academic purposes (EAP) in Iran. English Language Teaching, 3(1), 3-12
10
Flowerdew, L. (2013). Needs Analysis and Curriculum Development in ESP. In Paltridge, B. and Starfield, S. (Eds.). (2013). The Handbook of English for Specific Purposes (1 ed. Vol. 1): John Wiley & Sons, Inc.
11
Gallagher, T. J. (2000). Embracing Student Evaluations of Teaching: A Case Study.Teaching Sociology, 28, 140-147.
12
Hayati, M. (2008).Teaching English for special purposes in Iran: Problems and suggestions. Arts & Humanities in Higher Education, 7(2), 149-164
13
Hill, G., Guest, M., & Skier, E. M. (2010). Panel discussion redux: What are the roles of teachers in ESP/EAP courses? OnCUE Journal. 4(2), 154-166.
14
Hutchison, T., & Waters, A. (1993).English for Specific Purposes. Cambridge: Cambridge University Press.
15
Hyland, K. (2006). English for academic purposes: An advanced resource book. London: Routledge.
16
Jordan, R. R. (1989). English for academic purposes (EAP).Language Teaching, 22 (3), 150–64.
17
Lewis, J. M. & Benson, D. E. (1998).“Section Eight. Course Evaluations.” pp. 99-114 in Tips for Teaching Introductory Sociology, edited by Jerry M. Lewis. Belmont, CA: Wadsworth.
18
Liu, J., Chang Y., Yang, F., & Sun Y. (2011).Is what I need what I want? Reconceptualizing college students' needs in English courses for general and specific/academic purposes.Journal of English for Academic Purposes, 10, 271-280.
19
Macer, D. (2006).A cross-cultural introduction to bioethics. Christchurch, N.Z.: EubiosEhticsInstitute.p. 11.
20
Marshall, K. (2009). Rethinking teacher supervision and evaluation: how to work smart, build collaboration, and close the achievement gap. San Francisco: Jossey-Bass.
21
Marshall, K. (2011). Teacher evaluation rubrics. Retrieved November 1, 2011, Retrieved from from http://www.marshallmemo.com
22
Paltridge, B. &Starfield, S. (Eds.). (2013). The Handbook of English for Specific Purposes: John Wiley & Sons, Inc.
23
Peterson, K. (2000). Teacher evaluation: A comprehensive guide to new directions and practices (2nd ed.). Thousand Oaks, CA: Corwin Press, Inc. (ERIC Document Reproduction Service No. ED445087)
24
Peterson, P., &Kauchak, D. (1982). Teacher evaluation: Perspectives, practices and promises. Salt Lake City: Center for Educational Practice, University of Utah.
25
Rajabi, P.,Kiany, G. R., &Maftoon, P. (2011) Iranian English Major vs. Subject-matter ESP Teachers’ Beliefs and Instructional Practices in ESP Classes: A Comparative Study. In: 1st International Conference on Foreign Language Teaching and Applied Linguistics (FLTAL’11), 5-7 May 2011, Sarajevo.
26
Robinson, P. C. (1980). ESP (English for Specific Purposes): the present position. Oxford: Pergamon Press.
27
Robinson, P. C. (1991). ESP Today: A practitioner's guide. Englewood Cliffs, NJ: Prentice Hall.
28
Rumelhart, D. E. (1980). Schemata: The building blocks of cognition, Theoretical issues in reading comprehension. Hillsdale, N.J.: Erlbaum, Lawrence Associates.
29
Sanders, W. (1999). Teachers! Teachers! Teachers! Blueprint Magazine, Online edition.Retrieved March 28, 2012, from http://www.ndol.org/ blueprint/fall/2012/solutions4.html.
30
Sherkatolabbasi, M., &Mahdavi, A. (2012).Evaluation of ESP Teachers in Different Contexts of Iranian Universities.International Journal of Applied Linguistics & English Literature, 1(2), 198-205.
31
Wenglinsky, H. (2000). How teaching matters: Bringing the classroom back into discussions of teacher quality. Princeton, NJ: The Milken Family Foundation and Educational Testing Service.
