2024-03-29T04:08:31Z
https://elt.tabrizu.ac.ir/?_action=export&rf=summon&issue=1552
Journal of English Language Teaching and Learning
JELTL
2251-7995
2251-7995
2021
13
28
Structural Equation Model of Teachers' Mindsets, Self-Efficacy, and Emotional Experiences and Iranian EFL Learners' Willingness to Communicate and L2 Motivational Self System
Zahra
Amirian
Mitra
shayanfar
mohsen
rezazadeh
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.
EFL Teachers'؛ Implicit Theories of Intelligence
Self-efficacy
Emotional Experiences
EFL Learners'؛ Willingness to Communicate
L2 Motivational Self System
2021
11
22
1
17
https://elt.tabrizu.ac.ir/article_14002_759a49a11333bdab44e8a9016070c5de.pdf
Journal of English Language Teaching and Learning
JELTL
2251-7995
2251-7995
2021
13
28
Impact of Etherpad-based Collaborative Writing Instruction on EFL Learners' Writing Performance, Writing Self-efficacy, and Attribution: A Mixed-Method Approach
Masumeh Sadat
Seyyedrezaei
Mohammad
Amiryousefi
Ana
Gimeno-Sanz
Manssor
Tavakoli
The present study examined the comparative effects of Etherpad-based writing instruction and face-to-face writing instruction on EFL learners' writing quality and writing self-efficacy. It also aimed at finding the learners' attitude towards the influence of Etherpad and their reason for success/ failure in this writing course. To this end, ninety students were selected through convenience sampling and randomly assigned to one of the two instruction groups. In addition to an IELTS writing task, Self-efficacy in Writing Scale (SWS) was administered. During the course, the students received instruction on writing an argumentative essay. After the treatment, the SWS and another IELTS writing task were given. Subsequently, a semi-structured interview was conducted with twenty Etherpad-based learners to find their attitudes towards the reason for their success/ failure and the effectiveness of Etherpad. The results revealed that the Etherpad-based group significantly outperformed the face-to-face group in the writing posttest and demonstrated a higher level of writing self-efficacy. The interview data showed that the students attributed their success to both internal and external factors. Whereas, they ascribed their failure to internal factors rather than external ones. It was also revealed that the students found Etherpad as a predictor of their success in writing performance.
Etherpad
Writing Performance
Writing Self-efficacy
Perceived Attribution
2021
11
22
19
37
https://elt.tabrizu.ac.ir/article_14003_9c6080ef92e84b4db5fcf468045914a2.pdf
Journal of English Language Teaching and Learning
JELTL
2251-7995
2251-7995
2021
13
28
A Corpus-driven Scoping Systematic Review of Four Decades of Teacher Professional Development Research: Exploring Research Foci, Content Areas, Designs Methods and Trends
Farzaneh
Arjmand
Mohammad
Shabani
Reza
Khani
Abbas
Zarei
This study represents the findings of a systematic review (SR) of literature in the teacher professional development (TPD) domain to outline the research patterns through content examination of 199 research articles (RAs) in the area of TPD over the previous 40 years (1982 -2021). RAs were investigated and their research content areas, utilized research methods, data collection procedures, and findings were analyzed and coded. The broad investigation of the RAs showed a wide variety of themes that corresponded to 22 research areas. TPD program effects, TPD & technology, and TPD & Sociolinguistics were the most searched content areas. It was also found that the qualitative method with 52.26% of occurrences appeared to be the dominant research method used in RAs. Exploring data collection procedures, it was uncovered that interview, questionnaire and observation were the main data collection strategies utilized within the TPD RAs. Analyzing the findings, changes in teacher practices, attitudes and knowledge, learner achievements, and determining priorities for TPD programs were the most reported findings in TPD RAs. This corpus-driven SR underpins the notion that TPD makes a difference in altering teachers’ practices and attitudes and improves learner abilities if specific characteristics are taken into account in the planning and administration of TPD programs.
