English language learning
Golnar Mazdayasna; Ahmadreza Nikbakht
Abstract
This study explores the effect of multimedia glosses on the vocabulary acquisition of Iranian intermediate EFL learners. The program employed in this study provided the learners with glosses for vocabulary in the form of sounds and videos. The participants were 40 intermediate learners studying English ...
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This study explores the effect of multimedia glosses on the vocabulary acquisition of Iranian intermediate EFL learners. The program employed in this study provided the learners with glosses for vocabulary in the form of sounds and videos. The participants were 40 intermediate learners studying English at a private institute in Esfahan. The participants were assigned to experimental and control groups. Participants were given the exact reading context from a software called "Tell Me More." The experimental group had access to multimedia glosses for unknown words. The learners were granted access to the glosses by clicking on the highlighted vocabulary. The control group, regarding the clarification of the unknown word lexis, received help from the researcher through the conventional method and had access to a dictionary. After 10 sessions, a vocabulary test was given to experimental and control groups. The application of an independent t-test indicated that the performance of the participants exposed to multimedia glosses was significantly superior to that of the control group. The present study offers valuable insights for CALL material designers in selecting the optimal combination of modalities to facilitate L2 vocabulary acquisition.
English language teaching
Sura Mohamed Kamkam; Mahmoud Afrouz; ضرغام قبانچی; Manijeh Youhanaee
Abstract
Studies on teaching asecond/foreign language present evidence that affirms the significance of interaction in language learning and its function in facilitating learners' attempts to gain competency in an L2. They also consider learners’ affective states and their perceptions of classroom ...
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Studies on teaching asecond/foreign language present evidence that affirms the significance of interaction in language learning and its function in facilitating learners' attempts to gain competency in an L2. They also consider learners’ affective states and their perceptions of classroom interaction to be as significant as instruction. On the other hand, the notion of willingness to communicate (WTC) in an L2 has attracted interest in L2 research and how to accelerate L2 learners’ WTC is gaining importance day by day. Considering the significance of these two constructs in L2 learning, this article reports on an investigation into EFL learners’ perceptions of class interactions in English language and how these perceptions are related to their WTC. Applying quantitative methods, the study aims to examine how Iraqi EFL learners’ perceptions of interaction inside the class are correlated to their L2 WTC. The data obtained from 112learners were utilized for analysis. The findings indicated different kinds of learners’ perceptions of class interactions in English, including perceptions of interaction with the teacher, perceptions of interaction with group members, perceptions of interaction in pairs, and perceptions of classroom interaction between others, are positively related toWTC.
English language teaching
Hussein Al Khafaji; Zahra Amirian; Mohammad Amiryousefi; Abbas Sultan
Abstract
This study was an attempt to see whether the instruction of pragmatic markers in virtual vs. real classroom settings and in universities vs. private institutes had any effect on EFL learners’ speaking ability. A group of 224 EFL learners of English Translation and English teaching passing conversation ...
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This study was an attempt to see whether the instruction of pragmatic markers in virtual vs. real classroom settings and in universities vs. private institutes had any effect on EFL learners’ speaking ability. A group of 224 EFL learners of English Translation and English teaching passing conversation courses were selected and randomly divided into four groups. The two experimental groups (both in university and language institute settings) received instruction on pragmatic markers in online vs. real conversation classrooms while the two control groups (in university and language institute settings) did not receive instruction on pragmatic markers in online vs. real conversation classrooms. The results indicated that generally those who received pragmatic instruction outperformed those who did not receive such kind of instruction and the participants in real classrooms outperformed their virtual counterparts in terms of speaking ability. The study also examined the intervening effects of some social and personal factors including age, gender, social class and level of language proficiency.
English language learning
Hassan Hadi Abd Alsajjad Albalawee; Reza Pishghadam; Shaghayegh Shayesteh
Abstract
The present research was targeted toward examining the relationship between cultural intelligence (CQ), emo-sensory intelligence (ESQ), language learning strategies (LLS), and students' language achievement (LA). A number of 300 EFL Iraqi students studying at the English Language Department of AL-Qadisiyah ...
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The present research was targeted toward examining the relationship between cultural intelligence (CQ), emo-sensory intelligence (ESQ), language learning strategies (LLS), and students' language achievement (LA). A number of 300 EFL Iraqi students studying at the English Language Department of AL-Qadisiyah University, Iraq was selected through convenience sampling. The participants filled out the cultural intelligence questionnaire, emo-sensory intelligence scale, and the language learning strategy inventory. Students' final scores were used as a means through which their language achievement could be gauged. The data were analyzed using Pearson Product-Moment Correlation and Structural Equation Modeling (SEM) analysis. The findings indicated a significant relationship between ESQ, CQ, learning strategies, and students' language achievement. In addition, it was found that CQ and language learners' strategy could directly predict the language achievement of Iraqi EFL learners. ESQ, could only predict language learners' achievement through the mediation of language learning strategies.
