ORIGINAL_ARTICLE
A Comparative Study of Writing Assessment Using Activity Theory-Based Assessment Model (ATBAM) and a Traditional Approach
Assessment of writing skill is generally believed to be judged by a rater subjectively and qualitatively or by using analytic scoring rubrics which can potentially result in somehow not very reliable assessment. It seems that an evaluation of writing based on a model can result in a valid and reliable writing assessment. To achieve such an objective, this study firstly aimed to develop an assessment model based on Activity Theory (AT), i. e., Activity Theory-Based Assessment Model (ATBAM), and then to employ it in the assessment of writing performances of Iranian language learners in a private language college. And finally, to achieve the concurrent validity of ATBAM, its results were compared with those of a traditional approach. Three groups of participants took part in this study: a group of upper intermediate English learners (N=29) who submitted one writing sample per week in four successive weeks, teachers (N=6) who provided learners with feedback and assigned holistic scores and course supervisors (N=2) who reassessed the writing samples on the basis of an analytic rubric of writing assessment. The results showed that using ATBAM in writing assessment results in an exploration of not only learners’ but also teachers’ engagement in the development of learners’ writing ability. The role of teachers’ feedback and teachers’ and learners’ social interaction in the development of learners’ writing ability could potentially provide comprehensive, fair, reliable, and valid scores in this model.
https://elt.tabrizu.ac.ir/article_8930_adda1b6d648c5b62f8854d9ca9db4dd1.pdf
2019-05-22
1
25
Activity Theory (AT)
Activity Theory-Based Assessment Model (ATBAM)
Writing Skill Assessment
Teacher’s Feedback
Mohammad
Alavi
smalavi@ut.ac.ir
1
Associate Professor, University of Tehran
AUTHOR
Shiva
Kaivanpanah
shkaivan@ut.ac.ir
2
Assistant Professor, University of Tehran
AUTHOR
Fatemeh
Danesh
t_danesh@daneshlanguage.com
3
PhD Candidate, University of Tehran, Alborz Campus
LEAD_AUTHOR
Alderson, J. C. & Banerjee, J. (2001). 'Language testing and assessment (Part 1): state-of-the-art review'. Language Teaching, 34(4), 213 -36.
1
Barkaoui, K. (2010). Variability in ESL essay rating processes: The role of the rating scale and rater experience. Language Assessment Quarterly,7(1), 54-74.
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Engeström, Y. (1999) Innovative learning in work teams: analysing cycles of knowledge creation in practice, in: Y. ENGESTRÖM et al (Eds.) Perspectives on Activity Theory, (Cambridge, Cambridge University Press), 377-406.
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12
Karanasios, S., Allen, D., & Finnegan, P. (2015). "Information Systems Journal Special Issue On: Activity Theory in Information Systems Research," Information Systems Journal (25:3), pp. 309-313.
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Narciss, S., & Huth, K. (2004). How to design informative tutoring feedback for multimedia learning. In H. M. Niegemann, D. Leutner, & R. Brunken (Ed.), Instructional design for multimedia learning (pp. 181-195). Munster, New York: Waxmann.
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24
Pearson, P.C. (2004). Controversies in second language writing: Dilemmas and decisions in research and instruction. The University of Michigan Press.
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Wylie, C. & Lyon, C. (2016). Using the Formative Assessment Rubrics, Reflection and Observation Tools to Support Professional Reflection on Practice (Revised). Formative Assessment for Students and Teachers State Collaborative on Assessment and Student Standards of the Council of Chief State School Officers. Washington, DC.
29
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30
ORIGINAL_ARTICLE
Relationship between classroom environment, teacher behavior, cognitive and emotional engagement, and state motivation
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.
https://elt.tabrizu.ac.ir/article_8937_42dc130b0a3e58454350195b4b61beb6.pdf
2019-05-22
27
56
Teacher interpersonal behavior
classroom environment
Engagement
state motivation
Mohammad
Amiryousefi
m.amiryousefi@yahoo.com
1
Assistant Professor, University of Isfahan
LEAD_AUTHOR
Zahra
Amirian
z.amirian@fgn.ui.ac.ir
2
Assistant Professor, University of Isfahan
AUTHOR
Atieh
Ansari
atieh.ansari@gmail.com
3
MA Student of TEFL, University of Isfahan
AUTHOR
Anderson, A., Hamilton, R. J., & Hattie, J. (2004). Classroom climate and motivated behavior in secondary schools. Learning environments research, 7(3), 211-225.
1
Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006).
2
Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44(5), 427-445.
3
Baralt, M., Gurzynski-Weiss, L., & Kim, Y. (2016). The effects of task complexity and classroom environment on learners’ engagement with the language. In M. Sato, & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 209–240). Amsterdam: John Benjamins.
4
Blanco, K. (2015). Exploring the interplay between psychosocial learning environmental factors, motivation, and self-regulation in 9th-12th grade science (Unpublished doctoral dissertation). The University of Houston-Clear Lake, USA.
5
Brekelmans, J. M. G., Wubbels, T., & Den Brok, P. J. (2002). Teacher experience and the teacher–student relationship in the classroom environment. In S.C. Goh & M.S. Khine (Eds), .Studies in educational learning environments: An international perspective (pp. 73-100), Singapore: World Scientific.
6
Brok, P., Brekelmans, M., Levy, J., & Wubbels, T. (2005). The effect of teacher interpersonal behavior on students' subject-specific motivation. The Journal of Classroom Interaction, 40 (2), 20-33.
7
Brophy, J. (1987). Synthesis of research on strategies for motivating students to learn. Educational leadership, 45(2), 40-48.
8
Christophel, D. M. (1990). The relationships among teacher immediacy behaviors, student motivation, and learning. Communication education, 39 (4), 323-340.
9
Chua, S. L., Wong, A. F., & Chen, D. T. (2009). Associations between Chinese Language Classroom Environments and Students' Motivation to Learn the Language. Australian Journal of Educational & Developmental Psychology, 9, 53-64.
10
den Brok, P., Fisher, D., Rickards, T., & Bull, E. (2006). Californian science students' perceptions of their classroom learning environments. Educational Research and Evaluation, 12(1), 3-25.
11
den Brok, P., Fisher, D., & Scott, R. (2005). The importance of teacher interpersonal behaviour for student attitudes in Brunei primary science classes. International Journal of Science Education, 27(7), 765-779.
12
Den Brok, P., Brekelmans, M., & Wubbels, T. (2004). Interpersonal teacher behaviour and student outcomes. School effectiveness and school improvement, 15(3-4), 407-442.
13
Dorman, J. P., Aldridge, J. M., & Fraser, B. J. (2006). Using Students' Assessment of Classroom Environment to Develop a Typology of Secondary School Classrooms. International Education Journal, 7(7), 906-915.
14
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The modern language journal, 78(3), 273-284.
15
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16
Eddy-U, M. (2015). Motivation for participation or non-participation in group tasks: A dynamic systems model of task-situated willingness to communicate. System, 50, 43-55.
17
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18
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19
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20
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21
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109.
22
Furrer, C. J., Skinner, E. A., & Pitzer, J. R. (2014). The influence of teacher and peer relationships on students’ classroom engagement and everyday motivational resilience. National Society for the Study of Education, 113(1), 101-123.
23
Gunuc, S. (2014). The relationships between student engagement and their academic achievement. International Journal on New Trends in Education and Their Implications, 5(4), 216-231.
24
Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98(3), 184-192.