Keywords: Teacher professional development
systematic review
content areas
Research Methods
data collection procedures
research findings
2021
11
22
39
59
https://elt.tabrizu.ac.ir/article_14004_1f31392a228b74f9b4258dc087f5e399.pdf
Journal of English Language Teaching and Learning
JELTL
2251-7995
2251-7995
2021
13
28
Novice EFL Teachers' Decision-making and Pedagogical Reasoning in Implementing Instruction
Mohadeseh
Asghari
Minoo
Alemi
Zia
Tajeddin
Teachers' decision-making and pedagogical reasoning and their improvement are key to the effectiveness of teaching. Although a number of studies have been conducted on these issues, there is still not enough information about teachers' interactive decision-making and pedagogical reasoning, and teachers also do not have the necessary skills in this area. To address this gap, the current multiple case study investigated four novice EFL teachers' decision-making and their underlying pedagogical reasoning in implementing instruction. The result of the constant comparative and categorical content analysis on the ten-session classroom observations and the transcribed stimulated recall interviews indicated common themes, including teachers' overusing of learners' L1, excessively using the deductive approach to teaching, failing to incorporate technology but using available resources in class during instruction, using whole-class or individual instructional techniques, and rarely emphasizing on learners' knowledge of the world. The targeted teachers made such decisions to perform their predetermined responsibilities, transfer the correct information, motivate learners, manage time, and help learners toward their language achievement. This study has implications for teachers to reflect on their instructional decisions and pedagogical reasoning, and for managers to provide them with opportunities for reflection.
Novice EFL teachers
decision-making
pedagogical reasoning
English language instruction
2021
11
22
61
77
https://elt.tabrizu.ac.ir/article_14005_5eafa82fea85e4d9515b1663640e2fb5.pdf
Journal of English Language Teaching and Learning
JELTL
2251-7995
2251-7995
2021
13
28
Interpersonal Behavior: More vs. Less Favorable Teachers
Hajar
Ghafarpour
Ahmad
Moinzadeh
Classrooms can be regarded as dynamic systems in which behaviors of teachers and students affect each other mutually and in a spiral manner. In this study it was intended to investigate differences in interpersonal behaviors of a more vs. a less favorable teacher at micro- and macro-levels. To analyze classroom interaction dynamically and in real-time, State Space Grid technique was applied. On the macro-level, teacher profiles were determined based on vector method. 211 students of six classes rated the behavior of their own teacher and an imaginary ideal one. One teacher who was closest to and one farthest from that ideal were identified and their classes were video-taped. Two raters coded behaviors with a joystick and then content and structure of interaction were analyzed. Differences on the micro-level were especially noticeable in the strength of attractors, not in their position. Structurally, the behavior of the more favorable teacher had higher variability and less predictability. On the macro-level, the more favorable teacher had Authoritative, and the less favorable one had Directive profiles. The results of this study can be used in promoting interactive ground of the class and in teacher education programs.
Complex Dynamics System
Model of Interpersonal Teacher Behavior
State Space Grid Technique
Micro and Macro-Level Analysis of Behavior
Agency and Communion
2021
11
22
79
94
https://elt.tabrizu.ac.ir/article_13887_7957b84ab97295bb35f7697b74ff1731.pdf
Journal of English Language Teaching and Learning
JELTL
2251-7995
2251-7995
2021
13
28
A Comparative Study on Rhetorical Structure of Articles Written by Iranian and English Native Scholars in Business Management
Mohammadreza
Ghanbari
Aram Reza
Sadeghi
The most effective means of directing attention to an article in the academic community is to publish it in credential journals, however, writing in English can be challenging for novice writers especially non-native speakers (NNS) of English. Thus, despite the ample research in some fields, there is a great need for studies comparing the rhetorical features together with move structure of sections of Research Articles (RA) written by native scholars with non-native (NN) scholars’ RAs to provide NN writers with academic writing patterns beside procedures needed for publishing in the field of Business Management. To this end, Hyland’s (2000) five-move model was employed for identifying rhetorical moves along with a “bottom-up” approach for realizing linguistic signals in the Abstract, Introduction and Conclusion sections of thirty articles from international and national journals. The study revealed correspondence of most international articles to Hyland’s move model, a tendency for writing informative Abstracts was apparent with the presence of all the moves in Introduction and Conclusion sections. Analysis of linguistic aspects of articles illustrated a striking difference in the use of language features between native and NN scholars. The findings of this study have some implications for people involved in genre analysis as well as teaching academic writing and material design.
Rhetorical moves
Contrastive rhetoric
genre analysis
Move analysis
TEFL
2000
02
22
95
111
https://elt.tabrizu.ac.ir/article_14006_43b48b4a24985c67b63452e7dd53367b.pdf
Journal of English Language Teaching and Learning
JELTL
2251-7995
2251-7995
2021
13
28
USING MULTIMODAL CONCEPTUAL METAPHORS IN EFL CLASSROOM TO ENHANCE LISTENING AND SPEAKING SKILLS
Arsalan
Golfam
Matin
Nahavandi
In this paper, we argue the effects of explicit multimodal metaphor training in developing speaking and listening skills in an EFL context. To examine the effects of using conceptual metaphors in English language classrooms and assess the metaphorical ability of EFL students, we directed two measuring instruments: pre-test and post-test for control and experimental groups in both listening and speaking skills. The pre-test and post-test scores of the experimental group who were exposed to explicit multimodal metaphor training were compared with the control group's scores through this bipartite study. The outcomes of this paper can shed light on teaching and learning the multimodal language in an EFL context. The findings showed that learners who were exposed to multimodal metaphors and received explicit instruction from their teacher resulted in better scores. In other words, this paper found that explicit multimodal metaphor instructions can lead to some improvements in metaphor comprehension and production in an EFL context.
