Exploring the Role of Visual Representation Signals for Interactional Action in Conversation

Arash Gholamy Saleh Abady; Sayyed Mohammad Alavi

Volume 2, Issue 2 , March 2015, , Pages 1-21

Abstract
  The main approach to conversation analysis is multimodal analysis, which can be explained by the distinction between the non-verbal and verbal expression in the communicative functions (Haddington & Kääntä, 2011; Streeck et al., 2011). The purpose of this study was to investigate whether ...  Read More

Interactive versus Collaborative Writing Instruction: An Experimental Study

Ali Taghinezhad; Mohammad Ali Ayatollahi; Mahboobeh Azadikhah

Volume 4, Issue 3 , August 2017, , Pages 1-18

Abstract
  This study investigated the effects of Interactive and Collaborative Instructional pedagogies on Iranian EFL learners' writing. It adopted pre-test and post-test control group quasi-experimental design with two experimental and one control groups. The participants were 90 college students in two branches ...  Read More

The effects of corrective feedback on Iranian EFL students' writing

Amir Rezaei; Siros Izadpanah; Ali Shahnavaz

Volume 3, Issue 2 , May 2016, , Pages 1-19

https://doi.org/10.30479/elt.2016.1589

Abstract
  Matching the expectations of teachers and students is vital for successful learning. Few studies have investigated the effects of corrective feedback on Iranian EFL students. The sample of this research were 180 male and female teachers that teach language courses in an English Language Teaching program ...  Read More

Iranian Language Learners’ Attitudes towards Teaching/Learning English: The Role of University Major, Gender, and Age

Zainab Abolfazli; Karim Sadeghi

Volume 5, Issue 1 , February 2018, , Pages 1-26

https://doi.org/10.30479/jmrels.2019.10399.1297

Abstract
  Attitudes towards learning teaching a subject play a major role in determining individuals' success or failure in any educational programme. This paper delves into the attitudes of university and non-university students towards teaching/ learning English in Iran. To this end, thirteen MA and forty-three ...  Read More

Face in Intercultural Communication: A Meta-synthesis

Mohammad Ahmadi Safa; Moslem Yousefi; Naser Ranjbar

Volume 5, Issue 2 , May 2018, , Pages 1-18

https://doi.org/10.30479/jmrels.2019.10264.1274

Abstract
  Although the concept of ‘face’ has recently been the focus of attention in language pragmatics, face theory and research have dealt with individual rather than social aspects of human interactions (Arundale, 2013). In order to assess the epistemological and methodological dimensions of face ...  Read More

Draft Specific Scoring and Teacher Corrective Feedback: Hearing Learners’ Voice

Masoud Azizi; Majid Nemati

Volume 5, Issue 4 , November 2018, , Pages 1-26

https://doi.org/10.30479/jmrels.2019.10708.1340

Abstract
  One may not comment on the effectiveness of teacher corrective feedback (CF) before first ensuring learners’ attendance. The majority of the studies carried out on teacher CF have mistakenly presupposed learners’ attendance to and noticing of teacher feedback without any attempt to check ...  Read More

Conducting an EOP Needs Analysis: A Case of Pre-service Cabin Crew

Fatemeh Taghipour; Ahmad Mohseni; Hossein Rahmanpanah; Abdollah Baradaran

Volume 7, Issue 1 , February 2020, , Pages 1-28

https://doi.org/10.30479/jmrels.2019.11729.1457

Abstract
  Since English for Specific Purposes (ESP) programs have been one significant component of university and vocational schools, being informed of academic and professional language needs of the learners seems incredibly vital. This study aimed at exploring the pre-service flight attendants’ English ...  Read More

Analysis of Iranian EFL Teachers’ Narrated Critical Incidents and their Productive Coping Strategies

Saeedeh Esmaeli; Katayoon Afzali

Volume 7, Issue 2 , May 2020, , Pages 1-27

https://doi.org/10.30479/jmrels.2020.12013.1496

Abstract
  Critical incidents are unanticipated and unplanned events which happen in the classrooms and may throw teachers into a state of disequilibrium which results in teachers’ losing their resilience. Therefore, when encountering critical incidents teachers are required to stop and reflect on the occurred ...  Read More