English language teaching
Saja Ghasem Tahimash; Reza Khany; Leila Shoja
Abstract
This study intended to assess how ELT teachers evaluate the quality of Pre and In-service TPD Programs in an EFL context. Data for this study came from a survey and follow-up interviews with 300 high school EFL teachers. The findings suggest that the ELT teachers recommend professional development programs ...
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This study intended to assess how ELT teachers evaluate the quality of Pre and In-service TPD Programs in an EFL context. Data for this study came from a survey and follow-up interviews with 300 high school EFL teachers. The findings suggest that the ELT teachers recommend professional development programs that prioritize continuous learning, knowledge and skills updates, subject matter expertise, and technology integration in teaching practices. The study reveals challenges faced by the ELT teachers in participating in TPD programs, such as the need for innovative and updated programs, practical application focus, budget constraints, and high-quality facilitation. The characteristics of a good TPD program from the perspective of ELT teachers were also discussed, emphasizing the importance of addressing immediate needs, incorporating the latest trends and innovations, aligning with international standards, and providing support systems and collaboration opportunities. In addition, the study highlighted the motivation of the ELT teachers for professional development and the need for targeted programs to support their specific needs. Finally, suggestions were made and implications were discussed.
English language teaching
Zahra Memarnia; Abbas Ali Zarei
Abstract
This study compared the effect of the components of task involvement load on the comprehension, production, and retention of concrete and abstract words. Sixty upper-intermediate students were assigned to two groups. One group received a task in which the search component was dominant, the other group ...
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This study compared the effect of the components of task involvement load on the comprehension, production, and retention of concrete and abstract words. Sixty upper-intermediate students were assigned to two groups. One group received a task in which the search component was dominant, the other group received a task (with the same overall involvement index) in which search was not present, and the evaluation component was the determining factor of task difficulty. A pretest, posttest, control group design (quasi-experimental method of research) was used to address the research questions. One-way MANOVA results on the immediate posttest were in line with ILH predictions, showing no significant differences between tasks with equal involvement indices. On the other hand, the delayed posttest results showed that in case of receptive knowledge, there was a meaningful difference between abstract and concrete vocabulary, and the search group outperformed the evaluation group. However, the results of the productive posttest showed that the evaluation group outperformed the search group in abstract words. The findings can have significant implications for language learners, teachers, materials designers, and researchers.
English language learning
Jabal Hasan; Manijeh Youhanaee; Zargham Ghabanchi
Abstract
This study aimed at investigating the L2 rhetorical organization of translation and free writing tasks in terms of cohesive devices used by intermediate EFL learners in the narrative genre. To do so, 30 intermediate EFL learners took part in the study. The participants were asked to translate three narrative ...
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This study aimed at investigating the L2 rhetorical organization of translation and free writing tasks in terms of cohesive devices used by intermediate EFL learners in the narrative genre. To do so, 30 intermediate EFL learners took part in the study. The participants were asked to translate three narrative texts from Arabic to English and write three narratives related to the general topics given to them as prompts. The data obtained from translation narratives were compared with a standard translation for each text. Results indicated that EFL leaners produce shorter passages in the target language than in the source language; however, they used significantly more ties than expected for certain types of cohesive devices. Moreover, comparisons between translated narratives and free narratives indicated no significant difference between the translated and composed narratives. It is argued that patterns of cohesive devices used are compatible with properties of their first language. The findings also show that, unlike English grammatical properties, cohesive devices are not a problematic area and would not lead to fossilized errors in the performance of EFL learners.
English language teaching
Reza Abdi; Vali Mohammadi; Maryam Amani
Abstract
Materials evaluation plays an important role in language teaching as it helps practitioners to develop an awareness of the coverage and quality of the existing materials and as such, guides most instruction and revision decisions. Therefore, we sought to evaluate three English Vision textbooks exclusively ...
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Materials evaluation plays an important role in language teaching as it helps practitioners to develop an awareness of the coverage and quality of the existing materials and as such, guides most instruction and revision decisions. Therefore, we sought to evaluate three English Vision textbooks exclusively written for Iranian secondary high school students through a comparison to the identical Interchange book series, the fifth edition. Following a model of nominal groups outlined here, the evaluation targeted the quantity and quality of the groups appearing in the two series as they are assumed to be an important part of authentic language. For the quantitative part, the results indicated a significantly higher use of nominal groups in the Interchange series. Similarly, in the qualitative analyses, we found higher quality nominal groups appearing in the Interchange books. The findings revealed inadequate inclusion of nominal groups' potentially useful structures in the Vision textbooks, supposed to help teachers to raise an awareness so as to come up with appropriate instructional policies, and the textbook developers to consider the findings when any revision is due.
