University of TabrizJournal of English Language Teaching and Learning2251-7995132820211122Structural Equation Model of Teachers' Mindsets, Self-Efficacy, and Emotional Experiences and Iranian EFL Learners' Willingness to Communicate and L2 Motivational Self System1171400210.22034/elt.2021.48218.2448ENZahraAmirianDepartment of English language and literature, Faculty of Foreign Languages, University of IsfahanMitraShayanfarDepartment of English Language and Literature, Faculty of Foreign Languages, University of Isfahan, Isfahan, IranMohsenRezazadehDepartment of English Language and Literature, Faculty of Foreign Languages, University of Isfahan, Isfahan, IranJournal Article20210929This 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.University of TabrizJournal of English Language Teaching and Learning2251-7995132820211122Impact of Etherpad-based Collaborative Writing Instruction on EFL Learners' Writing Performance, Writing Self-efficacy, and Attribution: A Mixed-Method Approach19371400310.22034/elt.2021.47608.2432ENMasumeh SadatSeyyedrezaeiDepartment of English Language & Literature, University of Isfahan, Isfahan, Iran.MohammadAmiryousefiDepartment of English Language & Literature, University of Isfahan, Isfahan, Iran.0000-0003-3779-1523AnaGimeno-SanzUniversitat Politècnica de València, Valencia, Spain0000-0003-3366-0729ManssorTavakoliDepartment of English Language & Literature, University of Isfahan, Isfahan, Iran.Journal Article20210827The 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.University of TabrizJournal of English Language Teaching and Learning2251-7995132820211122A Corpus-driven Scoping Systematic Review of Four Decades of Teacher Professional Development Research: Exploring Research Foci, Content Areas, Designs Methods and Trends39591400410.22034/elt.2021.47750.2435ENFarzanehArjmandDepartment of English Language & Literature, Imam Khomeimi International University. Qazvin, Iran.Mohammad BagherShabaniDepartment of English Language & Literature, Imam Khomeimi International University. Qazvin, Iran.RezaKhaniDepartment of English Language & Literature, Ilam University. Ilam, Iran.Abbas AliZareiDepartment of English Language & Literature, Imam Khomeimi International University. Qazvin, Iran.Journal Article20210902This 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.University of TabrizJournal of English Language Teaching and Learning2251-7995132820211122Novice EFL Teachers' Decision-making and Pedagogical Reasoning in Implementing Instruction61771400510.22034/elt.2021.48343.2461ENMohadesehAsghariDepartment of English Language Teaching, West Tehran Branch, Islamic Azad University, Tehran, Iran.MinooAlemiDepartment of English Language Teaching, West Tehran Branch, Islamic Azad University, Tehran, Iran.0000-0001-7147-9184ZiaTajeddinDepartment of English Language Teaching, Tarbiat Modares University, Tehran, Iran.Journal Article20211102Teachers' 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.University of TabrizJournal of English Language Teaching and Learning2251-7995132820211122Interpersonal Behavior: More vs. Less Favorable Teachers79941388710.22034/elt.2021.47250.2417ENHajarGhafarpourDepartment of English Language Teaching, University of Isfahan, Isfahan, Iran0000-0001-6866-1401AhmadMoinzadehDepartment of English Language Teaching, University of Isfahan, Isfahan, Iran.Journal Article20210731Classrooms 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.University of TabrizJournal of English Language Teaching and Learning2251-7995132820000222A Comparative Study on Rhetorical Structure of Articles Written by Iranian and English Native Scholars in Business Management951111400610.22034/elt.2021.47512.2428ENMohammadrezaGhanbariDepartment of English language and linguistics, Faculty of Humanities, University of Semnan, Semnan, IranAram RezaSadeghiDepartment of English language and linguistics, Faculty of Humanities, University of Semnan, Semnan, IranJournal Article20210819The 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.University of TabrizJournal of English Language Teaching and Learning2251-7995132820211122USING MULTIMODAL CONCEPTUAL METAPHORS IN EFL CLASSROOM TO ENHANCE LISTENING AND SPEAKING SKILLS1131261400710.22034/elt.2021.47939.2439ENArsalanGolfamLinguistics Department, Tarbiat Modares Universitym Tehran, Iran.MatinNahavandiLinguistics Department, Tarbiat Modares Universitym Tehran, Iran.0000-0001-6323-8356Journal Article20210914In 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.University of TabrizJournal of English Language Teaching and Learning2251-7995132820211122Appraisal Resources in Book Reviews: A Study of Cross-Gender Variations1271461400910.22034/elt.2021.46516.2404ENAliHashemiDepartment of English Language and Literature, Yazd University, Yazd. Iran.FatemehMahdaviradEnglish Language and Literature Department, Yazd University0000-0001-5582-040xGolnarMazdayasnaDepartment of English Language and Literature, Yazd University, Yazd. Iran.0000-0002-7673-978XJournal Article20210613<span id="page3R_mcid0" class="markedContent"><span dir="ltr" style="left: 120.04px; top: 87.84px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.977631);" role="presentation">Writing a book review is an instance of evaluative academic writing where the</span><br role="presentation" /><span dir="ltr" style="left: 120.04px; top: 116.24px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.9568);" role="presentation">writer is involved in an interaction with the author and the reader, evaluates the</span><br role="presentation" /><span dir="ltr" style="left: 120.04px; top: 144.873px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.913871);" role="presentation">viewpoints stated in the book and voices his own position and stance in a dialogue</span><br role="presentation" /><span dir="ltr" style="left: 120.04px; top: 173.273px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(1.01804);" role="presentation">with the rea</span><span dir="ltr" style="left: 244.233px; top: 173.273px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(1.01675);" role="presentation">der.