English language teaching
Sura Mohamed Kamkam; Mahmoud Afrouz; ضرغام قبانچی; Manijeh Youhanaee
Abstract
Studies on teaching asecond/foreign language present evidence that affirms the significance of interaction in language learning and its function in facilitating learners' attempts to gain competency in an L2. They also consider learners’ affective states and their perceptions of classroom ...
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Studies on teaching asecond/foreign language present evidence that affirms the significance of interaction in language learning and its function in facilitating learners' attempts to gain competency in an L2. They also consider learners’ affective states and their perceptions of classroom interaction to be as significant as instruction. On the other hand, the notion of willingness to communicate (WTC) in an L2 has attracted interest in L2 research and how to accelerate L2 learners’ WTC is gaining importance day by day. Considering the significance of these two constructs in L2 learning, this article reports on an investigation into EFL learners’ perceptions of class interactions in English language and how these perceptions are related to their WTC. Applying quantitative methods, the study aims to examine how Iraqi EFL learners’ perceptions of interaction inside the class are correlated to their L2 WTC. The data obtained from 112learners were utilized for analysis. The findings indicated different kinds of learners’ perceptions of class interactions in English, including perceptions of interaction with the teacher, perceptions of interaction with group members, perceptions of interaction in pairs, and perceptions of classroom interaction between others, are positively related toWTC.
English language teaching
Hussein Al Khafaji; Zahra Amirian; Mohammad Amiryousefi; Abbas Sultan
Abstract
This study was an attempt to see whether the instruction of pragmatic markers in virtual vs. real classroom settings and in universities vs. private institutes had any effect on EFL learners’ speaking ability. A group of 224 EFL learners of English Translation and English teaching passing conversation ...
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This study was an attempt to see whether the instruction of pragmatic markers in virtual vs. real classroom settings and in universities vs. private institutes had any effect on EFL learners’ speaking ability. A group of 224 EFL learners of English Translation and English teaching passing conversation courses were selected and randomly divided into four groups. The two experimental groups (both in university and language institute settings) received instruction on pragmatic markers in online vs. real conversation classrooms while the two control groups (in university and language institute settings) did not receive instruction on pragmatic markers in online vs. real conversation classrooms. The results indicated that generally those who received pragmatic instruction outperformed those who did not receive such kind of instruction and the participants in real classrooms outperformed their virtual counterparts in terms of speaking ability. The study also examined the intervening effects of some social and personal factors including age, gender, social class and level of language proficiency.
English language learning
Ehsan Namaziandost; Hossein Kargar Behbahani; Goodarz Shakibaei
Abstract
This investigation aimed to inform instructional practices that foster linguistic development and enhance the overall language learning experience by unraveling the nuanced dynamics at play. To this end, the researchers explored the influence of two distinct vocabulary books, "Keyword for Fluency" ...
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This investigation aimed to inform instructional practices that foster linguistic development and enhance the overall language learning experience by unraveling the nuanced dynamics at play. To this end, the researchers explored the influence of two distinct vocabulary books, "Keyword for Fluency" and "1100 Words You Need to Know," on language growth, willingness to communicate (WTC), and academic engagement within the upper-intermediate learner demographic. With 40 participants in the experimental group (EG) exposed to "Keyword for Fluency" and 40 participants in the control group (CG) using "1100 Words You Need to Know", all demonstrating upper-intermediate language proficiency, a concurrent mixed-methods research design was employed. A comprehensive teacher-made test was designed and administered to gauge language growth. The EG received targeted instruction based on "Keyword for Fluency," while the CG adhered to conventional language teaching methods centered on "1100." Our findings showcased substantial language growth, increased WTC, and enhanced academic engagement among participants in the EG as opposed to the CG. This study offers valuable insights for educators, curriculum designers, and researchers seeking to optimize vocabulary instruction strategies for upper-intermediate learners.