25
Johnson, B., & McClure, R. (2004). Validity and reliability of a shortened, revised version of the Constructivist Learning Environment Survey (CLES). Learning Environments Research, 7(1), 65-80.
26
Kraft, M. A., & Dougherty, S. M. (2013). The effect of teacher–family communication on student engagement: Evidence from a randomized field experiment. Journal of Research on Educational Effectiveness, 6(3), 199-222.
27
Lee, J. S. (2014). The relationship between student engagement and academic performance: Is it a myth or reality?. The Journal of Educational Research, 107(3), 177-185.
28
Lin, Y., Durbin, J. M., & Rancer, A. S. (2017). Perceived instructor argumentativeness, verbal aggressiveness, and classroom communication climate in relation to student state motivation and math anxiety. Communication Education, 66(3), 330-349.
29
Lin, Y., Durbin, J. M., & Rancer, A. S. (2017). Perceived instructor argumentativeness, verbal aggressiveness, and classroom communication climate in relation to student state motivation and math anxiety. Communication Education, 66(3), 330-349.
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31
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32
Maulana, R., Opdenakker, M. C., den Brok, P., & Bosker, R. J. (2012). Teacher–student interpersonal behavior in secondary mathematics classes in Indonesia. International Journal of Science and Mathematics Education, 10(1), 21-47.
33
Mazer, J. P. (2013). Associations among teacher communication behaviors, student interest, and engagement: A validity test. Communication Education, 62(1), 86-96.
34
Misbah, Z., Gulikers, J., Maulana, R., & Mulder, M. (2015). Teacher interpersonal behaviour and student motivation in competence-based vocational education: Evidence from Indonesia. Teaching and Teacher Education, 50, 79-89.
35
Mozgalina, A. (2015). More or less choice? The influence of choice on task motivation and task engagement. System, 49, 120–132.
36
Myers, S. A., Goodboy, A. K., & Members of COMM 600. (2014). College student learning, motivation, and satisfaction as a function of effective instructor communication behaviors. Southern Communication Journal, 79(1), 14-26.
37
Newmann, F., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F.
38
Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 11-39). New York: Teachers College Press.
39
Nicolson, M., & Adams, H. (2010). The languages classroom: place of comfort or obstacle course?. Language Learning Journal, 38(1), 37-49.
40
Nouri, A. (2015). The Relationship between Iranian EFL Teachers’ Behavior and Academic Achievement of High School Students. Journal of Language Teaching and Research, 6(3), 574-580.
41
Philp, J., & Duchesne, S. (2016). Exploring engagement in tasks in the language classroom. Annual Review of Applied Linguistics, 36, 50–72.
42
Phung, L. (2017). Task preference, affective response, and engagement in L2 use in a US university context. Language Teaching Research, 21(6), 751-766.
43
Rahimi, M., & Karkami, F. H. (2015). The Role of Teachers' Classroom Discipline in Their Teaching Effectiveness and Students' Language Learning Motivation and Achievement: A Path Method. Iranian Journal of Language Teaching Research, 3(1), 57-82.
44
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students' engagement by increasing teachers' autonomy support. Motivation and emotion, 28(2), 147-169.
45
Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460.
46
Sagayadevan, V., & Jeyaraj, S. (2012). The role of emotional engagement in lecturer-student interaction and the impact on academic outcomes of student achievement and learning. Journal of the Scholarship of Teaching and Learning, 12(3), 1-30.
47
Shernoff, D. J., Tonks, S., & Anderson, B. G. (2014). The impact of the learning environment on student engagement in high school classrooms, National society for the study of education, 113(1), 166-177.
48
Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic?. Journal of Educational Psychology, 100(4), 765.
49
Smart, J. B. (2009). Teacher-student interactions and domain-specific motivation: The relationship between students' perceptions of teacher interpersonal behavior and motivation in middle school science (Unpublished doctoral dissertation). Clemson University, USA.
50
van Uden, J. M., Ritzen, H., & Pieters, J. M. (2014). Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education. Teaching and Teacher Education, 37, 21-32.
51
Velayutham, S., & Aldridge, J. M. (2013). Influence of psychosocial classroom environment on students’ motivation and self-regulation in science learning: A structural equation modeling approach. Research in Science Education, 43(2), 507-527.
52
Webster, C., Mîndrilă, D., & Weaver, G. (2013). Affective learning profiles in compulsory high school physical education: An instructional communication perspective. Journal of Teaching in Physical Education, 32(1), 78-99.
53
Wei, L.SH. (2011). Relationship between Students’ Perceptions of Classroom Environment and their Motivation in Learning English Language. International journal of humanities and social science. 1(21), 240-250.
54
Wei, M., den Brok, P., & Zhou, Y. (2009). Teacher interpersonal behavior and student achievement in English as a foreign language classrooms in China. Learning Environments Research, 12(3), 157-174.
55
Wei, M., & Onsawad, A. (2007). English teachers' actual and ideal interpersonal behavior and students' outcomes in secondary schools of Thailand. The Journal of Asia TEFL, 4(2), 95-121.
56
Wonglorsaichon, B., Wongwanich, S., & Wiratchai, N. (2014). The influence of students school engagement on learning achievement: A structural equation modeling analysis. Procedia-Social and Behavioral Sciences, 116, 1748-1755.
57
Wubbels, T., & Levy, J. (1991). A comparison of interpersonal behaviour of Dutch and American teachers. International Journal of Intercultural Relations, 15, 1–18.
58
Wubbels, T., Créton, H., & Hooymayers, H. (1985). Discipline problems of beginning teachers, interactional teacher behavior mapped out. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL, March.
59
Yang, G., Badri, M., Al Rashedi, A., Almazroui, K., Qalyoubi, R., & Nai, P. (2017). The effects of classroom and school environments on student engagement: the case of high school students in Abu Dhabi public schools. Compare: A Journal of Comparative and International Education, 47(2), 223-239.
60
Young, J. (2014). Encouragement in the Classroom: How Do I Help Students Stay Positive and Focused?(ASCD Arias). ASCD.
61
Zandvliet, D. B., & Fraser, B. J. (2004). Learning environments in information and communications technology classrooms. Technology, Pedagogy and Education, 13(1), 97-123.
62
ORIGINAL_ARTICLE
Definitional Clarifications in the Introductions of PhD theses: A Genre-Based Analysis
PhD thesis introductions help student writers to discuss the significance of their study and establish how their study relates to and draws on previous research. The present study used a genre-based approach to examine one subsection in introductions of applied linguistics PhD theses. To that end, Iranian PhD thesis introductions were textually analysed. A researcher-made questionnaire, grounded on the responses from a semi-structured interview, was administered to Iranian applied linguists and PhD students to seek their opinions regarding how the subsection should be written. Frequency counts and statistical tests were used to analyse the data using SPSS (version 22). Results of genre analysis showed varying lengths, non-alphabetic ordering of the terms, and frequent uses of indirect quotations to organise the subsection. Results of textual analysis also revealed significant overlap between the terms in introductions and keywords in abstracts. The terms primarily derived from research questions. Results of questionnaire response analyses showed no statistically significant differences between the attitudes of applied linguists and PhD students. Implications of the study for PhD introduction thesis writing are discussed.
https://elt.tabrizu.ac.ir/article_8934_71766010c7c9834365e8158e46051e2c.pdf
2019-05-22
57
93
Introductions
Theses
textual analysis
genre-based approach
rajab
esfandiari
1
Assistant professor in applied linguistics at Imam Khomeini International University, Department of English Language, Faculty of Humanities, Qazvin, Iran
LEAD_AUTHOR
El-Dakhs, D. A. S. (2018). Why are abstracts in PhD theses and research articles different? A genre-specific perspective. Journal of English for Academic Purposes, 36(6), 48-60.