English language learning
Farahman Farrokhi; Fatemeh Gholami
Abstract
This study investigated the effects of three vocabulary development strategies of keyword method, thematic clustering and developing morphological awareness on the Iranian EFL learners’ vocabulary repertoire. Adopting a quasi-experimental design, sixty high-intermediate to advanced Iranian EFL ...
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This study investigated the effects of three vocabulary development strategies of keyword method, thematic clustering and developing morphological awareness on the Iranian EFL learners’ vocabulary repertoire. Adopting a quasi-experimental design, sixty high-intermediate to advanced Iranian EFL learners were randomly assigned to three experimental groups and partook six online sessions of vocabulary instruction during a week. Using a pre-test and three post-tests, the vocabulary repertoire of the subjects was quantified. The pre-test was administered a week before the commencement of the treatment sessions; the first post-test was administered immediately after each treatment; the second post-test was held 24 hours after each treatment and the third post-test was held one week after the end of the treatment sessions. Paribakht and Wesche (1993) model of measuring vocabulary enhancement was used to quantify the vocabulary repertoire of the subjects. Split-plot ANOVA test revealed that the subjects in the keyword group outperformed the subjects in the other two groups in all the three post-tests. Moreover, it was revealed that the thematic clustering group outperformed the developing morphological awareness group. The findings of this research may have pedagogical implications for English teachers, learners and material developers.
English language teaching
Nouroddin Yousofi; Sajad Velayati; Saman Ebadi
Abstract
Drawing on Vygotsky’s sociocultural theory of mind (SCT) and following a sequential exploratory mixed method design, this study probed into the impact of Group Dynamic Assessment (GDA) on the short and long-term Iranian high school students’ grammar ability. Also, a focus group interview ...
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Drawing on Vygotsky’s sociocultural theory of mind (SCT) and following a sequential exploratory mixed method design, this study probed into the impact of Group Dynamic Assessment (GDA) on the short and long-term Iranian high school students’ grammar ability. Also, a focus group interview was conducted to explore learners’ attitudes toward concurrent GDA. It used a convenient sample of 42 Iranian third-grade students in a private high school who prepared to participate in the University Entrance Exam . The students of the two groups followed the same procedure . Quantitative findings using three independent sample t-tests revealed that the GDA group significantly outperformed the Non-GDA group regarding grammar ability and could apply them in more demanding circumstances. Besides, the thematic analysis of qualitative data showed that the concurrent GDA assisted learners to improve their grammar ability. The study's findings highlight the importance of applying GDA as a mediational procedure that assists learners in developing their grammar ability in L2 contexts. The findings of the study may assist L2 teachers to apply GDA procedure in their classrooms to save time for teaching and assessing grammatical structures.
English language teaching
maryam Rafieyan; Farzad Salahshour; Hanieh Davatgar
Abstract
The effectiveness of Lexical Bundles (LBs) instruction for facilitating writing skill development has been a controversial issue in language teaching. This study examined the impact of LBs instruction on English for Specific Purposes (ESP) learners’ performance on IELTS writing task 2. To ...
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The effectiveness of Lexical Bundles (LBs) instruction for facilitating writing skill development has been a controversial issue in language teaching. This study examined the impact of LBs instruction on English for Specific Purposes (ESP) learners’ performance on IELTS writing task 2. To this end, first, 60 male and female ESP learners were randomly selected from among 150 ESP learners of Tabriz University of Medical Sciences as participants. Second, these participants were assigned to the experimental and the control group. Both groups were then administered IELTS writing task 2 as a pretest. The experimental group was provided with ten sessions of ILETS-task2-related LB instruction. The control group, however, did not receive this kind of instruction. Finally, researchers administered IELTS writing task 2 to both of the groups anew as a posttest. The results suggest that teaching the relevant bundles had some positive impacts on ESP learners’ general performance of the relevant writing task achievement, grammatical range and accuracy, vocabulary knowledge, as well as observing cohesive ties and coherence in their writing. The results may provide some useful insights regarding the instruction of LBs in IELTS preparation courses for the ESP learners.