English language learning
Afsar Rouhi; Afsaneh Saeedakhtar; Behrooz seifi; Reza Abdi
Abstract
Objective: This study explores the effect of recruiting topics valued by students along with the interest-igniting mode of reading texts, collectively framed as funds of identity, on willingness to read.
Methods: To this end, three groups of students were recruited. Over a 17-session experiment, all ...
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Objective: This study explores the effect of recruiting topics valued by students along with the interest-igniting mode of reading texts, collectively framed as funds of identity, on willingness to read.
Methods: To this end, three groups of students were recruited. Over a 17-session experiment, all the three groups received books in and out of tune with their FoI, elicited through an initial-semester researcher-made questionnaire. One group (n = 20) received e-books with few interactive features, the second group (n = 20) received e-books with no interactive features, and the third group (n = 20) received print books. WTR and attitude changes toward e-books were assessed using initial- and final-semester questionnaires. Students were also required to send summaries of their readings and keep journals throughout the experiment. They finally gave a post-treatment interview.
Results: Qualitative sets of data in juxtaposition with quantitative ones lent support to the positive influence FoI and e-books exercised on WTR and attitude change toward e-books.
Conclusions: FoI operationalized through e-books increased learners' WTR. In light of the patterns of changes observed, FoI of students are suggested to be taken into consideration for obtaining better educational results.
English language learning
parisa Abazari; Abbas Ali Rezaee; Nasrin Bahrainy
Abstract
Abstract
The use of blended learning (BL) in foreign language teaching is becoming increasingly popular among language teachers worldwide. Since there is a dearth of studies dealing with BL in the context of Iran, conducting this study is significant to clarify learners' and instructors' perceptions ...
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Abstract
The use of blended learning (BL) in foreign language teaching is becoming increasingly popular among language teachers worldwide. Since there is a dearth of studies dealing with BL in the context of Iran, conducting this study is significant to clarify learners' and instructors' perceptions towards blended, online, and face-to-face (F2F) instructions to gain a better understanding of how language learning can be enhanced through each instructional module. In this study, a mixed-methods design was used to investigate how Iranian EFL university instructors and learners perceive blended, online, and F2F instructions and their interplay with each other to facilitate more effective instruction. To this end, researchers at the English Department, Karaj Islamic Azad University, conducted a survey of 410 students studying English Translation using a Likert-scale questionnaire and an open-ended one developed by the researchers. In addition, 46 University instructors answered the open-ended questionnaire and 10 of them were also interviewed. The results showed that both instructors and learners held that by using F2F and online modules together and combining the positive aspects of each module, more effective English language learning can be achieved.
English language learning
Emad Khosravani; Ali Akbar Jabbari; Ali Mohammad Fazilatfar; Mohammad Javad Rezai
Abstract
This study aims to identify the role of transfer in the L3 acquisition of indefinite frequency adverbs, be it L1, L2 or both; to determine whether CLI occurs on a feature-by-feature basis or as a wholesale phenomenon; to investigate the influence of the learners' L2 proficiency on the L3 acquisition ...
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This study aims to identify the role of transfer in the L3 acquisition of indefinite frequency adverbs, be it L1, L2 or both; to determine whether CLI occurs on a feature-by-feature basis or as a wholesale phenomenon; to investigate the influence of the learners' L2 proficiency on the L3 acquisition of indefinite frequency adverbs; and to examine the effect of different task modalities on the facilitative/detrimental role of background languages in the transfer of indefinite frequency adverbs in the early stages of German learning. To this end, we studied 30 Persian-speaking L3 German learners with previous L2 knowledge of English. We collected data from a grammaticality judgement task to account for learners' receptive knowledge and an element rearrangement task to measure learners' production. The data were analyzed using multivariate tests and paired samples t-tests, which allowed us to estimate the effects of background languages, learners' L2 proficiency, and task type on the acquisition of indefinite frequency adverbs. The results contradicted the wholesale CLI and supported the CEM and LPM, which claim that transfer occurs property by property. The results also refuted the role of learners' L2 proficiency and task type.