1
Babaii, E., & Taase, Y. (2013). Author-assigned keywords in research articles: Where do they come from? Iranian Journal of Applied Linguistics, 16(2), 1-19.
2
Basturkmen, H. (2012). A genre-based investigation of discussion sections of research articles in dentistry and disciplinary variation. Journal of English for Academic Purposes, 11(2), 134–144.
3
Bawarshi, A. S., & Reiff, M. J. (2010). Genre: An introduction to history, theory, research, and pedagogy. West Lafayette, IN: Parlor Press.
4
Becky, S., & Kwan, C. (2017). A cross-paradigm macro-structure analysis of research articles in information systems. English for Specific Purposes, 45(1), 14-30.
5
Belcher, D. D. (2006). English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. TESOL Quarterly, 40(1), 133–156.
6
Bruce, I. (2009). Results sections in sociology and organic chemistry articles: A genre analysis. English for specific Purposes, 28(2), 105-124.
7
Bunton, D. (1998). Linguistic and textual problems in PhD and M.Phil theses: An analysis of genre moves and metatext (Unpublished PhD thesis), University of Hong Kong, Hong Kong.
8
Bunton, D. (2002). Generic moves in PhD thesis introductions. In J. Flowerdew (Ed.), Academic Discourse (pp. 57-75). London: Longman.
9
Cotos, E., Huffman, S., & Link, S. (2017). A move-step model for methods sections: Demonstrating rigour and credibility. English for Specific Purposes, 46(2), 90-106.
10
Crossley, S. (2007). A chronotopic approach to genre analysis: An exploratory study. English for Specific Purposes, 26(1), 4–24.
11
Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge: Cambridge University Press.
12
Flowerdew, J. (2002). Genre in the classroom: A linguistic approach. In A. Johns (Ed.), Genre in the classroom: Multiple Perspectives (pp. 91–102). Mahwah: Lawrence Erlbaum Associates.
13
Kanoksilapatham, B. (2015). Distinguishing textual features characterizing structural variation in research articles across three engineering sub-discipline corpora. English for Specific Purposes, 37(1), 74–86.
14
Kawase, T. (2015). Metadiscourse in the introductions of PhD theses and research articles. Journal of English for Academic Purposes, 20(), 114-124.
15
Liu, Y., & Buckinghum, L. (2018). The schematic structure of discussion sections in applied linguistics and the distribution of metadiscourse. Journal of English for Academic Purposes, 34(4), 97-109.
16
Moghaddasi, S., & Graves, H. A. B. (2017). Since Hadwiger’s conjection … is still open: Establishing a niche for research in discrete mathematics research article introductions. English for Specific Purposes, 45(1), 69-85.
17
Partridge, B. (2002). Thesis and dissertation writing: An examination of published advice and actual practice. English for Specific Purposes, 21(2), 125–143.
18
Soler-Monreal, C., Carbonell-Olivares, M., & Gil-Salom, L. (2011). A contrastive study of the rhetorical organization of English and Spanish PhD thesis introductions. English for Specific Purposes, 30(1), 4-17.
19
Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
20
Swales, J. M. (2004). Research genres: Explorations and applications. Cambridge: Cambridge University Press.
21
Thompson, P. (2005). Points of focus and position: Intertextual reference in PhD theses. Journal of English for Academic Purposes, 4(4), 307-323.
22
Tseng, M-Y. (2018). Creating a theoretical framework: On the move structure of theoretical framework sections in research articles related to language and linguistics. Journal of English for Academic Purposes, 29(3), 82-92.
23
ORIGINAL_ARTICLE
Cognitively Complex Tasks and Individual Differences: Two Influential Factors in Iranian EFL Learners’ Written Text Quality
Robinson’s Cognition Hypothesis and Skehan’s Limited Attentional Capacity Model provide the major impetus for this study. The present article reports the findings of a between-subject factorial experimental research study which explored 1) the effects of increased cognitive task complexity, manipulated through the intentional reasoning demands and number of elements on the lexical and syntactic complexity, accuracy, and fluency (CAF) of EFL writers’ productions; and 2) the joint effects of cognitive task complexity factor and learners’ language learning aptitude (Low vs. High) on the written output. Firstly, we gave Carroll and Sapon’s Modern Language Aptitude Test (MLAT) to 226 participants and then did a random stratification of the low- and high- aptitude learners into three groups. The participants received letter writing tasks with different cognitive complexity levels (low, medium, and high). The findings indicated that increasing cognitive task complexity resulted in significantly higher lexical and syntactic complexity and lower fluency, whereas no significant effect was found on writing accuracy. Moreover, the statistical results revealed no significant interaction effect between task complexity factors and learners’ language aptitude. With regard to the first objective of the study, the findings supported the predictions of Cognition Hypothesis while it is not the case in relation to the second objective of the study.
https://elt.tabrizu.ac.ir/article_8938_d1afb67358c5fe15be5c5182fb43dad6.pdf
2019-05-22
95
126
Cognitive Complexity
language learning aptitude
lexical complexity
syntactic complexity
accuracy
fluency
Farahman
Farrokhi
ffarrokhi20@yahoo.co.uk
1
Professor of EFL, University of Tabriz
AUTHOR
Simin
Sattarpour
sattarpours@tbzmed.ac.ir
2
Assistant Professor at Department of Basic Sciences, Faculty of Paramedicine, Tabriz University of Medical Sciences
LEAD_AUTHOR
Abrahamsson, N., & Hyltenstam, K. (2008). The robustness of aptitude effects in near-native second language acquisition. Studies in Second Language Acquisition, 30, 481-509. doi:10.1017/s027226310808073x
1
Byrnes, H., & Mancho´n, R. M. (Eds.). (2014). Task-based language learning: Insights from and for L2 writing. Philadelphia/Amsterdam: John Benjamins. doi:10.1075/tblt.7.01byr
2
Carless, D. (2012). TBLT in EFL settings: Looking back and moving forward. In A. Shehadeh & C. A. Coombe (Eds.), Task-based language teaching in foreign language contexts: Research and implementation (pp. 345-358). Amsterdam: John Benjamin.doi: 10.1075/tblt.4.20car
3
Carroll, J. (1981). Twenty-five years of research on foreign language aptitude. In Karl C. Diller (Ed.), Individual differences and univerals in language learning aptitude (pp. 119–154). Rowley, MA: Newbury House.
4
Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. Cambridge: Cambridge University Press. doi: 10.1017/cbo9780511571312
5
Carroll, J., & Sapon, S. M. (1959). The Modern Language Aptitude Test. San Antonio, TX: Psychological Corporation.