Cognitive Linguistics
Conceptual Metaphor
Multimodal Metaphor
Foreign language learning
2021
11
22
113
126
https://elt.tabrizu.ac.ir/article_14007_6a21687826de0fafdd28e127b2fe5e45.pdf
Journal of English Language Teaching and Learning
JELTL
2251-7995
2251-7995
2021
13
28
Appraisal Resources in Book Reviews: A Study of Cross-Gender Variations
Ali
Hashemi
Fatemeh
Mahdavirad
Golnar
Mazdayasna
Writing a book review is an instance of evaluative academic writing where thewriter is involved in an interaction with the author and the reader, evaluates theviewpoints stated in the book and voices his own position and stance in a dialoguewith the reader. Working within the framework of Martin and White’s (2005)Appraisal Theory as an effective tool for studying the essential resources employedin this interaction and evaluation, the present study examined 60 book reviewsfrom the Humanities academic journals written by native male and female writers,and tried to investigate the type and frequency of the three Appraisal categories(Attitude, Engagement, Graduation). The findings indicate that both writer groupsmade extensive use of these resources in their writings. However, the male bookreview writers exceeded the female writers in all the three categories. In addition,the Attitude resources were used the most and The Engagement resources werethe least employed resources. The implications of the study for teaching writingskills and developing materials and tasks for writing courses at academic levels arementioned in detail
appraisal theory
Book review
Humanities
gender
Native writer
2021
11
22
127
146
https://elt.tabrizu.ac.ir/article_14009_0e2ed95f17b1a93ed2294fb551bbb814.pdf
Journal of English Language Teaching and Learning
JELTL
2251-7995
2251-7995
2021
13
28
Demystifying Problems and Opportunities of the Persianophone Physical Education Ph.D. Academic Writers in Writing English Research Article Abstracts for International Journal Publication
Behnaz
Hosseingholipour
Zari
Saeedi
Esmaeel Ali
Salimi
Sara
Keshkar
Writing effective and persuasive manuscripts for submission to the high-indexed Iranian and international English-medium journals for the purpose of publication deserves having to-the-point knowledge and proficiency, which the Non-Native English writers of the non-English speaking countries seem to be lacking. Therefore, researchers need to identify problems and challenges that the group of writers encounter in the field of English for Research Publication Purposes (ERPP). Therefore, this study aims to identify the ERPP needs of the Physical Education Ph.D. students and writers. Hence, interviews were conducted with a group of Physical Education content experts and Ph.D. students to identify the writers’ problems and challenges. The interviews were tape recorded as the participants had already been informed of the recordings and research aim. The tape recordings were then transcribed and analyzed in the thematic analysis and the grounded theory methods. The data analysis came up with four major themes (gained in the selective coding stage), 20 sub-themes (gained in the axial coding stage) and 83 themes (gained in the initial/open coding stage). The four major themes were `problem with language,’ `problem with content,’ `problem with journals,’ and `the demotivating factors.’ The fourth major theme, i.e., `the demotivating factors’, consisted of the sub-heading the technological illiteracy problem, which should be regarded as the novelty feature of this paper. The research is useful for material designers and instructors of the English for Specific Academic Purposes (ESAP) and others to offer tailor-made education to the tertiary level Physical Education students.