English language teaching
Seyedeh Elham Elhambakhsh
Abstract
The field of language assessment, commemorating its 40th anniversary since the launch of language testing, has evolved significantly over the years. This study aimed to investigate the key findings and insights from exploring the role of construct validity in shaping the design of English Language Assessment ...
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The field of language assessment, commemorating its 40th anniversary since the launch of language testing, has evolved significantly over the years. This study aimed to investigate the key findings and insights from exploring the role of construct validity in shaping the design of English Language Assessment (ELA) tasks. Additionally, it delved into the challenges encountered in construct validity research studies and the strategies suggested by experts to enhance it. The research team utilized a mixed-method research design for the current study. A total sample size of 37 participants was deployed. Descriptive statistics was used to summarize survey responses using quantitative analysis software (e.g., SPSS). Qualitative data was coded and organized using qualitative analysis software (e.g., NVIVO). Based on the research findings, experts in the current study have proposed strategies, and recommendations for enhancing construct validity. These strategies encompassed the incorporation of contextual factors into assessment design, the promotion of continuous validation research, the diversification of task types, and the active involvement of test-takers in the assessment development process. The findings of this study may render implications for EFL teachers, teacher trainers, and assessment administrators.
English language teaching
mehri farzaneh; farzaneh khodabndeh; Ehsan Rezvani
Abstract
This study investigates the impact of input flooding techniques on the utilization of parallel structures in essay writing among EFL learners, comparing two instructional settings: flipped online and flipped face-to-face. A total of 73 participants were randomly assigned to three groups: the flipped ...
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This study investigates the impact of input flooding techniques on the utilization of parallel structures in essay writing among EFL learners, comparing two instructional settings: flipped online and flipped face-to-face. A total of 73 participants were randomly assigned to three groups: the flipped online group , the flipped face-to-face group , and a control group . In the flipped online approach, the participants were exposed to input flooding through pre-recorded videos and received online feedback on their essays, allowing for extensive exposure to parallel structures. In the flipped face-to-face approach, the participants received the same instructional materials emphasizing relevant structures and engaged in activities to promote the use of parallel structures. The control group followed their regular instructional method without any specific intervention. Following the treatment sessions, all participants underwent a post-test essay assessment to evaluate their proficiency in utilizing parallel structures. The results indicate that the flipped online group demonstrated the highest level of proficiency, highlighting the effectiveness of input flooding techniques in promoting the use of parallel structures in essay writing.
English language teaching
Reihane Shoghi; Mansoor Tavakoli; Zahra Amirian
Abstract
This study investigated the effectiveness of two different scopes of corrective feedback on enhancing the complexity, accuracy, and fluency of L2 written productions among 150 intermediate EFL learners participating in intact online courses. The corrective feedback scope includes highly focused and comprehensive ...
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This study investigated the effectiveness of two different scopes of corrective feedback on enhancing the complexity, accuracy, and fluency of L2 written productions among 150 intermediate EFL learners participating in intact online courses. The corrective feedback scope includes highly focused and comprehensive feedback delivered via digital platforms in synchronous and asynchronous formats. Participants were divided into five groups: synchronous highly focused feedback, synchronous comprehensive feedback, asynchronous highly focused feedback, asynchronous comprehensive feedback, and a control group receiving corrective feedback via traditional methods, characterized by the indiscriminate identification and marking of all errors. Results across the feedback groups regarding their impact on complexity, accuracy, and fluency in EFL learners' written productions indicated a significant effect on accuracy, while complexity and fluency showed no significant differences based on feedback scope and delivery modality. The results of this study have several important implications for educators, material developers, and policymakers in the field of language education. For teachers, adopting synchronous feedback strategies could significantly enhance the accuracy and complexity of students' written work.
English language learning
Ayatollah Razmjoo; Bahman Hasanzade
Abstract
Reviewing the literature, there is an evident lack of appropriate research on the potential difficulties of assessing speaking skill and the urgent need of more rigorous assessment of speaking skill and its intricacies. This study aimed to develop a collaborative local rubric for assessing Iranian high ...