6
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61
ORIGINAL_ARTICLE
Contributions of KARDS to Iranian EFL University Teachers’ Professional Identity
This paper deals with the contributions of a language teacher education model by Kumaravadivelu (2012) known as KARDS (knowing, analyzing, recognizing, doing, and seeing) to Iranian English as a foreign language (EFL) university teachers’ professional identity reconstruction. The researchers used purposive sampling to select participants. A KARDS questionnaire designed, constructed, and validated by the researchers was used to group twenty teachers into a more KARDS-oriented group and a less-KARDS oriented group. Exploratory and confirmatory factor analyses showed that the questionnaire was both reliable and valid. Pre-course interview, post-course interview, teacher educator’s and teachers’ reflective journals, and class discussions were used to collect data. After the pre-course interview, there was a treatment during which teachers were familiarized with KARDS. Then, Grounded Theory was used to analyze the data. Findings indicated that there were two big shifts from “uncertainty of practice to certainty of practice” and “the use of fewer macro-strategies to the use of more macro-strategies” in teachers’ professional identities in both groups. The changes were similar and/or the same in nature but not in quantity, and they should be emphasized and included in teacher education programs. The findings may drive teacher education programs, teacher educators, and teachers to welcome and embrace uncertainty and confusion in classrooms. Suggestions to reduce “uncertainty of practice” by teacher education programs and teacher educators are presented in this paper.
https://elt.tabrizu.ac.ir/article_8955_9be819c595ee0ae81a54fc6032c56b65.pdf
2019-05-22
127
156
Teacher Education
Teacher Professional Identity
Knowing
Analyzing
Recognizing
Doing
Seeing
Vahid
Hassani
vahid_hassani38@yahoo.com
1
Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran
AUTHOR
Mohammad
Khatib
mkhatib27@yahoo.com
2
Department of English, Allameh Tabatabai' University, Tehran, Iran
LEAD_AUTHOR
Massood
Yazdani Moghaddam
mym1300@gmail.com
3
Department of English, Faculty of Humanities, Garmsar Branch, Islamic Azad University, Garmsar, Iran
AUTHOR
Abednia, A. (2012). Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education, 28, 706-717. doi:10.1016/j.tate.2012.02.005
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2
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6
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56
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57
ORIGINAL_ARTICLE
Visual Representation of Culture in a Locally Developed EFL Series
The purpose of the current study was to investigate culture representation in ACT series, a recently developed EFL textbook by Iran Language Institute, with a focus on the visuals. Two models were taken into account for content analysis: Cortazzi and Jin (1990) to investigate the type of culture (i.e., source, target, & international) and Adaskou, Britten, and Fahsi (1999) to investigate the dimension of culture (aesthetic & sociological). Analysis of 1581 visuals indicated that textbook developers have placed a high value on presenting international and source cultures while target culture has received comparatively little attention to fulfill the mission for which the series was developed. Additionally, as of the two dimensions of culture, visuals representing the sociological dimension of culture outnumbered those manifesting the aesthetic dimension. To conclude, it can be claimed that ACT series can be beneficial in promoting intercultural awareness among its audience and providing the learners with an opportunity to communicate their cultural and national identity with other bilingual speakers of English. The study ends with some future lines of research for the interested researcher.
https://elt.tabrizu.ac.ir/article_8936_10d918f96fd42eec8ff7d0eb43672b7f.pdf
2019-05-22
157
187
ACT series
culture
Intercultural communicative competence
Materials analysis
Visuals
Mahdieh
Mofidi
mhdhmofidi@gmail.com
1
PhD Candidate, Kharazmi University
LEAD_AUTHOR
Mohammad Reza
Hashemi
hashemi_ili@yahoo.com
2
Assistant Professor, Kharazmi University
AUTHOR
Adaskou, K., Britten, D., & Fahsi, B. (1990). Design decisions on the cultural content of a secondary English course for Mororcco. ELT Journal, 44(1), 3—10. doi:10.1093/elt/44.1.3
1
Appleby, R. (2018). Adressing sexual moralities in ELT materials: When diverse cultures meet. In H. P. Widodo, M. R. Perfecto, L. V. Canh, & A. Buripakdi, Situating moral and cultural values in ELT materials (pp. 15–28). Switzerland: Springer.
2
Awayed-Bishara, M. (2015). Analyzing the cultural content of materials used for teaching English to high school speakers of Arabic in Israel. Discourse & Society, 26(5), 517—542. doi:10.1177/0957926515581154
3
Baker, W. (2011). Intercultural awareness: Modelling an understanding of cultures in intercultural communication through English as a lingua franca. Language and Intercultural Communication, 11(3), 197—214 . doi:10.1080/14708477.2011.577779
4
Baker, W. (2012). From cultural awareness to intercultural awareness: culture in ELT. ELT Journal, 66(1), 62—70. doi:10.1093/elt/ccr017
5
Baker, W. (2015). Research into practice: Cultural and intercultural awareness. Language Teaching, 48(1), 130—141. doi:10.1017/S0261444814000287
6
Baleghizadeh, S., & Jamali Motahed, M. (2010). An analysis of the ideological content of internationally-developed British and American ELT textbooks. Journal of Teaching Language Skills, 29(2), 1—27. doi:10.22099/JTLS.2012.406
7
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.
8
Byram, M. (2008). From foreign language education to education for intercultural citizenship: Essays and reflection. Clevedon: Multilingual Matters.
9
Canale, G. (2016). (Re)Searching culture in foreign language textbooks, or the politics of hide and seek. Language, Culture and Curriculum, 29(2), 225—243. doi:10.1080/07908318.2016.1144764
10
Cheng, K. K., & Biglar Beigi, A. (2012). Education and religion in Iran: The inclusiveness of EFL (English as a Foreign Language) textbooks. International Journal of Educational Development, 33(2012), 310–315. doi:10.1016/j.ijedudev.2011.05.006
11
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63
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64
ORIGINAL_ARTICLE
On The Relationship between Test-Taking Strategies and EFL Reading Performance
To succeed in tests does not require only content knowledge. Test-taking strategies are other factors which help students to achieve high scores in tests. The present mixed-method study set out to examine the relationship between test-taking strategies and reading test performance. To achieve the objectives of the study, a reading comprehension test, and a 35-item Likert type strategy questionnaire were given to 214 male and female university students. Analysis of the gathered data revealed that there was a positive relationship between test-taking strategies and reading test performance and that successful, moderately, successful, and unsuccessful test-takers differed in their use of cognitive and metacognitive strategies. To gain an in depth view on strategy use pattern of the test-takers, retrospective interviews along with think-aloud protocols were applied which revealed the use of metacognitive test-taking strategies more than cognitive ones. These findings can have beneficial implications for language testers, teachers, learners, and course developers.
https://elt.tabrizu.ac.ir/article_8933_3b0d8f3e639b850272872847729f1f7d.pdf
2019-05-22
189
219
Test-taking strategies
cognition
Metacognition
reading comprehension
Test performance
nava
nourdad
1
Assistant Professor of EFL, University of Tabriz
LEAD_AUTHOR
Parviz
Ajideh
parvizaj@gmail.com
2
Professor of EFL, University of Tabriz
AUTHOR
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4
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45
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Scharnagl, T. M. (2004). The effects of test-taking strategies on students' reading achievement. Unpublished Doctoral Dissertation, Union Institute and University, United States, Ohio.