</span><span dir="ltr" style="left: 282.141px; top: 173.273px; font-size: 23.4px; font-family: sans-serif;" role="presentation"> </span><span dir="ltr" style="left: 291.833px; top: 173.273px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.992513);" role="presentation">Working within the framework of Martin and White’s (2005)</span><br role="presentation" /><span dir="ltr" style="left: 120.04px; top: 201.673px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.92452);" role="presentation">Appraisal</span><span dir="ltr" style="left: 208.609px; top: 201.673px; font-size: 23.4px; font-family: sans-serif;" role="presentation"> </span><span dir="ltr" style="left: 213.033px; top: 201.673px; font-size: 23.4px; font-family: sans-serif;" role="presentation">T</span><span dir="ltr" style="left: 224.433px; top: 201.673px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.914811);" role="presentation">heory as an effective tool</span><span dir="ltr" style="left: 462.177px; top: 201.673px; font-size: 23.4px; font-family: sans-serif;" role="presentation"> </span><span dir="ltr" style="left: 466.683px; top: 201.673px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.951819);" role="presentation">for</span><span dir="ltr" style="left: 494.445px; top: 201.673px; font-size: 23.4px; font-family: sans-serif;" role="presentation"> </span><span dir="ltr" style="left: 498.883px; top: 201.673px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.909101);" role="presentation">studying the</span><span dir="ltr" style="left: 615.93px; top: 201.673px; font-size: 23.4px; font-family: sans-serif;" role="presentation"> </span><span dir="ltr" style="left: 620.517px; top: 201.673px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.935596);" role="presentation">essential resources</span><span dir="ltr" style="left: 801.024px; top: 201.673px; font-size: 23.4px; font-family: sans-serif;" role="presentation"> </span><span dir="ltr" style="left: 805.567px; top: 201.673px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.92188);" role="presentation">employed</span><br role="presentation" /><span dir="ltr" style="left: 120.04px; top: 230.273px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.93489);" role="presentation">in</span><span dir="ltr" style="left: 137.725px; top: 230.273px; font-size: 23.4px; font-family: sans-serif;" role="presentation"> </span><span dir="ltr" style="left: 145.64px; top: 230.273px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.963674);" role="presentation">this interaction and evaluation, the present study examined 60 book reviews</span><br role="presentation" /><span dir="ltr" style="left: 120.04px; top: 258.673px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.926059);" role="presentation">from the Humanities</span><span dir="ltr" style="left: 316.226px; top: 258.673px; font-size: 23.4px; font-family: sans-serif;" role="presentation"> </span><span dir="ltr" style="left: 321.233px; top: 258.673px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.921663);" role="presentation">academic j</span><span dir="ltr" style="left: 422.083px; top: 258.673px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.933222);" role="presentation">ournals</span><span dir="ltr" style="left: 492.822px; top: 258.673px; font-size: 23.4px; font-family: sans-serif;" role="presentation"> </span><span dir="ltr" style="left: 497.683px; top: 258.673px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.935982);" role="presentation">written by native male and female writers,</span><br role="presentation" /><span dir="ltr" style="left: 120.04px; top: 287.273px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.944276);" role="presentation">and tried to investigate the type and frequency of the three Appraisal categories</span><br role="presentation" /><span dir="ltr" style="left: 120.04px; top: 315.673px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.936021);" role="presentation">(Attitude, Engagement, Graduation).</span><span dir="ltr" style="left: 467.881px; top: 315.673px; font-size: 23.4px; font-family: sans-serif;" role="presentation"> </span><span dir="ltr" style="left: 473.483px; top: 315.673px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.925351);" role="presentation">The findings indicate that both writer groups</span><br role="presentation" /><span dir="ltr" style="left: 120.04px; top: 344.073px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.945491);" role="presentation">made extensive use of these resources in</span><span dir="ltr" style="left: 517.115px; top: 344.073px; font-size: 23.4px; font-family: sans-serif;" role="presentation"> </span><span dir="ltr" style="left: 523.683px; top: 344.073px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.95054);" role="presentation">their writings. However, the male book</span><br role="presentation" /><span dir="ltr" style="left: 120.04px; top: 372.673px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.936975);" role="presentation">review writers exceeded the female writers in all the three categories. In addition,</span><br role="presentation" /><span dir="ltr" style="left: 120.04px; top: 401.073px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.947795);" role="presentation">the Attitude resources were used the most and The Engagement resources were</span><br role="presentation" /><span