32
ORIGINAL_ARTICLE
Chaos/Complexity Theory and Education
Sciences exist to demonstrate the fundamental order underlying nature. Chaos/complexity theory is a novel and amazing field of scientific inquiry. Notions of our everyday experiences are somehow in connection to the laws of nature through chaos/complexity theory’s concerns with the relationships between simplicity and complexity, between orderliness and randomness (Retrieved from http://www.inclusional-research.org/comparisons4.php). It is interested in how disorder leads to order, of how complexity emerges in nature. There appears to be many striking and eye-catching similarities between the new science of chaos/complexity and education. An understanding of chaos/complexity theory seems almost crucial to our general understanding of education and teachers’ and students’ needs within educational systems. Chaos/complexity theory raises some very significant issues in an educational context, including responsibility, morality and planning; the significance of non-linear learning organizations; setting conditions for change by emergence and self-organization; the role of feedback in learning; changing external and internal environments (Morrison, 2006); it emphasizes on the fact that schools and learners as open, complex adaptive systems; cooperation and competition; pedagogy; and the significance of context (Larsen Freeman, 1997). This paper tries to provide an overview of this science and how it can inform education
https://elt.tabrizu.ac.ir/article_17239_84fa546151279f553593563cb388ee46.pdf
2014-09-01
43
56
chaos
complexity
Fractal
Mansoor
Fahim
drmfahim@yahoo.com
1
Allameh Tabataba'i University
LEAD_AUTHOR
Fattaneh
Abbasi Talabari
fattaneh2632@yahoo.com
2
Allameh Tabataba'i University
AUTHOR
Claypole, M. (2011). Bring chaos theory to English language teaching. Guardian Weekly, July.
1
Hadidi Tamjid, N. (2008). Chaos/ complexity theory in second language acquisition.Novitas-Royal, 1(1), 10-17.
2
Kiel, D. L. & Elliott, E. (Eds.) (2004).Chaos Theory in the Social Sciences: Foundations and Applications. US: The University of Michigan Press.
3
Larsen-Freeman, D. (1997). Chaos/complexityscience and second language acquisition.Applied Linguistics, 18, 141–165.
4
Levy, David L. (2000) "Applications and Limitations of Complexity Theory in Organization Theory and Strategy", in Jack Rabin, Gerald J. Miller, and W. Bartley Hildreth (editors), Handbook of Strategic Management, Second Edition (New York: Marcel Dekker)
5
Lorenzen, M. (2012).Chaos Theory and Education. Retrieved from http://www.information-literacy.net/2008/04/chaos-theory-and-education.html
6
Mac Gill,V. (2007). Chaos and Complexity Tutorial. Retrieved from http//complexity.orconhosting.net.nz/intro.htmlMason, M. (Ed.) (2008). Complexity Theory and Philosophy of Education. UK: John Wiley & Sons Ltd.
7
Mendelson, J. & Blumenthal, E. (2000).Chaos Theory and Fractals. Retrieved from http://www.mathjmendl.org/chaos/index.html
8
Morrison,K. (2006). Complexity Theory and Education. APERA Conference 2006, 28 – 30 November 2006 Hong Kong
9
Morrison, K. (2008). Educational Philosophy and the Challenge of Complexity Theory. Educational Philosophy and Theory, 40(1), 19–34.
10
Oestreicher C. A. (2007). History of chaos theory.Dialogues ClinNeurosci.9, 279–289.
11
Pilolli, M. (2008).A dynamical system approach to data assimilation in chaotic models. (Dissertation thesis)
12
Sardar, Z. & Abrams, I. (1999).Introducing Chaos. UK: Icon Books Ltd.
13
Wheatley, M. (1993).Chaos and Complexity: What can Science Teach? OD Practitioner.
14
Wolfram, S. (2002).A New Kind of Science. Wolfram Media, 971.
15
http://www.psicopolis.com/fisikepsic/caoscompl.htm
16
http://www.informationphilosopher.com
17
http://www.inclusional-research.org/comparisons4.php
18
http://sociology.about.com/od/Sociological-Theory/a/Chaos-Theory.htm
19
http://www.What is Chaos Theory FractalFoundation.org.html
20
ORIGINAL_ARTICLE
Clause Complexity in Applied Linguistics Research Article Abstracts by Native and Non-Native English Writers: Taxis, Expansion and Projection
Halliday's Systemic Functional Linguistics (SFL) has stood the test of time as a model of text analysis. The present literature contains a plethora of studies that while taking the 'clause' as a unit of analysis have put into investigation the metafunctions in research articles of a single field of study or those of various fields in comparison. Although 'clause complex' is another unit of SF analysis, by far there has been only one study on research articles where it was the unit of analysis (Sellami Baklouti, 2011). Therefore, the purpose of this study was to put into analysis the 'taxis', 'expansion' and 'projection' deployed in Applied Linguistics research article abstracts (RAAs) by native (N) and non-native (NN) writers. To this end, 20 Applied Linguistics RAAs (10 by N English writers and 10 by NN English writers on the sub-fields of Discourse Analysis and Language Assessment) were analyzed according to Halliday & Matthiessen's (2013) 'clause complex' framework. The results indicated that there is a significant difference in the use of 'projection' by Ns and NNs, while the distribution of 'taxis' and 'expansion' is the same. The findings also showed what types of 'taxis', 'expansion' and 'projection' were deployed by Ns and NNs.