55
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56
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57
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62
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63
ORIGINAL_ARTICLE
Iranian EFL Learners' Beliefs towards Teaching and Learning of Pronunciation
One essential yet often-ignored factor in pronunciation teaching is learners’ beliefs towards teaching and learning of pronunciation. Awareness of this factor can help both learners and teachers achieve their language learning and teaching objectives. The current study investigated 195 Iranian EFL learners’ beliefs and perceptions about various aspects of pronunciation teaching and learning. The learners answered a 30-item Likert-scale online questionnaire which inquired about their views regarding the overall importance of pronunciation instruction, the type of syllabus, the design of classes devoted to pronunciation, the introduction of pronunciation features, the ways of practicing these features, and the role of error correction. To enhance the findings from the questionnaire, the researchers interviewed a subsample of the participants about various pronunciation dimensions specified in the questionnaire. Results revealed that the majority of the participants believed teaching and learning pronunciation was of paramount importance in EFL contexts as it helped them achieve their communicative goals more effectively. The learners also largely preferred a structural over a task-based syllabus for pronunciation instruction but differed regarding whether pronunciation features should be taught in isolation or in communicative contexts, and whether correction of their pronunciation errors should be done by the teacher or peers. Findings of this study can inform the mainstream pronunciation teaching and learning practices and materials designs.
https://elt.tabrizu.ac.ir/article_8928_a70e5e57f35f41cb773ca6d1c3bf113f.pdf
2019-05-22
221
251
Pronunciation
English
Iranian EFL learners
beliefs
Musa
Nushi
m_nushi@sbu.ac.ir
1
Assistant Professor in TEFL, Shahid Beheshti University (Corresponding author)
LEAD_AUTHOR
Roya
Jafari
roya.jf89@gmail.com
2
M.A. Graduate in TEFL, Faculty of Letters and Humanities, Shahid Beheshti University
AUTHOR
Zahara
Golesorkhi
zahra_golesorkhi@yahoo.com
3
Ph. D. Candidate in TEFL, Alzahra University
AUTHOR
Alghazo, S. M. (2015). Advanced EFL learners’ beliefs about pronunciation teaching. International Education Studies, 8(11), 63-76.
1
Baker, A., & Burri, M. (2016). Feedback on second language pronunciation: A case study of EAP teachers' beliefs and practices. Australian Journal of Teacher Education, 41(6), 1-19.
2
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3
Borges, L. (2014). Pronunciation beliefs and other predictors of phonological performance: A study with Brazilian ESL learners (Master’s Thesis). Retrieved from https://www.ucl.ac.uk/library/theses.
4
Bradley-Bennett, K. (2007). Teaching pronunciation: An independent study course for teachers of adult English as a second language learners. Retrieved from: http://www.cde.state.co.us/cdeadult/download/NCPDRC/TeachingPronunciation.pdf.
5
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology, Qualitative Research in Psychology, 3(2), 77-101.
6
Calka, A. (2011). Pronunciation learning strategies – identification and classification. In M. Pawlak, E. Waniek-Klimczak, & J. Majer (Eds.), Speaking and instructed foreign language acquisition (pp. 149-168). Clevedon: Multilingual Matters.
7
Chang, M. (2006). Pronunciation instruction, learner awareness and development (Unpublished doctoral dissertation). Canada, Ontario: University of Toronto.
8
Darcy, I. (2018). Powerful and effective pronunciation instruction: How can we achieve it? The CATESOL Journal,30(1), 13-46.
9
Diah, K., & Zita, R. (2006). Pronunciation 1. Surakarta: Sebelas Maret University Press.
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11
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18
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Jenkins, J. (2000). The phonology of English as an international language. Oxford; New York: Oxford University Press.
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Jenkins, J. (2005). Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly, 39(3), 535-543.
26
Jiang, M., Green, R. J., Henley, T. B., & Masten, W. G. (2009). Acculturation in relation to the acquisition of a second language. Journal of Multilingual and Multicultural Development, 30(6), 481-492.
27
Kang, O. (2010). ESL learners’ attitudes toward pronunciation instruction and varieties of English. In J. Levis & K. LeVelle (eds.), Proceedings of the 1st Pronunciation in Second Language Learning and Teaching Conference, Iowa State University, Sept. 2009. (pp.105-118), Ames, IA: Iowa State University.
28
Kelly, G. (2000). How to teach pronunciation. Harlow: Pearson.
29
Lee, J., Jang, J., & Plonsky, L. (2015). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36(3), 345-366.
30
Lee, A. H., & Lyster, R. (2017). Can corrective feedback on second language speech perception errors affect production accuracy? Applied Psychology, 38, 371-393.
31
Léger, D. & Storch, N. (2009). Learners’ perceptions and attitudes: Implications for willingness to communicate in an L2 classroom. System, 37, 269-285.
32
Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369-377.
33
Li, S., Zhu, Y., & Ellis, R. (2016). The effects of the timing of corrective feedback on the acquisition of a new linguistic structure. The Modern Language Journal, 100(1), 276-295.
34
Macaro, E. (2003). Teaching and learning a second language. London: Continuum.
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Macaro, E. (2013). The Bloomsbury companion to second language acquisition. London: Bloomsbury Companions.
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Moyer, A. (2007). Do language attitudes determine accent? A study of bilinguals in the USA. Journal of Multilingual and Multicultural Development, 28(6), 502-518.
37
Munro, M., & Bohn, O. (2007). The study of second language speech. In O. Bohn & M. Munro (Eds.), Language experience in second language speech learning (pp. 3–11). Amsterdam: John Benjamins.
38
Peerdadeh, A. & Entezamara, A. (2016). The relationship between English language learners’ perceptions towards classroom oral error corrections and their pronunciation accuracy. International Journal of English Linguistics, 6(7), 1-7.
39
Pishghadam, R., & Kamyabi, A. (2008). On the relationship between cultural attachment and accent mimicry (Unpublished Master's thesis). Ferdowsi University of Mashhad, Iran.
40
Rahimi, M., & Yadollahi, S. (2013). Female students’ CALL attitudes: the effect of level of education computer ownership & computer use. Germany: Lambert academic publishing.
41
Pawlak, M. (2010). Teaching foreign language pronunciation: Issues in research focus and methodology. In E. Waniek-Klimczak (Ed.), Issues in accents of English 2: Variability and norm (pp. 169-183). Newcastle upon Tyne: Cambridge Scholars Publishing.
42
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43
Pawlak, M. (2013b). The effect of explicit and implicit corrective feedback on eliminating pronunciation errors. In E. Waniek-Klimczak & L. Shockey (Eds.), Teaching and researching English accents in native and non-native speakers (pp. 85-101). Heidelberg – New York: Springer.
44
Pawlak, M., Mystkowska-Wiertelak, A. & Bielak, J. (2015). Exploring advanced learners’ beliefs about pronunciation instruction and their relationship with attainment. In E. Waniek-Klimczak, & M. Pawlak (Eds.), Teaching and researching the pronunciation of English (pp. 3-22). Cham: Springer.
45
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46
Sardegna, V., Lee, J. and Kusey, C. (2018). Self-efficacy, attitudes, and choice of strategies for English pronunciation learning. Language Learning, 68(1),83-114.
47
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48
Setter, J. & Jenkins, J. (2005). State-of-the-art review article: Pronunciation. Language Teaching, 38(1), 1-17.
49
Shabani, K. (2016). Application of Vygotsky's sociocultural approach for teachers' professional development. Cogent Education, 3(1), 1-10.