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Reviewing the literature, there is an evident lack of appropriate research on the potential difficulties of assessing speaking skill and the urgent need of more rigorous assessment of speaking skill and its intricacies. This study aimed to develop a collaborative local rubric for assessing Iranian high school students’ speaking skill constructed through the school-university members' collaboration. The participants of this study were 3 high school English teachers and 3 university instructors with 5 years of experience in English teaching and having familiarity with rubrics and how to use and develop them. After coding and analyzing the data collected through semi-structured interview, it was revealed participants mentioned some similar criteria such as the importance of pronunciation, grammar, vocabulary, fluency and the use of a 0-4 assessment scale. However, some contradictions arose between the participants about the scores and the strictness/flexibility of those levels. The currently-developed speaking rubric, which is a simulation of the IELTS and TOEFL speaking rubrics, intended to help high school teachers undertake a more thorough assessment resulting in students’ enhanced learning of speaking. This study proposed practical implications for teachers and instructors in particular test constructors and examiners.
English language learning
Raziyeh Fallah; Azizeh Chalak; Hossein Heidari Tabrizi
Abstract
Following an explanatory sequential design, this study explored the possible association between the Professional Identity (PI) of Iranian female EFL university teachers in the Habitual Burnout (HB) phase and their Emotional Quotient (EQ). In the quantitative phase, a Structural Equation Model (SEM) ...
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Following an explanatory sequential design, this study explored the possible association between the Professional Identity (PI) of Iranian female EFL university teachers in the Habitual Burnout (HB) phase and their Emotional Quotient (EQ). In the quantitative phase, a Structural Equation Model (SEM) was developed to investigate the promising relationships. In the subsequent less-weighted qualitative phase, their comments regarding the associations determined were analyzed to evaluate the model and seek remedies to help female EFL university teachers in the HB phase. To collect the required data from 67 conveniently selected Iranian female EFL university teachers in the HB phase, the Burnout Assessment Tool, Emotional Intelligence Scale, and PI Scale for Iranian English Teachers were employed. The results showed a significant causal relationship between the PI and EQ of the participants, and the findings of the interviews confirmed the causal association, providing some suggestions for female EFL university teachers to help them handle their severe burnout levels. The findings may provide implications for university EFL teachers, curriculum designers of TEFL education, and educational psychologists.
English language learning
vahid reza mirzaeian; Katayoun Oskoui; Zohreh Nafissi
Abstract
Objective: A plethora of studies have explored the employment of AI bots in academic writing. Yet, exploring the strategies employed by Iranian EFL learners while using an AI bot to complete academic IELTS writing task 2 has been underestimated.
Methods: To address the lacuna, this qualitative study ...
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Objective: A plethora of studies have explored the employment of AI bots in academic writing. Yet, exploring the strategies employed by Iranian EFL learners while using an AI bot to complete academic IELTS writing task 2 has been underestimated.
Methods: To address the lacuna, this qualitative study computer-recorded eleven participants’ interactions with AI bot to identify the strategies they employed to complete academic IELTS writing task 2. The researchers intended to clarify the intricacies of the human-AI interactions and infer the potential contributions of AI bots for academic writing in EFL settings.
Results: The findings revealed that despite the employment of several strategies by the participants to compose high-quality writing tasks, none of them fully trusted the AI outputs to use them without post-editing. They considered the AI bot as a writing assistant, used some revised segments of AI responses and added their own words respectively.
Conclusions: The pedagogical implications for language teaching in general, and IELTS-oriented practices in particular to take advantage of the emerging AI technologies for better educational outcomes are provided. Moreover, avenues for future research on AI-assisted Language Learning (AILL) are suggested.
English language teaching
Saman Ebadi; Rana Rahimi
Abstract
This study builds on technology-mediated feedback research up to 2020 to provide an updated account. It offers an overview of contextual trends, feedback focus, and the types of technology and software used. The analysis focuses on peer-reviewed studies examining technology-mediated corrective feedback ...