English language teaching
Farshid Tayari Ashtiani; Manoochehr Jafarigohar; Hoda Divsar; Maryam Farnia
Abstract
In recent years, Instagram has gained considerable attention in scientific research because of its popularity among English language learners. This study aimed to conduct a systematic review of empirical studies that investigated the use of Instagram as a mobile-assisted language learning (MALL) tool ...
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In recent years, Instagram has gained considerable attention in scientific research because of its popularity among English language learners. This study aimed to conduct a systematic review of empirical studies that investigated the use of Instagram as a mobile-assisted language learning (MALL) tool in ESL/EFL and attempted to perform a scientific mapping of the literature. To this end, a corpus of studies since 2010 was retrieved in January 2023 from six academic databases and reviewed through the stages of Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA). A critical appraisal of 48 experimental studies included in this review was carried out and a meta-analysis of 11 eligible studies was conducted. The results of the meta-analysis confirmed the significant effect size of the use of Instagram in ESL/EFL. The bibliometric analysis revealed that the research productivity is upward and found writing and vocabulary skills as the main focus in most of the studies. This study could have implications for teachers and researchers to gain a broad overview of the integration of Instagram in English language teaching, and to know the current research trends in the field for the future research.
English language teaching
Fazel Alaei; Shiva Kaivanpanah; Maedeh Mohammadi
Abstract
The present study examined the difference between L1 and L2 lexical diversity of argumentative and narrative writings of L2 learners, and the contribution of syntactic complexity and lexical diversity to the writing quality in the L2 argumentative and narrative writings of EFL learners. To this end, ...
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The present study examined the difference between L1 and L2 lexical diversity of argumentative and narrative writings of L2 learners, and the contribution of syntactic complexity and lexical diversity to the writing quality in the L2 argumentative and narrative writings of EFL learners. To this end, 46 pre-intermediate and intermediate Iranian EFL learners from four intact classes wrote one argumentative and one narrative essay in L2, and one argumentative and one narrative essay in L1 on different topics. Paired-samples t-tests revealed that lexical diversity surfaced more in the L1 writing of the learners. Multiple linear regressions indicated that among five measures of syntactic complexity, mean length of T-unit and clauses per T-unit better predict the quality of argumentative writing. In addition, complex nominals per clause are better predictors of narrative writing quality. Simple linear regressions showed that lexical diversity is a significant predictor of L2 writing in both genres. Based on the findings, writing instructors are advised to provide L2 learners with explicit instruction on the use of diverse vocabulary and different syntactic structures in order to help them improve the quality of their writing.
English language teaching
Maryam Soleimani; Zahra Aghazadeh
Abstract
Critical thinking (CT) abilities have failed to receive the necessary consideration in applied linguistics. Thus, this study was intended to explore English as a Foreign Language (EFL) academics’ and Doctor of Philosophy (PhD) candidates’ perceptions of embedding CT into the EFL curricula ...
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Critical thinking (CT) abilities have failed to receive the necessary consideration in applied linguistics. Thus, this study was intended to explore English as a Foreign Language (EFL) academics’ and Doctor of Philosophy (PhD) candidates’ perceptions of embedding CT into the EFL curricula in Iran. Moreover, it aimed to identify the primary obstacles teachers may have while employing CT skills, and suggest some necessary strategies to strengthen students' CT abilities. To do so, a total of 50 male and female EFL academics as well as 50 male and female PhD candidates specializing in Applied Linguistics, Linguistics and Literature, as well as Translation at different universities in Iran participated in this study. The present investigation employed a mixed-methods design. To this end, an adapted version of Stapleton's (2011) CT questionnaire was used. Moreover, semi-structured interviews were undertaken with a cohort of 5 EFL academics and 5 PhD candidates. The outcomes underscore the need for educational policymakers and curriculum developers to recognize the significance of CT in language learning and to infuse more systematic and explicit approaches to teaching CT in Iranian EFL context. The pedagogical implications of the study were accordingly discussed.
English language learning
Mohammad Amiryousefi; Elham Daliranfirouz; Renata Geld; Daryoush Nejad Ansari
Abstract
This study aimed to investigate the influence of a gamification-enhanced language classroom within the context of Moodle in promoting extrinsic and intrinsic motivational attributes of language learners. A total of 220 language learners from different universities in Iran were recruited as the participants ...
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This study aimed to investigate the influence of a gamification-enhanced language classroom within the context of Moodle in promoting extrinsic and intrinsic motivational attributes of language learners. A total of 220 language learners from different universities in Iran were recruited as the participants and randomly assigned to the gamification-enhanced (n= 114) and control groups (n= 106). Over the eight weeks of treatment, the experimental group members were taught using various gamified tasks and activities through the gamified Moodle LMS. A motivational orientation scale was administered before and after the intervention. The results of ANCOVAs demonstrated a significant boost in the extrinsic motivation of language learners, including external, introjected, and identified regulation. Furthermore, the study confirmed that the integration of gamification has resulted in a higher level of intrinsic motivation for the participants in the areas of knowledge, accomplishment, and stimulation.The relevant pedagogical implications and directions for future studies are discussed.
