University of Tabriz Journal of English Language Teaching and Learning 2251-7995 7 16 2015 12 01 Pedagogical Efficacy of Planned v.s unplanned focus on form Instruction in Scaffolding transitional Devices used by Iranian EFL Learners in writing Paragraphs 1 14 17198 EN Azizzolah Dabaghi University of İsfahan Elaheh Ghorbanchian University of İsfahan Zahra Amirian University of İsfahan Journal Article 2015 03 05 Indubitably, the efficacy of metalinguistic awareness in improving EFL learners’ grammatical knowledge and writing quality has long been an area of great interest in applied linguistics Brown (2001). Accordingly , the main objective of the present study was to investigate the impact of planned and unplanned focus on form instruction on students ability to learn grammar and use it appropriately in their writing . For this purpose three intact classes registering for the Grammar and Writing course in university of Isfahan ,Iran were chosen for teaching the target structure (i.e , transitional devices)through different methods of focusing on form instructions . The selected samples comprised 30 in each group, male and female sophomore students with the age range of 19 to 24 , studying English translation at university of Isfahan. The samples received instruction through planned focus on form instruction (PFFI) , unplanned focus on form instruction (UFFI) and zero focus on form instruction (ZFFI) respectively . the results of the post-test on paragraph writing and on the subsequent delayed post-test revealed that the participants in the planned group notably outperformed those in the unplanned and zero focus on form groups in handling transitional markers in the writing of paragraphs.

https://elt.tabrizu.ac.ir/article_17198_371d0561c71027f3f70387cf990b7684.pdf

University of Tabriz Journal of English Language Teaching and Learning 2251-7995 7 16 2015 12 01 A Critical Functional Approach to Educational Discourses of Students and Professors over the Internet Context 15 36 17199 EN Saman Ebadi Razi University of Kermanshah Shokoofeh - Vakili Latif Razi University of Kermanshah Journal Article 2015 03 18 This paper investigated the ways Iranian B.A and M.A students of English language and their professors represent themselves linguistically in their e-mails in general, and the ways they construct and negotiate power with regard to social and cultural norms in particular. It examined 84 e-mail messages students and professors exchanged in 2012-2013 academic year through Halliday`s Systemic Functional Grammar (SFG) and components of critical discourse analysis (CDA). Both parties actively used e-mails to create and maintain interpersonal relationship with each other in different ways. They mainly relied on material and mental processes to convey their meanings and thoughts and felt free in the selection and manipulation of thematic elements in their writings. With regard to the construction and negotiation of power it was also revealed that both parties reconstructed and recontextualized (Bernstein, 1971) discourses and practices of the traditional classrooms prescribed by their social, cultural, and religious norms in internet context. The findings of this study will shed light on the contributions of power relations, social and cultural norms as well as other related factors in the process of communication between professors and students. Such critical functional approach has a powerful impact on students and instructors in their professional learning contexts and offers instructors in internet contexts explicit ways of recognizing and valuing differences in the language students use to respond in those contexts.

https://elt.tabrizu.ac.ir/article_17199_be991e6546e03800f572647de4abf93b.pdf

University of Tabriz Journal of English Language Teaching and Learning 2251-7995 7 16 2015 12 01 Vocabulary instruction through blended learning and multimedia softwares in Iranian ESP classes 37 54 17200 EN Sadegh Khalili University of Medical Sciences of Isfahan Mohammad Hassan Tahririan Sheikh-bahaee University Setareh Bagheri Sheikh-bahaee University Journal Article 2015 04 16 The purpose of this study was to investigate the impact of blended learning and multimedia softwares on Iranian ESP students' vocabulary learning. To this end, 120 Iranian ESP learners were assigned to two groups: the experimental and control groups. The experimental group received instructions through multimedia softwares while the control group received traditional instructions. The data were collected through a vocabulary posttest and classroom observations. The results indicated the great level of disparity between the two groups of learners regarding their acquisition of new vocabulary - in other words, multimedia softwares had positive effect on students' vocabulary learning. In addition, learning with technology also showed positive activity engagement. Based on the current study, suggestions were made on how multimedia softwares can be adopted and incorporated more effectively in ESP classes.