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This study builds on technology-mediated feedback research up to 2020 to provide an updated account. It offers an overview of contextual trends, feedback focus, and the types of technology and software used. The analysis focuses on peer-reviewed studies examining technology-mediated corrective feedback on writing in EFL or ESL contexts, using quantitative or mixed methods approaches. Data was coded using an Excel sheet, and frequencies were reported as percentages. The major findings indicate that technology-mediated feedback is more prevalent in higher education, emphasizing the importance of leveraging technology for enhancing feedback practices. Additionally, half of the publications employed a mixed-methods approach, contributing to a more comprehensive understanding of the topic. However, some studies lacked methodological transparency; therefore, the study highlights the need for stricter reporting guidelines. Furthermore, the findings reveal that teachers and computers are the primary sources of feedback in technology-mediated settings, aligning with their significant roles in traditional and online learning environments. According to findings, educators are encouraged to adopt technology-mediated feedback in higher education and engage in training and professional development in this area. Researchers are recommended to continue conducting mixed-methods studies by following more rigorous transparency guidelines.
English language teaching
Seyyed Mohammad Ali Soozandehfar; Mehdi Dehghayedi
Abstract
This study is an attempt to explore the integration of positive psychology within language testing, while assessing its effects on learner performance, self-efficacy, motivation, and test anxiety in EFL contexts. Postulated on a mixed-method approach, firstly, the study involves in a quasi-experimental ...
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This study is an attempt to explore the integration of positive psychology within language testing, while assessing its effects on learner performance, self-efficacy, motivation, and test anxiety in EFL contexts. Postulated on a mixed-method approach, firstly, the study involves in a quasi-experimental design, where 100 EFL learners were assigned into control and experimental groups. The latter group experienced strength-based feedback and growth-focused assessment practices. The results of the paired t-tests and ANCOVA revealed significant improvements in the EFL students' language proficiency, with the anxiety construct reduced by 30%, alongside substantial increases in the constructs of motivation and self-efficacy. These outcomes can be taken into account as the highlight of the efficacy of positive psychology interventions, contrasting with traditional deficit-focused models of assessment. Afterwards, in the qualitative phase, the research advocates for a paradigm shift in language testing, while emphasizing EFL learners' emotional well-being, cognitive engagement, and learner autonomy. Furthermore, this study contributes to the broader discourse, representing implications on rethinking pedagogical approaches to language assessment, proposing more humanistic and learner-centered frameworks.
English language teaching
Mahnaz Mostafaei Alaei; Tayebehsadat Hosseini; Hamid Allami
Abstract
The study aimed to investigate the Iranian EFL teachers’ knowledge of educational ethical codes in academic settings through the employment of a newly-designed questionnaire, developed by the researchers. To this end, six university professors as experts were invited to participate in an unstructured ...
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The study aimed to investigate the Iranian EFL teachers’ knowledge of educational ethical codes in academic settings through the employment of a newly-designed questionnaire, developed by the researchers. To this end, six university professors as experts were invited to participate in an unstructured interview. The preliminary themes were extracted from the relevant literature and the experts’ opinions through qualitative analysis. Next, the initial questionnaire items were generated and approved by three experts. The reliability of the constructed questionnaire was calculated using Cronbach's alpha. Afterwards, the 40-item questionnaire was administered to 400 EFL teachers resulting in the elimination of eleven items through exploratory factor analysis. Five factors were drawn from the responses of teachers through EFA representing their knowledge of educational ethical codes. Additionally, the confirmatory factor analysis revealed that the five extracted components of the newly developed questionnaire including educational, affective, socio-cultural, behavioral, and professional ethics factors were all acceptably loaded on their constructs at an acceptable level, and the scale can successfully determine EFL teachers’ knowledge of ethical codes in educational settings. The findings of the study have valuable implications for teachers, students, teacher trainers, educational policymakers and administrators.