https://elt.tabrizu.ac.ir/article_17243_6f6cd59053cc8e95666e0d8add8b6f11.pdf
2014-09-01
57
70
Systemic Functional Linguistics
research article abstracts
clause complex
taxis
expansion
projection
Farahman
Farrokhi
f-farrokhi@tabrizu.ac.ir
1
University of Tabriz
LEAD_AUTHOR
Sepideh
Ghandkaran-Shotorban
sepideh_qandkaran@yahoo.com
2
University of Tabriz
AUTHOR
Eggins, S. (1994). An introduction to systemic functional linguistics. London: Continuum.
1
Halliday, M. A. K. (1994). An introduction to functional grammar (2nded.). London: Edward Arnold.
2
Halliday, M. A. K. & Matthiessen, C. M. I. M. (2004). An introduction to functional grammar (3rded.). London: Arnold.
3
Halliday, M. A. K. & Matthiessen, C. M. I. M. (2013). An introduction to functional grammar (4thed.). Retrieved April 7th, 2013 from http://books.google.com/books/about/Halliday_s_Introduction_to_Functional_Gr.html?id=odUqAAAAQBAJ
4
Holmes, R. (2013). Genre analysis and the social sciences: an investigation of the structure of research article discussion sections in three disciplines. E-reflection an International Multidisciplinary Peer Reviewed Journal, 2(5), 189 – 213.
5
Hu, G. & Cao, F. (2011). Hedging and boosting in abstracts of applied linguistics articles: a comparative study of English- and Chinese-medium journals. Journal of Pragmatics, 43, 2795 – 2809.
6
Hyland, K. (2004). Disciplinary discourses: social interactions in academic writing. Ann Arbor: University of Michigan Press.
7
Lim, J. M. H. (2006). Method sections of management research article: a pedagogically motivated qualitative study. English for Specific Purposes, 25(3), 282 – 309.
8
Lim, J. M. H. (2010). Commenting on research results in applied linguistics and education: a comparative genre-based investigation. Journal of English for academic Purposes, 9, 280 – 294.
9
Malinowski, B. (1935). Coral gardens and their magic. London: Allen and Unwin.
10
Martin, J. (2010). Language, register and genre, in C. Coffin, T. Lillis& k. O’Halloran (eds.), Applied linguistics methods a reader (pp. 12 – 32). London: Routledge.
11
Martin, J. R., Matthiessen, C. M. I. M. & Painter, C. (1997). Working with functional grammar. London, Arnold.
12
Martínez, I.A. (2005). Native and non-native writers’ use of first person pronouns in the different sections of biology research articles in English. Journal of Second Language Writing, 14, 174–190.
13
Ozturk, I. (2007). The textual organization of research article introductions in applied linguistics: Variability within a single discipline. English for Specific Purposes, 26 (1), 25 – 38.
14
Pandian, A. & Assadi, N. (2010). The ABC’s of functional grammar. Oxford FajarSdn. Bhd.
15
Peacock,M. (2002). Communicative moves in the discussion section of research articles. System, 30(4), 479 – 497.
16
Pho, Phuong Dzung. (2014). Research article abstracts in applied linguistics and educational technology: a study of linguistic realizations of rhetorical structure and authorial stance. Discourse Studies, 10(2), 231 – 250.
17
Salager-Meyer, F. (1992). A text-type and move analysis study of verb tense and modality distribution in medical English abstracts English for Specific Purposes, 11(2),93 – 113.
18
SellamiBaklouti, A. (2011). The impact of genre and disciplinary differences on structuralchoice: taxis in research article abstracts.An Interdisciplinary Journal of Language, Discourse &Communication Studies, 31(5), 503 – 523.
19
Swales, J. (1990) Genre Analysis: English in Academic and ResearchSettings. Cambridge: Cambridge University Press.
20
Thompson, J. (2004). Introducing functional grammar. London: Arnold.
21
Ye, D. & Wang, D. (2013). Language varieties of the abstracts in journal articles written by Chinese and American scholars: a contrastive corpus analysis using the gramulator. InternationalJournal of Applied Linguistics & English Literature, 2(2), 15 – 24.