https://elt.tabrizu.ac.ir/article_17200_c44fb8abc4dfbc226c2cb45d6ba1ae8f.pdf

University of Tabriz Journal of English Language Teaching and Learning 2251-7995 7 16 2015 12 01 The Effect of Teaching Critical Thinking Skills on the Language Learning Strategy Use of EFL Learners across Different EQ Levels 55 84 17204 EN Mohammad Hadi Mahmoodi Bu-Ali Sina University,Hamedan, Iran Maliheh DehghanNezhad Bu-Ali Sina University, Hamedan, Iran Journal Article 2015 03 16 The present study was conducted to investigate how EFL learners with distinct levels of emotional intelligence might benefit from Critical Thinking-based instruction and use different language learning strategies. A further concern of this study was to investigate the relationship among critical thinking, language learning strategy, and emotional intelligence of EFL learners. To this end, 88 EFL learners studying at private English language institutes in Shiraz were administered 4 sets of instruments:Oxford Placement Test, California Critical Thinking Skills Test (CCTST), Bar-On Emotional Quotient inventory (EQ-i), and the Strategy Inventory for Language Learning (SILL). The results of the statistical analysis revealed that teaching CT skills had a significant effect on the LLS use of EFL learners across different EQ levels; however, no significant difference was found between LLS scores of students with high and low EQ levels. Moreover, a significant positive relationship was found between critical thinking and emotional intelligence, and overall language learning strategy and critical thinking.

https://elt.tabrizu.ac.ir/article_17204_69bdd96366b09d3f1fca6a2f77089d47.pdf

University of Tabriz Journal of English Language Teaching and Learning 2251-7995 7 16 2015 12 01 High-School Students’ Dominant Learning Styles Preferences in Learning English: How are “Good Language Learners” Different from the Ordinary Ones? 85 111 17205 EN Ahmad Pariafsai Imam Reza International University, Mashhad, Iran Mohammad Ghazanfari Ferdowsi University of Mashhad, Mashhad, Iran Omid Akbari Imam Reza International University, Mashhad, Iran Tahereh Hosseini Borabadi Office of Education, Sabzevar, Iran Journal Article 2015 06 23 Many researchers have investigated different aspects of learning styles. Nevertheless, few studies have considered interactions between the notions of learning styles and “good language learners’” achievement. The present study aimed at exploring dominant learning style preferences by senior high-school students and comparing their preferences with those by “good language learners”. To this goal, the Index of Learning Style (ILS) was administered. A sample consisting of 1307 senior high-school Iranian students (711 males and 596 females was randomly picked up from among a population of 3310 students, who could potentially participate in the study. In terms of the participants’ achievement scores, 343 top students were arbitrarily categorized as “good language learners” and the remaining 964 as “the average language learners”. The results of the (ILS) showed that most of the participants preferred ‘reflective’, ‘sensing’, ‘visual’, and ‘sequential’ learning styles. A two-way ANOVA test revealed that the difference between the participants’ mean scores was due to both their genders and Visual/Verbal and Sequential/Global preferences. Findings about the relationship between learning styles and the participants’ achievement scores indicated that except for the ‘understanding’ dimension, there was no significant relationship between the other three dimensions and the participants’ achievement scores. Moreover, the Chi-square statistic indicated a significant difference between the learning style preferences by senior high-school “good language learners” and those preferred by the average ones.

https://elt.tabrizu.ac.ir/article_17205_c93656a63581606329f76746f9ff779b.pdf

University of Tabriz Journal of English Language Teaching and Learning 2251-7995 7 16 2015 12 01 The Effects of Direct Corrective Feedback and Metalinguistic Explanation on EFL Learners’ Implicit and Explicit Knowledge of English Definite and Indefinite Articles 113 146 17206 EN Mohsen Rezazadeh Department of English Language, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran Mansoor Tavakoli Department of English Language, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran Abbass Eslami Rasekh Department of English Language, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran Journal Article 2015 06 26 This study investigated the effects of two types of written feedback – direct corrective feedback (DCF) and metalinguistic explanation (ME) - on Iranian EFL learners’ implicit and explicit knowledge of English definite and indefinite articles. Assigned to three groups of DCF, ME, and control groups, the participants took four tests in three testing phases: pretest, posttest, and delayed posttest. Four testing instruments measured the two knowledge types: narrative writings, speeded dictation, untimed grammaticality judgment, and error correction tests. Results indicated that both treatments were effective in the immediate posttests. However, the ME proved to have longer lasting effects than the DCF as the improvement of both knowledge types were sustained after a three week period in the ME group. According to the obtained findings, it is argued that the description of the rules and the examples given explicitly in a ME handout might be more beneficial in promoting learners’ implicit and explicit knowledge of English articles than the DCF.

https://elt.tabrizu.ac.ir/article_17206_d0c6ef43b7594c404f440c6888ea381b.pdf