A Mixed-Method Study of Teacher Diary as a Reflective Instrument for the English Language Teacher Development

Mehrshad Ahmadian; Parviz Maftoon; Parviz Birjandi

Volume 8, Issue 2 , April 2021, , Pages 1-24

https://doi.org/10.30479/jmrels.2020.12002.1495

Abstract
  From the very outset, postmethod pedagogy has shaken the long-held concept of language teaching and has recognized the importance of contextualized language teaching in the field of TESOL. Furthermore, and to respond to contemporary English language teaching requirements, language teacher education programs ...  Read More

Augmented Reality and Virtual Reality in a collective scaffolding platform: Abstract genre structure in a Mobile-Assisted Language Learning Study

Hassan Soleimani; Alireza Jalilifar; Afsar Rouhi; Mahboubeh Rahmanian

Volume 7, Issue 3 , July 2020, , Pages 1-22

https://doi.org/10.30479/jmrels.2020.12085.1503

Abstract
  The increasing interest in new technologies and collaboration has created innovative ways in learning. Among these, computer-supported collaborative learning has received much attention where collaborative learners interact with their peers in a meaning-making process with the help of computer technologies. ...  Read More

Cross-examining e-mentoring vs. face-to-face mentoring: The performance and attitudes of the Iranian EFL teachers in focus

Ahmad Beigi Rizi; Hossein Barati; Ahmad MoeinZadeh

Volume 8, Issue 1 , January 2021, , Pages 1-30

https://doi.org/10.30479/jmrels.2020.12159.1512

Abstract
  This survey study aimed to examine the efficiency of a mentoring software used for e-mentoring Iranian EFL teachers by investigating (1) if the application of the mentoring software vs. traditional mentoring made any difference in the instructors' methodology of teaching writing and (2) the attitudes ...  Read More

Adversity Quotient and Classroom Management among Iranian EFL Teachers: An Analysis of Personality Styles

Hamid Marashi; Zahra Naghibi

Volume 7, Issue 4 , October 2020, , Pages 1-23

https://doi.org/10.30479/jmrels.2020.11880.1473

Abstract
  Personality types and professional/psychological attributes of teachers have long been the subject of extended debate and research in all fields of education, namely ELT. Accordingly, the focus of this study was to investigate the relationship between introvert and extrovert EFL teachers’ adversity ...  Read More

Challenges of English Teaching in Engineering Courses

Edita Bekteshi; Melihate Shala; Brikena Xhaferi

Volume 8, Issue 4 , October 2021, , Pages 1-20

https://doi.org/10.30479/jmrels.2020.13275.1640

Abstract
  The purpose of this experimental study was to investigate English teaching and its impact on students from the engineering faculty in bilingual CLIL (Content and Language Integrated Learning) application. It was conducted in a public Higher Education Institution (HEI) in Kosovo, at the Faculty of Mechanical ...  Read More

Iranian Female EFL Student-teachers’ Conceptions of Their Future Professional Self-Images

Fatemeh sadat Tabatabaei; Mohammad Aliakbari; Reza Khany

Volume 9, Issue 1 , January 2022, , Pages 1-28

https://doi.org/10.30479/jmrels.2020.14071.1728

Abstract
  Teacher training programs play a vital role in developing student-teachers’ understanding of their professional selves as an effective factor in successful teaching. Though the number of studies regarding the effects of teacher education on foreign language teachers’ self-images continues ...  Read More

Comparative Analysis of Engagement Markers in Research Article Introductions and Conclusions

Zarrin Khatibi; Rajab Esfandiari

Volume 8, Issue 3 , July 2021, , Pages 1-24

https://doi.org/10.30479/jmrels.2021.14944.1825

Abstract
  In the last few decades, the interpersonal aspect of academic writing has been stressed in English for academic purposes (EAP). This corpus-based study has focused on cross-cultural and cross-contextual analysis of engagement markers in English Physics research articles (RA) written by American English ...  Read More