English language learning
Davood Khedmatkar Arani; Mohammad Amiryousefi; Saeed Ketabi
Abstract
Objective: Despite the renewed interest in individual differences in second language acquisition (SLA), there is still limited research on the interconnections among regulatory focus (promotion and prevention), L2 grit (Consisting of perseverance of effort and consistency of interests), and emotions.
Methods: ...
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Objective: Despite the renewed interest in individual differences in second language acquisition (SLA), there is still limited research on the interconnections among regulatory focus (promotion and prevention), L2 grit (Consisting of perseverance of effort and consistency of interests), and emotions.
Methods: A total of 85 undergraduate English majors (54 women, mean age = 20 years) from two comprehensive universities in Iran took part in the research. Three questionnaires were used to assess the participants' promotion and prevention focuses, L2 grit, and English writing enjoyment. The data collected was analyzed using IBM SPSS (26.0) software.
Results: The correlational analysis revealed that regulatory focus, L2 grit, and L2 writing enjoyment are interconnected. Specifically, promotion focus positively correlated with L2 writing enjoyment and L2 grit. Additionally, L2 grit (Perseverance of Effort) connected meaningfully with L2 writing enjoyment. On the other hand, prevention focus demonstrated significant negative correlations with L2 writing enjoyment and L2 grit. Lastly, no significant relationship was found between L2 Grit (consistency of interest) and L2 Writing Enjoyment.
Conclusions: The study's results demonstrate the crucial findings regarding the interplay between different dimensions of grit, emotion, and personal best goals.
English language teaching
Parisa Etemadfar; HOSSEIN BARATI; Azizollah Dabbaghi
Abstract
This study aimed to examine the effect of flipped classroom integrated with Massive Open Online Courses (MOOCs) on EFL learners’ use of self-regulated learning (SRL) strategies in writing. To this end, 60 intermediate college students, who were homogenized by a placement test, were selected and ...
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This study aimed to examine the effect of flipped classroom integrated with Massive Open Online Courses (MOOCs) on EFL learners’ use of self-regulated learning (SRL) strategies in writing. To this end, 60 intermediate college students, who were homogenized by a placement test, were selected and randomly divided into experimental and control groups. The treatment for the experimental group (flipped classroom integrated with MOOCs), took place in three phases, namely before class, in class, and after class. Before class, the materials and sources were delivered via Moodle application, a MOOC-based educational program. In class, the students participated in group discussions and an interactive feedback session. After class, they received online support. Prior to the treatment, an SRL strategies questionnaire was administered to all the participants. The same questionnaire was again administered to them at the end of the treatment. The results of ANOVA revealed that flipped classroom integrated with MOOCs had a statistically significant positive effect on the experimental group’s overall use of SRL strategies. Similarly, the method, performance, and social environment SRL dimensions improved significantly in the experimental group. The implications of the study have been discussed.
English language teaching
Mohammad Hadi Mahmoodi; Mohammad Ahmadisafa; Narges Zareian
Abstract
What we know about vision of an ideal Young Learners of English (YLE) classroom environment is limited to some small-scale qualitative studies that have explored the development of teachers’ vision throughout their careers. This gap prompted the researchers of this study to pursue the development ...
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What we know about vision of an ideal Young Learners of English (YLE) classroom environment is limited to some small-scale qualitative studies that have explored the development of teachers’ vision throughout their careers. This gap prompted the researchers of this study to pursue the development of a psychometrically valid measure of the factors involved in teachers’ vision of an ideal YLE classroom environment. To this end, an item pool was developed based on an extensive literature review, expert opinion, and interviews with 60 YLE teachers. Next, the first version of the questionnaire was administered to 366 YLE teachers from different cities of Iran. Confirmatory factor analyses through structural equation modeling procedures were applied to the data obtained to test the validity of the hypothetical model. Rounds of statistical analyses and the follow-up remodeling led to a final measurement model of a questionnaire with 23 items tapping into five factors of learner characteristics, attitudes toward the course, teacher characteristics, classroom environment, and organizational impact. The results of this study empirically support the multidimensionality of YLE teachers’ vision of an ideal classroom environment and yield a relatively concrete measure of the construct.