50
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51
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52
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53
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55
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57
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58
ORIGINAL_ARTICLE
Exploring English Language Literacy as a Form of Narrative by Tracing Life and Resistance Stories in Curriculum
The researchers in this study aimed to explore the literacy shaped in a narrative-based curriculum for medical students and the productivity of this notion for foreign language literacy. Nourished by principles of narrative inquiry, critical, like, and other events, this was instantiated through exposing learners to narratives of resistance language and literature which reports on narratives of critical events. The findings of this study illustrate how the language in narratives of resistance as critical events inspires learners to discover their own English language learning events embedded in their real lives by deep reflection. This on its turn can lead to self-discovery for learning. Moreover, depicting the vastness of human soul and his/her adaptivity and struggle for learning in pain and suffering, English language embodied in resistance narratives can encourage learners to discover their roots for language learning via the power of sharing narratives .
https://elt.tabrizu.ac.ir/article_8932_509c6f4733afa8e1e3ea8b1c034bfc7f.pdf
2019-05-22
253
275
English Language Literacy (ELL)
Resistance Language and Literature (RLL)
Narrative Inquiry
Critical Events
Medical students
Sareh
Poursaduqi
s.poursaduqi@alzahra.ac.ir
1
TEFL Ph.D candidate, Alzahra University of Tehran
LEAD_AUTHOR
sue-san
Ghahremani Ghajar
s.ghahremani@alzahra.ac.ir
2
Associate professor of TEFL, department of TEFL in Alzahra University of Tehran
AUTHOR
Mohammadreza
Sangari
m.sangari@yahoo.com
3
Assistant professor of Contemporary Literature, department of literature, Islamic Azad University, Dezful branch
AUTHOR
Alleyne, B. (2017). Narrative networks: Storied approaches in a digital age. doi: http://dx.doi.org/10.4135/9781473910782
1
Amiri Khorasani, A., & Hedayati, F.(2014). Resistance literature:Definitions and limitations. Journal of Resistance Literature, 6(10), 23-41.
2
Bickley, L., & Szilagyi, P. G. (2009). Bates guide to physical examination and history taking. Philadelphia: Wolters Kluwer.
3
Carter, K. (1993) ‘The place of story in the study of teaching and teacher education. Educational Researcher, 22(1): 5–12.
4
Clandinin, D.J., Connelly F.M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass Publishers.
5
Connelly, F.M., Clandinin, D.J. (1990) Stories of experience and narrative inquiry.Educational Researcher, 19(5): 2–14.
6
Craig, C. J. (2007). Story constellations: A narrative approach to contextualizing teachers knowledge of school reform. Teaching and Teacher Education, 23, 173-188.
7
Ellis, C. (2004). The ethnographic I: A methodological novel about auto-ethnography. Walnut Creek, CA: Alta Mira Press.
8
Fredricks, L. (2007).A rationale for critical pedagogy in EFL: The case of Tajikistan. Reading Matrix, 7(2), 22-28.
9
Freire, P., & Macedo, D. (2005). Literacy: Reading the word and the world. London, UK: Routledge.
10
Gan, Z. (2004). Attitudes and strategies as predictors of self-directed language learning in EFL context. International Journal of Applied Linguistics, 14(3), 389-411.
11
Ghahremani Ghajar, S., & Poursaduqi, S. (2017). Hidden imposed war: Dezful surrounded by strange words this time. Journal of Language Research,8(21). 115- 131.
12
Harlow, B. (1987). Resistance literature. New York: Methuen.
13
Hart, P. (2002). Narrative, knowing, and emerging methodologies in environmental education research: Issues of quality. Canadian Journal of Environmental Education, 7(2), 140-165.
14
Harter, L.M., &Bochner, P.M. (2009). Healing through stories: A special issue on narrative medicine. Journal of Applied Communication Research, 37(2), 113-117.
15
Hinkel, E. (Ed.). (2005). Culture in second language teaching and learning. Shanghai, China: Shanghai Foreign Language Education Press.
16
Holliday, A. (2001). Achieving cultural continuity in curriculum innovation. London: Routledge.
17
Hyvarinen, M. (2010). Revisiting the narrative turns. Life Writing, 7(1), 69-82.
18
Jihad. (2018). In Merriam-Webster’s online dictionary. Retrieved from http://www.merriam-webster.com/dictionary/jihad
19
Johnson, K.E., & Golombek, P.R. (2002). Teachers narrative inquiry as professional development. Cambridge: Cambridge University Press.
20
Juan, W. (2010). A content analysis of the cultural content in the EFL textbooks. Canadian Social Science, 6(5), 137-144.
21
Kırkgoz, Y. (2007). Language planning and implementation in Turkish primary schools. Current Issues in Language Planning, 8(2), 174–191.
22
Kilickaya, F. (2004). Guidelines to evaluate cultural contents in textbooks. The Internet TESL Journal, 10(12),38-48.
23
Laidlaw, L.(2005). Reinventing curriculum: A complex perspective on literacy and writing. New Jersey: Lawrence Erlbaum Associates, Publishers.
24
Li, Y. (2018). Becoming educational researchers: Stories of Asian international doctoral students in the united states. (Unpublished doctoral dissertation), University of Houston, Houston.
25
McCormack, C. (2009). Stories return personal ways of knowing to the professional development of doctoral supervisors. Studies in Continuing Education, 31(2), 141-156.
26
McLaren, P. (2016). Life in schools: An introduction to criticalpedagogy in the foundations of education. New York: Routledge.
27
Milosavljevic, N., Vuletic, A., & Jovkovic, L. (2015). Learning medical English: A prerequisite for successful academic and professional education. Language of Medicine, 143(3-4), 237-240.
28
Navarro, D., & Thornton, K. (2011). Investigating the relationship between belief and action in self-directed language learning. System, 39(3), 290-301.
29
Norton, B., & Early, M. (2011). Researcher identity, narrative inquiry, and language teaching research. TESOL Quarterly, 45(3),415-439.
30
Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL Quarterly, 37(4), 589–613.
31
Oishi, K., Kurisawa, Y., & Kamada, M. (2012). Building conceptual dictionary for providing common knowledge in the integrative narrative generation system. Proceedings of the Annual Meeting of Cognitive Science Society, 34(34), 2126-2131.
32
Pennycook, A. (2017). The cultural politics of English as an international language. London, UK: Routledge.
33
Progler, J.Y. (2011). Imperialism in education: Observation on curriculum, institutional, structure, and the use of textbooks. In S. Ghahremani Ghajar. , & S. A. Mirhosseini (Eds.), Confronting academic knowledge (pp. 87-104).Tehran: Iran University Press.
34
Riessman, Catherine (2005). Narrative, memory & everyday life. Huddersfield: University of Huddersfield.
35
Ross, A. (2005). Curriculum, construction, and critique. London, UK: Falmer Press.
36
Sangari, M. (2010). Literature of holy defense.Tehran, Iran: The Foundation of Preservation of Works and Publication of Values Related to Sacred Defense.
37
Torabi, Z. (2009). Introduction to the world resistance literature. Tehran, Iran: The Foundation of Preservation of Works and Publication of Values Related to Sacred Defense.
38
Tsui, A. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4),657-680.
39
Webster, L., & Mertova, P.(2007). Using narrative inquiry as a research method: An introduction to using critical event narrative analysis in research on learning and teaching. New York: Routledge.
40
Wedell,M. (2003). Giving TESOL change a chance: Supporting key players in the curriculum change process. System, 31,439–456.doi:10.1016/j.system.2003.02.001
41
Wortham, S. (2003). Curriculum as a resource for the development of social identity. Sociology of Education, 76, 229-247.
42
Yoder-Wise, P.S., &Kowalski, K. (2003) The power of storytelling. Nursing Outlook, 51, 37–42.