Computer-mediated Diagnostic Assessment of Mixed-ability EFL Learners’ Performance on Tiered Tasks: Differentiating Mediation on Google Meet™

Fahimeh Rafi; Natasha Pourdana; Farid Ghaemi

Volume 9, Issue 2 , April 2022, , Pages 1-26

https://doi.org/10.30479/jmrels.2021.16118.1950

Abstract
  Grounded in Vygotsky’s sociocultural theory of mind and the learner-centered approach to second/foreign language acquisition (SLA), this study investigated the extent to which the embedded differentiated instructions and diagnostic assessment, being mediated on Google Meet™ computer-mediated ...  Read More

Classroom Metatalk: Uncovering the Role of Elaborate vs. Limited Engagement in Fostering Iranian L2 Learners' Writing Accuracy

Karim Shabani; Mona Hosseinzadeh

Volume 9, Issue 3 , July 2022, , Pages 1-24

https://doi.org/10.30479/jmrels.2022.15675.1910

Abstract
  The underlying goal of this study was to assess the effects of metatalk at elaborate and limited levels of engagement on Iranian L2 learners’ grammatical accuracy in writing. Thirty-four male and female students were recruited following the administration of the Quick Oxford Placement Test (QOPT) ...  Read More

A Historical Overview of English Language Teacher Preparation Programs in Iranian Private Language Institutes

Leila Tajik; Sara Pakand Ahmadi; Seyyed-Abdolhamid Mirhosseini

Volume 9, Issue 4 , October 2022, , Pages 1-23

https://doi.org/10.30479/jmrels.2022.16834.2024

Abstract
  Given the significant role of studying history in casting light on the past and present of events and providing future insight, the present study aimed to investigate the history of English teacher preparation programs offered in five famous private language institutes established in the second post-revolutionary ...  Read More

The Role of Motivational Strategies on Young EFL Learners’ Basic Psychological Needs: A Self-Determination Theory Perspective

Narges Sardabi; Mehrnoosh Kia; Amir ghajarieh

Volume 10, Issue 1 , January 2023, , Pages 1-23

https://doi.org/10.30479/jmrels.2022.17055.2042

Abstract
  AbstractEnhancing young learners’ motivation has often been a primary concern in teaching English as a foreign language (EFL). Adopting a self-determination perspective, this study attempted to examine the impact of teacher's motivational strategies on young EFL learners' basic psychological needs ...  Read More

Accuracy and Fluency Development of Spoken English through Online Informal Activities: A Microgenetic Analysis

Rasoul Mohammad Hosseinpur; Zahra Parsaeian

Volume 10, Issue 2 , April 2023, , Pages 1-25

https://doi.org/10.30479/jmrels.2022.17417.2082

Abstract
  The upsurge of interest in the employment of instructional technologies in learning English has coincided with a growing interest in Online Informal Learning of English (OILE). Considering the under-explored area of speaking skill, the present study investigated the participants’ microgenetic development ...  Read More

Disparity in terms of Recruitment and Salary between Monolinguals and Bilingual EFL Teachers in the Sultanate of Oman

Houman Bijani; Salim Said Bani Orabah

Volume 10, Issue 3 , July 2023, , Pages 1-19

https://doi.org/10.30479/jmrels.2023.17589.2102

Abstract
  Literature in the field of TESOL (Teaching English to Speakers of Other Languages) recruitment practices suggests that the myth of monolingual speakerism has impacted the employment methods in various countries in the world. The monolingual (native) speaker has a privileged position in English language ...  Read More

“You must be crazy!” Teacher Corrective Feedback and Student Uptake in Two Tanzanian Secondary Schools

Gastor Cosmas Mapunda; Elizabeth Kyara

Volume 10, Issue 4 , October 2023, , Pages 1-20

https://doi.org/10.30479/jmrels.2023.18556.2188

Abstract
  This study aimed at investigating teachers’ behaviours that co-occur with the oral corrective feedback strategies and their influence on the students’ responses to oral corrective feedback (OCF) in teaching English in Tanzanian secondary schools. In Tanzania English is a foreign language, ...  Read More