English language teaching
Marzieh Mehri
Abstract
Abstract
This study examined the impacts of providing regulatory focus feedback (RFF) in the forms of prevention and promotion as well as reference of comparison feedback (RCF) in the forms of normative and self-referential on EFL learners’ speaking complexity, accuracy, and fluency (CAF) in online ...
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Abstract
This study examined the impacts of providing regulatory focus feedback (RFF) in the forms of prevention and promotion as well as reference of comparison feedback (RCF) in the forms of normative and self-referential on EFL learners’ speaking complexity, accuracy, and fluency (CAF) in online speaking courses. For this purpose, 100 intermediate EFL learners in a language institute were randomly assigned into four experimental groups and one control group (N=20). Language learners were required to respond to two speaking tasks from the IELTS exam before and after receiving 16 sessions of the intervention. The data were subjected to ANCOVA analysis and paired samples comparisons. The results showed that the participants’ speaking performance was better in all four experimental groups compared to the control group. Moreover, the superiority of self-referential feedback in improving the participants’ oral production ability over normative feedback was demonstrated. Prevention-focused feedback was shown to be influential in improving accuracy. Finally, practical implications for how EFL teachers can enhance language learners’ oral production ability are discussed.
English language teaching
Akram Bahrami; Anise Rahmani
Abstract
Due to the vital role of critical thinking skills in students' educational and non-educational success, the present research attempted to examine the impact of critical thinking skills in TBSIR approach on the computer-based English expository essay writing of Iranian university students. Participants ...
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Due to the vital role of critical thinking skills in students' educational and non-educational success, the present research attempted to examine the impact of critical thinking skills in TBSIR approach on the computer-based English expository essay writing of Iranian university students. Participants of this study included 30 students at Gonbad-e-Kavous and Hazrat-e-Masoume universities in Iran. They answered to the Watson-Glaser critical thinking skills test (1980), then after two weeks of reviewing TSR structure, they wrote a computer-based English expository essay as pre-test. After four weeks of learning TBSIR structure, they wrote another computer-based English expository essay as post-test. The paired samples t-test and Pearson correlation were run and the results revealed the impact of critical thinking skills in the TBSIR approach on the computer-based English expository essay writing of Iranian university students. Also, the results indicate the positive and significant correlation between critical thinking skills especially analysis and interpretation on the computer-based English expository essay writing of Iranian university students, which helps the students to promote their educational and social lives. Also, teachers, teacher trainers, syllabus designers and materials developers can benefit from the results of this study.
English language learning
Farhad Mardaneh; Rajab Esfandiari; Abbas Ali Zarei
Abstract
As the world evolves into more globalized, ethnically, and linguistically mixed societies, Intercultural Communicative Competence (ICC) stages itself as a crucial asset. This fact holds particularly true when it comes to increasingly globalized healthcare academic milieux, where cultivating ICC is crucial ...
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As the world evolves into more globalized, ethnically, and linguistically mixed societies, Intercultural Communicative Competence (ICC) stages itself as a crucial asset. This fact holds particularly true when it comes to increasingly globalized healthcare academic milieux, where cultivating ICC is crucial for healthcare professionals to interact effectively with patients from diverse cultural backgrounds. The present study, employing a quasi-experimental pretest-posttest control group design, explored the development of ICC among nursing, as the control group (27 participants), and medical students (32), as the experimental one through explicit ICC training at Zanjan University of Medical Sciences in Zanjan, Iran. Hence, targeted ICC training effectiveness in enhancing the cultural empathy (CE), flexibility (F), social initiative (SI), open-mindedness (OM), and emotional stability (ES) of medical students was investigated employing the Multicultural Personality Questionnaire (MPQ) as a key tool to gauge learners' ICC before and after the training. The findings showed a significant improvement in the participants' all ICC sub-scales, indicating the positive impact of explicit training on the development of CE, F, SI, and OM.