43
ORIGINAL_ARTICLE
On the Relationship between Teacher Resilience and Self- efficacy: The Case of Iranian EFL Teachers
Teacher resilience, as a recent issue of concern, enables teachers to bounce back and thrive rather than just survived in the face of challenging circumstances. Although self-efficacy has been prompted to enhance resilience, there is little empirical research to investigate the relationship. To address this gap, the present study is an attempt to examine the connection between EFL teachers’ resilience and self-efficacy. In doing so, ninety-two EFL teachers completed Teacher Self-Efficacy Scale (TSES) and resilience scale (RISC). The findings showed the positive impact of different dimensions of self-efficacy on resilience. The results of the correlational analysis indicated that all three self-efficacy subscales had a significant positive relationship with teachers’ resilience. The results of multiple regression also suggested that, save for classroom management, two other subscales of efficacy as efficacy for student engagement and efficacy for instructional strategies were the good predictors of teacher resilience. In line with these findings, some suggestions for further research are provided and pedagogical implications are proposed.
https://elt.tabrizu.ac.ir/article_8927_a39f4e0f44c056dced88b783f29e11be.pdf
2019-05-22
277
292
EFL teachers
Self-efficacy
teacher resilience
Seyyed Ayatollah
Razmjoo
arazmjoo@rose.shirazu.ac.ir
1
Professor, Shiraz University
AUTHOR
Hakimeh
Ayoobiyan
s.ayoobiyan@gmail.com
2
PhD candidate, Shiraz University
LEAD_AUTHOR
Akbari, R., & Moradkhani, S. (2010). Iranian English teachers' self-efficacy: Do academic degree and experience make a difference? Pazhuhesh-e Zabanha-ye Khareji, 56, 25 -47.
1
Bandura, A. (1977). “Self-efficacy: Toward a unifying theory of behavioral change". Psychological Review. 84(2): 191-215.
2
Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6 (3), 185-207.
3
Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (20 03). Efficacy beliefs and determinants of teachers' job satisfaction. Journal of Educational Psychology, 95,821-832.
4
Castro, A. J., Kelly, J., & Shih, M. (2009). Resilience strategies for new teachers in high-needs areas. Teaching and Teacher Education, 26 (3), 622–629.
5
Chan, D. W. (2008). General, collective, and domain-specific teacher self-efficacy among Chinese prospective and in-service teachers in Hong Kong. Teaching and Teacher Education, 24, 1057 -1069
6
Connor, K. M., & Davidson, J. R. T. (2003). Development of a new resilience scale: The Connor–Davidson Resilience Scale (CDRISC). Depression and Anxiety, 18, 76-82.
7
Chesnut, S. R., & Burley, H. (2015). Self-efficacy is a predictor of commitment to the teaching profession: A meta-analysis. Educational Research Review, 15, 1 -16.
8
Cruz, M. J., & Arias, P. F. (2007). Comparative analysis of expectancies of efficacy in in-service and prospective teachers. Teaching and Teacher Education, 24, 641 -652.
9
Day, C. (2008). Committed for life? Variations in teachers’ work, lives and effectiveness. Journal of Educational Change, 9 (3), 243–260.
10
Day, C., & Gu, Q. (2014). Resilient teachers, resilient schools: Building and sustaining quality in testing times. Oxon, UK: Routledge.
11
Day, C., &Gu, Q. (2007). Variations in the conditions for teachers' professional learning and development: Sustaining commitment and effectiveness over a career. Oxford Review of Education, 33(4), 423-443.
12
Doney, P. A. (2013). Fostering resilience: A necessary skill for teacher retention. Journal of Science Teacher Education, 24(4), 645-664.doi:10.1007/s10972-012-9324-x
13
Gencer, A. S., & Cakiroglu, J. (2007). Turkish pre-service science teachers' efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23,664- 675.
14
Ghanizadeh, A., & Moafian, F. (2011). The relationship between Iranian EFL teachers' sense of self-efficacy and their pedagogical success in language institutes. The Asian EFL Journal, 13, 249- 272.
15
Gu, Q., & Day, C. (2007). Teachers’ resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23, 1302–1316.
16
Gu, Q., & Day, C. (2013). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 39(1), 22-44.
17
Gu, Q., & Li, Q. (2013). Sustaining resilience in times of change: Stories from Chinese teachers. Asia-Pacific Journal of Teacher Education, 41(3), 288-303.
18
Gu, Q., & Li, Q. (2015). Resilience of Chinese teachers: Confirming a new construct. Paper presented at the 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Limassol, Cyprus, August. Cited in teacher education. In R. Brandenberg, S. McDonough, J. Burke, & S. White (Eds.), Teacher Education: Innovation, intervention and impact (pp. 211-229). Singapore: Springer.
19
Henderson, N., & Milstein, M. M. (2003). Resiliency in schools: Making it happen for students and educators. Thousand Oaks, CA: Corwin Press.
20
Hong, J.Y. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychoogical lenses. Teachers and Teaching: Theory and Practice, 18 (4), 417 –440.
21
Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21, 343 -356.
22
Huang, X., Liu, M., & Shiomi, K. (2007). An analysis of the relationships between teacher efficacy, teacher self-esteem, and orientations to seeking help. Social Behavior and Personality, 35, 707 -716.
23
Kumaravadivelu, B. (2006). Understanding language teaching: From method to post method. New Jersey: Lawrence Erlbaum Associates, Inc.
24
Lee, V. E., Dedrick, R. F., & Smith, J. B. (1991). The effect of the social organization of schools on teachers’ efficacy and satisfaction. Sociology of Education. 64(3), 190-208.
25
Mansfield, C. F., Beltman, S., Weatherby-Fell, N., & Broadley, T. (2016). Classroom ready? Building resilience in teacher education. In R. Brandenberg, S. McDonough, J. Burke, & S. White (Eds.), Teacher Education: Innovation, intervention and impact (pp. 211-229). Singapore: Springer.
26
Mansfield, C.F., Beltman, S., Price, A., & McConney, A. (2012). ‘Don’t sweat the small stuff’: Understanding teacher resilience at the chalk face. Teaching and Teacher Education, 28 (3), 357– 367.
27
Rahimi, M., & Zhang, L. J. (2015). Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication. System, 55,111-122.
28
Ross, J. A., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of randomized field trial. The Journal of Educational Research, 101, 50 - 66.
29
Raudenbush, S. W., Rowan, B., & Cheong, Y. F. (1992). Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education. 65(2): 150-167.
30
Shaughnessy, M. F. (2004). An interview with Anita Woolfolk: The educational psychology of teacher efficacy. Educational Psychology Review. 16(2): 153-176.
31
Thurlings, M., Evers, A. T., & Vermeulen, M. (2015). Toward a model of explaining teachers' innovative behavior: A literature review. Review of Educational Research, 85, 430- 471
32
Tournaki, N., & Podell, D. M. (2005). The impact of student characteristics and teacher efficacy on teachers' prediction of student success. Teaching and Teacher Education, 21, 299 -314.
33
Tschannen-Moran & Bruce, C. (2007). Professional development effects on teacher efficacy; Results of randomized field trial. The Journal of Educational Research. 101(1): 50-66.
34
Tschannen-Moran, & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education. 17: 783-805.
35
Tschannen-Moran, & Hoy, A. W. (2002). The influence of resources and support on teachers’ efficacy beliefs. Paper presented at the annual meeting of the American Educational Research Association. New Orleans, LA.
36
Tschannen-Moran, & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education. 23, 944-956.
37
Tschannen-Moran, M., & Johnson, D. (2011). Exploring literacy teachers' self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27,751-76 1.
38
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research. 68, 202-248.
39
Wright, T. (2010). Second language teacher education: Review of recent research on practice. Language Teaching, 43, 259- 296.
40
Zhang, L. J., & Rahimi, M. (2014). EFL learners’ anxiety level and their beliefs about corrective feedback in oral communication classes. System, 42, 429–439.