َArticle
ERPP؛ ESAP؛ Manuscripts؛ Perceptions؛ Sports؛ Technology؛ Writers
2021
11
22
147
171
https://elt.tabrizu.ac.ir/article_13623_7ffacf123f818085bfb4923965584370.pdf
Journal of English Language Teaching and Learning
JELTL
2251-7995
2251-7995
2021
13
28
On the Representation of Bloom’s Revised Taxonomy in TOEFL iBT and IELTS Academic
Shadab
Moslehi
Seyyed Ayatollah
Razmjoo
The main objective of this qualitative-quantitative content analysis study was to compare IELTS Academic and TOEFL iBT four modules in terms of the cognition and knowledge dimensions of Revised Bloom’s taxonomy. To this end, two authentic tests including all major modules of speaking, listening, reading, and writing in each domain, namely iBT TOEFL and IELTS Academic exams were analyzed qualitatively and quantitatively. These tests were randomly selected from the collection of authentic tests available in trustworthy resources. The contents of these tests were codified using a coding scheme developed by Razmjoo and Kazempourfard (2012). In this coding scheme, English alphabets and numbers were assigned to levels of cognition and knowledge, respectively. The results indicated that in general TOEFL iBT codes are more inclined toward the higher orders of thinking and knowledge and the codes are not noticeably divergent; while, the majority of the codes in the IELTS Academic test are skewed toward the lower codes of the BRT. This shows the higher stance of the TOEFL iBT test concerning the higher orders of thinking and knowledge in the BRT. A significant difference was also found between the TOEFL iBT and IELTS Academic tests concerning the highest and the lowest levels of BRT.
TOEFL iBT
IELTS Academic Module
Content Analysis
Codification
Revised Bloom’ s Taxonomy
2021
11
22
173
200
https://elt.tabrizu.ac.ir/article_14011_7df92ca8b84d7f8c2caecb826476c22e.pdf
Journal of English Language Teaching and Learning
JELTL
2251-7995
2251-7995
2021
13
28
Self-Assessment, Peer Assessment, Teacher Assessment and their Comparative Effect on EFL Learners’ Second language Writing Strategy Development
Majid
Nemati
Mehran
Ghafoori
Praviz
Birjandi
Siros
Izadpanah
The effect of assessment types (self, peer, and teacher) on the EFL writing strategies development was examined in this study. Sixty upper-intermediate EFL learners at Qazvin Islamic university in four groups (one control and three experimental groups) were studied. One-way ANOVA checked homogeneity of the groups prior to the treatments and, then, the participants’ records and diaries were employed to gather data. Explanatory and descriptive analyses were implemented to analyze and classify the strategies the EFL learners picked up. This provided the type, frequency, and percentage of the strategies the participants mostly employed. The results revealed that the experimental groups, namely, self-assessment group, peer assessment group, and teacher assessment group employed more cognitive and meta-cognitive strategies than the control group. Affective strategies were more appealing to the control group. Focusing on the diction of the words, concentrating on the complex structures used by different writers, and making use of the structures the participants became interested in or found suitable were the most frequently referred to strategies. Teaching strategies the participants more picked up in this study might enhance EFL learners’ writing development at TEFL centers.
Peer
self
and Teacher Assessment
Writing Strategies
2021
11
22
201
216
https://elt.tabrizu.ac.ir/article_13886_ecf3b8f8b87776f14aab4ef3a1a9f408.pdf
Journal of English Language Teaching and Learning
JELTL
2251-7995
2251-7995
2021
13
28
The Joint Effects of Teacher-led and Collaborative Planning conditions and Task Complexity on L2 Oral Production
Sanaz
Mohazabieh
Rahman
Sahragard
Ehsan
Rassaei
Mustafa
Zamanian
This quantitative study aimed to investigate the combined effects of two types of strategic planning, namely collaborative and teacher-led planning conditions and task complexity on Iranian intermediate language learners' oral production in terms of complexity, accuracy, and fluency. To achieve this purpose, 90 EFL learners were selected through convenience sampling from a language institute in Shiraz, Iran, and randomly assigned to two control and four experimental groups. The study adopted a quasi-experimental design in the form of pretest, treatment, and posttest. In the first step, all participants took part in a speaking pretest in which they were required to narrate a story based on a series of picture description tasks. While the experimental groups underwent 10 treatment sessions of picture description task performance along with two planning types i.e., teacher-led and collaborative planning conditions, the control groups were not allowed to plan the task performance. In the last session, the language learners took a posttest whose results were compared with those of the pretest. The findings revealed that the language learners in the collaborative planning groups outperformed the other groups in terms of both fluency and complexity. Further, teacher-led groups did better than the other groups in terms of accuracy. This study carries crucial implications for EFL teachers, material developers, syllabus designers, and speaking skill examiners.