English language teaching
Leily Afsar; Gholam-Reza Kiyani
Abstract
As a controversial subject, globalization has affected various aspects of our lives. Today, the intertwined world is run through complicated relationships and the education of competent human capitals has gained more significance than before. Recently, there has been a movement, known as Global Citizenship ...
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As a controversial subject, globalization has affected various aspects of our lives. Today, the intertwined world is run through complicated relationships and the education of competent human capitals has gained more significance than before. Recently, there has been a movement, known as Global Citizenship Education (GCE), toward a pervasive orientation to education in which issues such as Quality Education and Lifelong Learning are the critical goals. The main aim of this study was to explore the extent to which The Iranian National Curriculum, The Doctrine of General Formal Education System and The Fundamental Reform Document of Education promote the GCE goals in formal English language education. Using a multi-concept model based on the GCE goals, the documents were the subject of scrutiny through document analysis. A survey questionnaire and a semi-structured interview were also utilized. The results of the document analysis and the questionnaire approved the documents’ theoretical promotion of the GCE goals. However, they were criticized for being idealistic and incoherent in the interviews and literature review. Also, their appropriate implementation, practical efficiency and convincing educational achievement were disapproved. The study emphasizes global-oriented approaches in the country’s formal education.
English language teaching
Ahmad Fawad Kakar; Reza Pishghadam; Elham Naji Meidani
Abstract
Emphasizing the significance of students' attitudes and emotions in the learning process, this study utilized Structural Equation Modeling to investigate the roles of sapio-emotionality, angloemotionality, and sensory motivation in learners' academic accomplishments. The key aim was to devise ...
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Emphasizing the significance of students' attitudes and emotions in the learning process, this study utilized Structural Equation Modeling to investigate the roles of sapio-emotionality, angloemotionality, and sensory motivation in learners' academic accomplishments. The key aim was to devise a scale for measuring students' anglo-emotionality (a blend of native speakers' characteristics and emotionality) using SEM, while scrutinizing the relationships between sapio-emotionality (intelligence entwined with emotionality), angloemotionality, and sensory motivation. Data was collected from 292 EFL students (156 males and 136 females) across social and non-social sciences fields who filled in three questionnaires, namely sapio-emotionality, angloemotionality, and sensory motivation scales. The SEM analysis indicated that the anglo-emotionality scale has robust psychometric properties. Furthermore, it facilitated the revelation that sapio-emotionality is positively correlated with sensory motivation. However, no significant statistical correlations were discerned between anglo-emotionality and sensory motivation. Intriguingly, when mediated by angloemotionality, SEM revealed that sapio-emotionality cannot predict sensory motivation and English Language Acquisition (ELA). Also, none of the dependent variables emerged as predictors of ELA. The study concludes with a discussion of the results and their implications for future research, underscoring the utility of SEM in elucidating these intricate relationships.
English language learning
Ehsan Namaziandost; Hossein Kargar Behbahani; Goodarz Shakibaei
Abstract
This investigation aimed to inform instructional practices that foster linguistic development and enhance the overall language learning experience by unraveling the nuanced dynamics at play. To this end, the researchers explored the influence of two distinct vocabulary books, "Keyword for Fluency" ...
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This investigation aimed to inform instructional practices that foster linguistic development and enhance the overall language learning experience by unraveling the nuanced dynamics at play. To this end, the researchers explored the influence of two distinct vocabulary books, "Keyword for Fluency" and "1100 Words You Need to Know," on language growth, willingness to communicate (WTC), and academic engagement within the upper-intermediate learner demographic. With 40 participants in the experimental group (EG) exposed to "Keyword for Fluency" and 40 participants in the control group (CG) using "1100 Words You Need to Know", all demonstrating upper-intermediate language proficiency, a concurrent mixed-methods research design was employed. A comprehensive teacher-made test was designed and administered to gauge language growth. The EG received targeted instruction based on "Keyword for Fluency," while the CG adhered to conventional language teaching methods centered on "1100." Our findings showcased substantial language growth, increased WTC, and enhanced academic engagement among participants in the EG as opposed to the CG. This study offers valuable insights for educators, curriculum designers, and researchers seeking to optimize vocabulary instruction strategies for upper-intermediate learners.