41
ORIGINAL_ARTICLE
A Change without a Change!!: National Curriculum Reform and EFL Teachers’ Motivation in Iran
Taking the significance of teacher motivation in professional practice and pedagogical achievements of teachers, students and their educational goals, this study aimed to investigate EFL teachers’ motivation affected by the introduction of the Fundamental Reform Document of Education in Iran. For the quantitative phase of the study, a researcher-made questionnaire developed based on the four aspects of motivation by Dornyei and Ushioda (2011) was distributed among 98 Iranian EFL teachers. Afterwards, to capture the salient factors of teachers’ motivation, a set of semi-structured interviews with 7 volunteer teachers were conducted. The results revealed that this reform has had a positive effect on teachers’ motivation yet it has not been that much comprehensive to take into account all the motivation factors except for the contextual ones.
https://elt.tabrizu.ac.ir/article_8929_3b7a01b511c7c3614c92953cd1a8e941.pdf
2019-05-22
293
325
Curriculum reform
teacher motivation
English as a Foreign Language (EFL)
Parisa
Riahipour
priahipour@yahoo.com
1
PhD Candidate in TEFL, University of Isfahan
AUTHOR
Mansoor
Tavakoli
mr.tavakoli14@gmail.com
2
Department of English Language, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran
LEAD_AUTHOR
Abbas
Eslami Rasekh
aeslami@fgn.ui.ac.ir
3
Associate Professor of EFL, University of Isfahan
AUTHOR
Aghagolzadeh, F., & Davari , H. (2014). Iranian Critical ELT: A Belated but Growing Intellectual Shift in Iranian ELT Community. Journal for Critical Education Policy Studies, 14(1) : 391-410.
1
Atai, M. R., & Mazlum, F. (2013). English language teaching curriculum in Iran: Planning and practice. The Curriculum Journal, 24(3), 389–411.
2
Bernaus, M., Wilson, A., & Gardner, R. C. (2009). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement. Porta Linguarum, 12, 25–36. Retrieved from www.ugr.es/~portalin/.
3
Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks: Sage publications.
4
Creswell, J. W., & Planko Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand oaks, CA: Sage Publications.
5
Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative approaches to research (2nd ed.). Upper Saddle River, NJ: Merrill/Pearson Education.
6
Cogneau, D. (2003). Colonisation, school and development in Africa: An empirical analysis. DIAL Working Paper 2003., from http://ideas.repec.org/p/dia/wpaper/dt200301.html
7
Creswell, J. W., Planko Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Handbook of mixed methods in social and behavioral research. Advanced mixed methods research design. Thousand oaks, CA: Sage Publications.
8
Csikszentmihalyi, M. (1997). Intrinsic motivation and effective teaching: A flow analysis. In J.L. Bess (ed.) Teaching Well and Liking It: Motivating Faculty to Teach Effectively (pp. 72_89). Baltimore, MD: The Johns Hopkins University Press.
9
Dinham, S., & Scott, C. (2000). Moving into the third, outer domain of teacher satisfaction. Journal of Educational Administration, 38, 379–396. http://dx.doi.org/10.1108/09578230010373633
10
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow: Longman.
11
Do¨rnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
12
Earl, L., Freeman, S., Lasky, S., Sutherland, S., & Torrance, N. (2002). Policy, Politics, Pedagogy and People: Early Perceptions and Challenges of Large-scale Reform in Ontario Secondary Schools. Toronto: International Centre for Educational Change, Ontario Institute for Studies in Education at the University of Toronto.
13
Freeman, D. (2001). Second language teacher education. The Cambridge guide to teaching English to speakers of other languages (pp. 72-79). Cambridge: Cambridge University Press.
14
Freeman, D.L. & Anderson, M. (2011). Techniques and Principles in Language Teaching .Oxford: Oxford University Press.
15
Fundamental Reform Document of Education (FRDE) in the Islamic Republic of Iran (2011).Ministry of Education of the Islamic Republic of Iran (In Persian). Available online at: http://dca.razaviedu.ir/files/posts/24364.pdf.
16
Hassani, M. (2010).Qualitative evaluation of the implementation guide describing the classroom. Tehran: Abed. Second edition.
17
Ivankova, N. V., & Creswell, J. W. (2009). Mixed methods. In J. Heigham & R. A. Croker (Eds.), Qualitative research in applied linguistics: A practical introduction (pp. 135–161). Basingstoke: Palgrave Macmillan.
18
Kheirabadi, R., & AlaviMoghaddam, S. B. (2014). New horizons in teaching English in Iran: A transition from reading- based methods to communicative ones by English for schools’ series, International Journal of Language Learning and Applied Linguistics World, 5 (4), 225-232.
19
Kheirabadi, R., & AlaviMoghaddam, S. B. (2016). New horizons in teaching English in Iran: A transition from reading-based methods to communicative ones by” English for Schools” series .International Journal of Language Learning and Applied Linguistics World (IJLLALW), 5 (4), 225-232.
20
Kiziltepe, Z. (2006), Understanding teacher stress in an age of accountability. Sources of teacher demotivation. Information Age Publishing Inc.
21
Lier, K. (2002).Looking back: looking forward. Teacher Knowledge Project News, 4(1), 1-2.
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ORIGINAL_ARTICLE
Augmented Reality and Virtual Reality Scaffoldings in Improving the Abstract Genre Structure in a Collaborative Learning Environment: A CALL Study
The marriage between technology and teaching in educational milieus in recent years has been a major concern among educational researchers in general and applied linguists in particular as far as augmented reality (AR) and virtual reality (VR) are concerned. Augmented reality after virtual reality received much attention over the last decades in mobile assisted language learning context. AR mixes virtual world onto real environment, VR delve the participants in to the virtual world. To examine the effect of AR and VR on abstract writing of EFL students, 12 intermediate proficiency pairs (high and low proficiency) participated based on their scores on TOEFL and a hypothetical abstract writing task. The participants were required to write an abstract according to the sub-moves of Hyland's (2000) move analysis provided through three mobile applications including AR-, VR HeadSet virtual reality-, and paper-based scaffoldings for four weeks in a collaborative context. In evaluating the groups' abstract writing scores before and after the treatment, no significant differences were found among the three groups. However, the AR group revealed better mean average results (M = 33) compared to the other VR (M = 24) and paper-based groups (M = 29). Besides, the low intermediate proficiency subjects in the AR group received higher scores (M = 40) compared to heir higher counterpart (M = 37). Results imply that the integration of real and unreal worlds might be a good asset in teaching the genre of abstracts to EFL learners in general and low intermediate proficiency learners in particular.
https://elt.tabrizu.ac.ir/article_8931_15840cae1dc2d2dc3ff525e19a2d3ae5.pdf
2019-05-22
327
356
augmented reality scaffolding
virtual reality scaffolding
abstract genre structure
Collaborative writing
mobile-assisted language learning
Hassan
Soleimani
arshia.soleimani@gmail.com
1
Associate Professor, Department of Applied Linguistics, Payame Noor University, Tehran
AUTHOR
Alireza
Jalilifar
ar.jalilifar@gmail.com
2
Professor, Department of Applied Linguistics, Shahid Chamran University of Ahvaz
AUTHOR
Afsar
Rouhi
afsar.rouhi@gmail.com
3
Associate Professor, Department of Applied Linguistics, Payame Noor University, Tehran
AUTHOR
Mahboubeh
Rahmanian
mahboubeh.rahmanian@gmail.com
4
PhD candidate, Department of Applied Linguistics, Payame Noor University, Tehran
LEAD_AUTHOR
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