task complexity
Strategic planning
Oral Production
accuracy
fluency
complexity
EFL learners
2021
11
22
217
242
https://elt.tabrizu.ac.ir/article_14012_e28657997bdb3fa9413ba6deb52211d2.pdf
Journal of English Language Teaching and Learning
JELTL
2251-7995
2251-7995
2021
13
28
Discovering Iranian EFL Teachers’ Metalinguistic Knowledge: The Role of Academic Degree and Teaching Experience in Focus
Najmeh
Talaie
Ehsan
Rezvani
Ehsan
Namaziandost
The relevance of metalinguistic knowledge in effective teaching of the four language skills is evident. As such, the present study sought to determine the degree of Iranian EFL teachers’ metalinguistic knowledge by focusing on the role of academic degree in English Language Teaching (ELT) and teaching experience. The study drew on a mixed-methods research design, and the data were collected through a questionnaire and a semi-structured interview, exploring teachers' perceptions and evaluations of metalinguistic knowledge. Additionally, in order to evaluate the declarative knowledge of teachers regarding their grammatical awareness, a test of English Grammar Knowledge was administered among 94 novice and experienced EFL teachers with and without an academic degree in ELT teaching in private language institutes. The results of the questionnaire and interview indicated that while the importance of having grammatical knowledge was evident for participants, experienced teachers displayed more positive views toward grammar awareness. Furthermore, the teachers' performance on the grammar test showed that while formal education helps teachers improve their knowledge, it is not the only determining factor for high levels of declarative knowledge of language. On the contrary, teachers' background knowledge was found to result in high levels of metalinguistic knowledge. Additionally, the results revealed that years of teaching experience does not determine the levels of teachers’ metalinguistic knowledge. The study provides implications for EFL teachers and teacher trainers.
Teacher Language Awareness
Metalinguistic Knowledge
Teacher Cognition
teaching experience
2021
11
22
243
260
https://elt.tabrizu.ac.ir/article_14010_28533a0b47e211eb2fde1f90413fab46.pdf
Journal of English Language Teaching and Learning
JELTL
2251-7995
2251-7995
2021
13
28
Investigating the Employment of Metacognitive Strategies in Listening Comprehension among Non-Iranian Language Learners
Amirreza
Vakilifard
Ahmad
Abedini
Applying metacognitive strategies leads to better listening comprehension and optimal use of learners’ other cognitive skills. The purpose of the present study is to investigate the metacognitive strategies that non-Iranian Persian learners employ to comprehend oral texts and whether gender and mother tongue have any effect on it. This research is a field study in which after calculating the item reliability of the questionnaire, data were collected quantitatively through Metacognitive Awareness Listening Questionnaire (MALQ) developed by Vandergrift, Mareschal, and Tafaghodtari (2006). One hundred nineteen adult Persian learners from eight countries participated in this study. Data analysis indicated that non-Iranian Persian learners use problem-solving, direct attention, planning-evaluation, personal knowledge, and mental translation strategies respectively. Furthermore, the findings showed that male Persian learners employ metacognitive strategies more than female learners, even though this difference was not very significant, and that mother tongue has no effect on the use of these strategies. Research findings will help Persian language teachers to take into consideration each group of learners’ preferences and extent of their use, as well as variables such as gender and nationality.
metacognitive strategies
learning strategies
listening comprehension
Persian language learner
Persian language teaching
2021
11
22
261
277
https://elt.tabrizu.ac.ir/article_14013_a38cb82b3a0c273fd1e72d1eb17404df.pdf
Journal of English Language Teaching and Learning
JELTL
2251-7995
2251-7995
2021
13
28
The Comparison of the Use of Data-driven Learning in Flipped,, Blended and Conventional Classes on Students’ Grammar Learning
Hooshang
Khoshsima
Today, the use of technology in teaching foreign language has become a matter of considerable interest to language teachers in all over the world. The current study tried to investigate the suitability of data-driven learning in flipped and blended classes vs the conventional ones on students’ grammar learning. To run this study, 48 homogenized students were selected and divided into three groups, including two experimental and one control group, 16 in each. Before the treatment, a grammar pre-test was administered. The two experimental groups received 12 sessions of data-driven instruction in the flipped and blended classes but the control group received grammar instruction based on the textbook. At the end, statistical analysis showed that the participants in both flipped and blended groups had better performance in the post-test. It also was concluded that the usage of data-driven learning had significant impact on both experimental groups. The results of this study can be beneficial for teachers, learners, syllabus designers, managers in learning environments, and policy makers to use data driven learning.
Blended classes
Data-driven learning
Flipped classes
grammar
2021
11
22
279
290
https://elt.tabrizu.ac.ir/article_13861_06d2af90911cb44bf6efe58034be9f0c.pdf
Journal of English Language Teaching and Learning
JELTL
2251-7995
2251-7995
2021
13
28
Editorial of No. 28
2021
11
22
https://elt.tabrizu.ac.ir/article_14035_b073faa79c30e6a4911e72bc75453b83.pdf