English language teaching
Sara Mirzaee; Zohreh Nafissi; Mehrdad Amiri
Abstract
Foreign language (FL) teacher agency, as a significant part of teachers’ professional development, encompasses self-organized efforts to augment professional growth. This study aimed to develop an ecological FL teacher agency model through a sequential exploratory mixed methods design based on ...
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Foreign language (FL) teacher agency, as a significant part of teachers’ professional development, encompasses self-organized efforts to augment professional growth. This study aimed to develop an ecological FL teacher agency model through a sequential exploratory mixed methods design based on which an assessment scale measuring FL teachers' agency value was developed. In the qualitative phase, developing and validating the FL teacher agency model, firstly, an interview guide was developed and piloted in a group of 10 TEFL teacher educators from Farhangian Teacher Education University in Tehran. Then, 30 in-service EFL teachers were interviewed. The data were analyzed through MAXQDA to find the components of the tentative conceptual model of teacher agency. Based on the interview analysis, the preliminary draft of the EFL teacher agency scale was developed. The refined EFL teacher agency questionnaire encompassing the three components of Autonomy, Freedom, and Choice was administered to 354 randomly selected EFL teachers and data were analyzed through SPSS. The scale's reliability was gained through Cronbach's alpha, and its construct validity through Exploratory Factor Analysis. The study findings could be used by foreign language teachers, teacher educators, and TEFL teacher agency researchers.
English language teaching
Majid Asgari; Tareq Kareem Hatem Al-Shammari; Raed Latif Ugla; Ehsan Rezvani
Abstract
The present investigation tries to discover if the use of authentic and simplified literary texts could improve learners’ reading achievement, and then check if the impacts of these two types of texts on the learners’ reading were significantly different. Employing a quasi-experimental design, ...
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The present investigation tries to discover if the use of authentic and simplified literary texts could improve learners’ reading achievement, and then check if the impacts of these two types of texts on the learners’ reading were significantly different. Employing a quasi-experimental design, the researchers included ninety high school students in the data collection process. These students were taught in three groups including two experimental and one control, comparing the two types of literary texts with the usual course materials. Using pre-tests and post-tests scores, the learners' performance was compared, then t-test and ANOVA were employed to analyze the significance of the differences found between the means. It appeared that the use of literary texts could assist high school learners improve their performance in reading compared to the use of usual course materials. The findings further confirmed that the use of simplified literary texts could improve the learners’ reading better than the authentic literary texts. Based on the findings, Literature-based language teaching has the the potential to change and improve language teaching programs through presenting on-demand and productive teaching materials and add to learners’ life awareness besides the language knowledge.
English language learning
Ali Beikian; Mohammad Karim Derakhshideh
Abstract
English language education in Baluchistan, Iran, faces unique challenges due to the region's socio-economic conditions and limited access to resources. This study investigates the specific teaching and learning difficulties within secondary schools in this region. A mixed-methods approach was employed, ...
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English language education in Baluchistan, Iran, faces unique challenges due to the region's socio-economic conditions and limited access to resources. This study investigates the specific teaching and learning difficulties within secondary schools in this region. A mixed-methods approach was employed, gathering quantitative data from 80 teachers through a questionnaire and qualitative insights from 57 students via semi-structured interviews. The findings reveal that teachers encounter obstacles such as unclear course objectives, inadequate instructional methods, time constraints, and insufficient administrative support. Students, on the other hand, struggle with curriculum disengagement, a lack of authentic language practice opportunities, low motivation, and emotional barriers like anxiety and fear of judgment. Additionally, the limited integration of technological resources hampers effective language learning. These insights challenge the assumption that resource availability alone can improve language teaching, underscoring the importance of proper resource utilization and teacher training. The study advocates for a localized approach to curriculum design that aligns global language learning goals with Baluchistan’s socio-cultural context. Practical recommendations include modernizing teacher training, addressing emotional barriers, and creating a more supportive environment for teachers and students alike.