22
ORIGINAL_ARTICLE
The Role of Educational Context in Influencing EFL Teachers’ Sense of Efficacy Beliefs
Teachers’ sense of efficacy belief has been introduced as a context-specific construct, but the related literature is not clear on this specificity. This study was an attempt to show how contextual factors influence efficacy beliefs among English language teachers. To this end, thirty Iranian EFL teachers working in both school and private institute contexts were chosen as the participants to respond to Teachers’ Sense of Efficacy Beliefs questionnaire (Tschannen-Moran & Hoy, 2001) twice: once based on school context and once based on private institute context. Afterwards, the participants were invited to a brief interview designed to investigate further the reasons for which they had scored higher in either context. The interview findings and the results of a t-test revealed that context really made a difference. It is argued that the proper or improper functioning of efficacy building sources is the cause of the difference.
https://elt.tabrizu.ac.ir/article_17241_51b01ed9c8c52b7cddc149d1ee032787.pdf
2014-09-01
71
88
teachers’ sense of efficacy belief
contextual factors
efficacy building sources
Manoochehr
Jafarigohar
jafarigohar2007@yahoo.com
1
Payam-e-Noor University
LEAD_AUTHOR
Amir
Valadi
a_valadi@yahoo.com
2
Payam-e-Noor University
AUTHOR
Abbasi, M., Ahmadi, & Lotfi, (2009). English language teaching and learning problems in high schools. Knowledge and Research in Humanities, 22,141-156.
1
Amini, A. & Heidari, L. (2013). The effect of focus-on-form instruction on learning simple past tense and definite articles among Iranian EFL learners. International Journal of Language Learning and Applied Linguistics World, 4(4), 45 – 59.
2
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
3
Bandura, A. (1993). Percieved self-efficacy in cognitive development and functionning. Educational Psychologist, 28(2), 117-148.
4
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44, 473–490.
5
Chacon, C.T. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21, 257 -272.
6
Hall, G. (2011). Exploring English language teaching. Taylor & Francis e-Library.
7
Harmer, J. (2007). The practice of English language teaching, 4th edition. Pearson, Longman.
8
Henson, R.K. (2001). Teacher self-efficacy: substantive implications and measurement dilemmas. Paper Presented at the Annual Meeting of the Educational Research Exchange (College Station, TX, January 26).
9
Kalantari, R. & Gholami, J. (2012). Identifying and prioritizing influential factors in English language teaching and learning in schools. The Quarterly of Educational Crativity,46.
10
Klassen, R.M. et al. (2009). Exploring the validity of teachers' sense of efficacy scale in five countries. Contemporary Educational Psychology, 34, 67-76.
11
Kumaravadivelu, B. (2012). Language teacher education for a globlal society. Taylor and Francis.
12
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578.
13
Ross, J.A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadain Journal of Educationdu, 17(1).
14
Sakhuat, S. & Iqbal, H.M. (2012). Teacher self-efficacy as a function of student engagement, instructional strategies and classroom management. Pakistan Journal of Social and Clinical Psychology, 9(3), 82-85.
15
Swan, B.G. et al. (2011). Changes in teacher self–efficacy from the student teaching experience through the third year of teaching. Journal of Agricultural Education, 52(2), 128–139.
16
Tschannen-Moran, M. & Wolfolk Hoy A. (1998). Teacher efficacy: its meaning and measure. Review of Educational Research, 68, 202 – 248.
17
ORIGINAL_ARTICLE
Investigating the Relatedness of Cloze-Elide Test, Multiple-Choice Cloze Test, and C-test as Measures of Reading Comprehension
Reading comprehension ability consists of multiple cognitive processes, and cloze tests have long been claimed to measure this ability as a whole. However, since the introduction of cloze test, different varieties of it have been proposed by the testers. Thus, the present study was an attempt to examine the relatedness of Cloze-Elide test, Multiple-choice (MC) cloze test, and C-test as three different types of cloze procedure used for measuring reading comprehension. To this end, one C-test consisting of four short texts, one fixed ratio (n=7) multiple-choice cloze test, and one cloze-elide test were prepared from reading passages with similar readability levels. The participants of the study were 30 (male &female) freshman university students majoring in English literature. The results of ANOVA test showed that there were not any statistically significant differences at the 0.05 level of significance among the performance of the students on the three tests measuring their reading comprehension. Therefore, it was concluded that against the advocates of each test who claim superiority of it over the other types, these three types of cloze tests in this study assessed the reading comprehension in a similar way. So, the testers can be confident to make use of these tests as reading comprehension tests interchangeably.
https://elt.tabrizu.ac.ir/article_17242_2db35e5366e67a665ec270f8b5f36813.pdf
2014-09-01
89
112
Cloze-Elide test
Multiple-choice cloze
C-test
reading comprehension
Simin
Sattarpour
sattarpours@tbzmed.ac.ir
1
University of Tabriz
LEAD_AUTHOR
Parviz
Ajideh
parvizaj@gmail.com
2
University of Tabriz
AUTHOR