dir="ltr" style="left: 120.04px; top: 429.723px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.95664);" role="presentation">the least employed resources. The implications of the st</span><span dir="ltr" style="left: 667.317px; top: 429.723px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.942859);" role="presentation">udy for teaching writing</span><br role="presentation" /><span dir="ltr" style="left: 120.04px; top: 458.123px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.915056);" role="presentation">skills and</span><span dir="ltr" style="left: 205.918px; top: 458.123px; font-size: 23.4px; font-family: sans-serif;" role="presentation"> </span><span dir="ltr" style="left: 211.233px; top: 458.123px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.922377);" role="presentation">develop</span><span dir="ltr" style="left: 287.233px; top: 458.123px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.921386);" role="presentation">ing materials and tasks for writing courses at academic levels are</span><br role="presentation" /><span dir="ltr" style="left: 120.04px; top: 486.723px; font-size: 23.4px; font-family: sans-serif; transform: scaleX(0.92332);" role="presentation">mentioned in detail</span></span><span class="markedContent"><span id="page3R_mcid1" class="markedContent"></span></span>University of TabrizJournal of English Language Teaching and Learning2251-7995132820211122Demystifying Problems and Opportunities of the Persianophone Physical Education Ph.D. Academic Writers in Writing English Research Article Abstracts for International Journal Publication1471711362310.22034/elt.2021.46264.2399ENBehnazHosseingholipourDepartment of English Language and Literature, Allameh Tabataba’i University, Tehran, Iran.ZariSaeediDepartment of English Language and Literature, Allameh Tabataba’i University, Tehran, Iran.Esmaeel AliSalimiDepartment of English Language and Literature, Allameh Tabataba’i University, Tehran, Iran.SaraKeshkarDepartment of Sports Management, Allameh Tabataba’i University, Tehran, Iran.Journal Article20210607Writing 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.University of TabrizJournal of English Language Teaching and Learning2251-7995132820211122On the Representation of Bloom’s Revised Taxonomy in TOEFL iBT and IELTS Academic1732001401110.22034/elt.2021.46190.2391ENShadabMoslehiDepartment of English Language Teaching, Shiraz University, Shiraz, Iran.Seyyed AyatollahRazmjooDepartment of English Language Teaching, Shiraz University, Shiraz, Iran.Journal Article20210522The 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.University of TabrizJournal of English Language Teaching and Learning2251-7995132820211122Self-Assessment, Peer Assessment, Teacher Assessment and their Comparative Effect on EFL Learners’ Second language Writing Strategy Development2012161388610.22034/elt.2021.48543.2456ENMajidNematiDepartment of English Language and Literature, Tehran University of Tehran, Iran.MehranGhafooriDepartment of English Language Learning, Islamic Azad University, Abhar Branch, Abhar, IranPravizBirjandiDepartment of English Language Teaching, Science and Research Branch, Islamic Azad University, Tehran, Iran.SirosIzadpanahDepartment of English Language Teaching, Zanjan Branch, Islamic Azad University, Zanjan, Iran/0000-0002-2061-8110Journal Article20211020The 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.University of TabrizJournal of English Language Teaching and Learning2251-7995132820211122The Joint Effects of Teacher-led and Collaborative Planning conditions and Task Complexity on L2 Oral Production2172421401210.22034/elt.2021.46449.2401ENSanazMohazabiehDepartment of English Language,, Islamic Azad University, Shiraz Branch, Shiraz,, Iran.RahmanSahragardDepartment of Foreign Languages and Linguistics, , Shiraz University , Shiraz, Iran.0000-0002-6615-9466EhsanRassaeiMajan University College, Muscat, Oman.MustafaZamanianDepartment of English Language, Islamic Azad University, Shiraz Branch, Shiraz, Iran.Journal Article20210608This 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.University of TabrizJournal of English Language Teaching and Learning2251-7995132820211122Discovering Iranian EFL Teachers’ Metalinguistic Knowledge: The Role of Academic Degree and Teaching Experience in Focus2432601401010.22034/elt.2021.46794.2410ENNajmehTalaieSobhe-Sadegh Institute of Higher Education, Isfahan, IranEhsanRezvaniDepartment of English Language, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.EhsanNamaziandostDepartment of English Language, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran.0000-0002-8393-2537Journal Article20210702The 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.University of TabrizJournal of English Language Teaching and Learning2251-7995132820211122Investigating the Employment of Metacognitive Strategies in Listening Comprehension among Non-Iranian Language Learners2612771401310.22034/elt.2021.48515.2455ENAmirrezaVakilifardDepartment of Persian Language Teaching, Imam Khomeini International University, Qazvin, Iran.AhmadAbediniDepartment of Persian Language Teaching, Imam Khomeini International University, Qazvin, Iran.Journal Article20211019Applying 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.University of TabrizJournal of English Language Teaching and Learning2251-7995132820211122The Comparison of the Use of Data-driven Learning in Flipped,, Blended and Conventional Classes on Students’ Grammar Learning2792901386110.22034/elt.2021.48829.2462ENHooshangKhoshsimaDeparment of English Language, Chabahar Maritime University, Chabahar, Iran0000-0002-6255-2834Journal Article20211106Today, 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.