English language learning
Marzieh Mehri; Zahra Amirian; Mohsen Rezazadeh
Abstract
Abstract
This study aimed at examining the effects of the feedback types designed based on the regulatory focus theory (i.e., prevention vs. promotion) and reference of comparison (i.e., normative vs. self-referential) on achievement emotions and achievement goals. One hundred intermediate English language ...
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Abstract
This study aimed at examining the effects of the feedback types designed based on the regulatory focus theory (i.e., prevention vs. promotion) and reference of comparison (i.e., normative vs. self-referential) on achievement emotions and achievement goals. One hundred intermediate English language learners were assigned to four experimental groups, promotion, prevention, self-referential, normative, and one control group (N= 20 for each). The participants in the experimental groups received feedback based on their assignment for 16 sessions, and their achievement emotions and achievement goals were assessed before and after the intervention. ANCOVA analyses revealed that significant differences existed between the four experimental groups and the control group regarding achievement emotions and achievement goals. Self-referential feedback and promotion feedback increased positive emotions and led students to mastery-approach and mastery-avoidance goal adoption, while normative feedback and prevention feedback increased negative emotions. Furthermore, normative feedback positively affected performance-approach and performance-avoidance goals. Prevention-focused feedback had a positive effect on mastery-avoidance goals. The researchers recommended that teachers use feedback emphasizing learners’ growth and improvement as a means for progress check.
English language learning
Zahra Amirian; Mitra shayanfar; mohsen rezazadeh
Abstract
This study aimed at investigating the interrelationships between EFL teachers' mindsets, self-efficacy, and emotional experiences and Iranian EFL learners' willingness to communicate (WTC) and L2 motivational self system (L2MSS). The participants of this study were 100 Iranian teachers and 501 students ...
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This study aimed at investigating the interrelationships between EFL teachers' mindsets, self-efficacy, and emotional experiences and Iranian EFL learners' willingness to communicate (WTC) and L2 motivational self system (L2MSS). The participants of this study were 100 Iranian teachers and 501 students of the same EFL teachers, both male and female randomly selected from high schools. To fulfill the purpose of the study, teachers were asked to complete four questionnaires to measure their implicit theories of intelligence, efficacy, and emotional experiences including their burnout symptoms. Learners were required to complete two questionnaires to measure their willingness to communicate and L2 motivational self system. The results of Structural Equation Modeling (SEM) revealed a significant structural relationship among all variables. Results also indicated that motivation was the strongest direct predictor of willingness to communicate. WTC was also indirectly correlated with teachers' implicit theories, efficacy, and emotional experiences through the mediating effect of L2MSS.
English language learning
Masoumeh Dousti; Zahra Amirian; Daryush Nejadansari
Abstract
EFL learners’ low motivation and lack of sufficient prior knowledge can be regarded as the barriers that impede their success in presentation of high quality writing pieces. To solve the mentioned problems, some researchers suggest the application of inventive technology-enhanced instructions in ...
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EFL learners’ low motivation and lack of sufficient prior knowledge can be regarded as the barriers that impede their success in presentation of high quality writing pieces. To solve the mentioned problems, some researchers suggest the application of inventive technology-enhanced instructions in teaching the writing skill. In this regard, WebQuest as a computer-based instructional model providing the already-selected website links can be proposed as an appropriate candidate. Hence, the very aim of the present experimental pre-test/post-test study was to address the effect of WebQuest-based instruction on Iranian undergraduate EFL learners’ achievements in their overall essay writing ability as well as their writing ability concerning the elaboration, focus, conventions, vocabulary, and organization sub-skills. To do so, 50 participants in the experimental group and 49 participants in the control group performed the WebQuest-based and the alternative tasks without access to the web links, respectively. To analyze the obtained data, six ANCOVAs were run. The results revealed a significant improvement in EFL learners’ overall writing performance as well as their outperformance in the organization, focus, elaboration, and vocabulary subskills, but not the conventions sub-skill. The findings of this study indicated optimistic implications about the potential applicability of novel educational technologies in Iranian higher education context. EFL learners’ improved writing performance and vocabulary acquisition as well as their increased motivation and collaboration in WebQuest-based writing classes can be regarded as a valuable clue for teachers, administrators, and designers to pave the way for further integration of innovative technologies in EFL settings.
Mohammad Amiryousefi; Zahra Amirian; Atieh Ansari
Volume 11, Issue 23 , June 2019, , Pages 27-56
Abstract
This study investigated the relationship between classroom environment and teacher behavior, and EFL (English as a foreign language) learners’ engagement and state motivation. To do so, 110 intermediate Iranian EFL learners with an average age of 18.37 were asked to complete What is Happening Inside ...
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This study investigated the relationship between classroom environment and teacher behavior, and EFL (English as a foreign language) learners’ engagement and state motivation. To do so, 110 intermediate Iranian EFL learners with an average age of 18.37 were asked to complete What is Happening Inside the Classroom scale (WIHIC), Questionnaire for Teacher Interaction (QTI), Student Engagement Instrument (SEI), and Student State Motivation scale (SMS). The results of statistical analysis showed that there was a moderate relationship between all aspects of classroom environment (student cohesiveness, teacher support, equity, involvement, cooperation, and task orientation) and learners’ engagement (emotional and cognitive engagement). Moreover, there was a relationship between some aspects of classroom environment (student cohesiveness, task orientation, cooperation, and involvement) and state motivation. However, there was no relationship between teacher behavior, learners’ engagement, and state motivation. Implications are discussed and avenues for future research are outlined.
Mohammad Amiryousefi; Reyhaneh Sasaninejhad; Zahra Amirian
Volume 10, Issue 21 , June 2018, , Pages 33-57
Abstract
This study aims to examine the cross-cultural similarities and differences in the use of rapport management strategies (rapport enhancement, rapport maintenance, rapport neglect, and rapport challenge) in the complaints during service encounters based on Spencer Oatey’s (2008) model. To this end, ...
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This study aims to examine the cross-cultural similarities and differences in the use of rapport management strategies (rapport enhancement, rapport maintenance, rapport neglect, and rapport challenge) in the complaints during service encounters based on Spencer Oatey’s (2008) model. To this end, 90 participants (30 Persian native speakers, 30 Iranian EFL (English as a foreign language) learners, and 30 English speakers) were asked to complete a role-play Discourse Completion Task in four different situations. The study argues that: (1) the use of rapport management strategies is universal; all the groups used all kinds of rapport management strategies; (2) the use of rapport management strategies is culture-specific; the participants in each group differently used the intended strategies; and (3) the socio-pragmatic competence of EFL learners is sometimes different from that of the native speakers of English; it goes through developmental stages and is influenced by L1 norms. The study concludes that teachers should condition the communicative tasks used inside the class with factors such as the relationship among the interlocutors to help EFL learners develop a pragmatic competence comparable to that of the native speakers. Teachers can also resort to modern technologies to provide EFL learners with the opportunity to communicate with native speakers and receive feedback with regard to the cultural appropriacy of the forms produced.
