research paper
Iran Kashanizadeh; Saeed Ketabi; Mohsen Shahrokhi
Abstract
Abstract Technological innovation creates new opportunities for teachers to practice new method of language teaching. During the last twenty years, increasing attention has been devoted to the notion of technology and education .Innovative teachers try to find different new methods for language teaching ...
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Abstract Technological innovation creates new opportunities for teachers to practice new method of language teaching. During the last twenty years, increasing attention has been devoted to the notion of technology and education .Innovative teachers try to find different new methods for language teaching to improve their quality of teaching. Having sufficient information about the level of teachers' technological innovation is an effective predicator of language learners’ achievements. Therefore, current research sought to assess Iranian English language teachers’ level of technological innovation. The main data were collected from 375 EFL teachers compromising 125 university teachers, 125 high school teachers and 125 institute teachers through a predesigned and validated questionnaire and interview. The results from the MANOVA indicated no significant differences between the high school, language institute and university EFL teachers’ overall means on technological innovation. Findings also revealed that most of the teachers are almost at the same level and have some information about technological innovations and try to apply them in their process of teaching in the classroom. The findings could provide implications for EFL materials developers, policy makers, teachers, and syllabus designers.Keywords: Computer - based Technology, Mobile- based Technology, Multimedia, Technological Innovation, Web- based Technology© xxxx Imam Khomeini International University. All rights reserved.
research paper
Saeede Esmaeeli; Hooshang Yazdani
Abstract
Developing Techniques to Improve L2 Learning Motivation and Willingness to Communicate through Utilizing Johari Window Model in Foreign Language ContextsAbstractThis study deciphered whether increasing learners’ L2 self-awareness using ‘Johari Window Model’ (JWM) as a self-regulatory ...
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Developing Techniques to Improve L2 Learning Motivation and Willingness to Communicate through Utilizing Johari Window Model in Foreign Language ContextsAbstractThis study deciphered whether increasing learners’ L2 self-awareness using ‘Johari Window Model’ (JWM) as a self-regulatory model ended in higher levels of motivation and WTC. It also argued that learners’ L2 Possible Selves, through guided imagery and vision-building treatments, promote their L2 motivation and Willingness to Communicate (WTC) in the Iranian English language learning environment. Fifty-eight L2 learners, homogenized at the intermediate level, from both genders and with an average age of 22, were randomly divided into experimental and control groups. They were Persian-speaking university students majoring in Teaching English as a Foreign Language (TEFL) and Translation Studies (TS). Researchers initially established different arenas of JWM for each L2 learner based on their answers to the pretest, L2 Possible selves, and WTC questionnaires and using their narrative writings on pre-planned scenarios. In 12 weeks-intervention and via semi-scripted interviews, researchers utilized guided visualization to train learners to use their L2 self-awareness via JWM protocols to increase their L2MSS and WTC. Two questionnaires were re-administered after the intervention as a post-test to see the significant effects of treatment. Findings of descriptive statistics revealed that the treatment had significant positive impacts on L2 learners’ ideal self, learning experience, self-awareness, and WTC, but not on ought-to self. The implications show avenues for studies on L2 learners’ self-awareness and motivation and suggest the uses of JWM as a guideline in teacher training courses.Keywords: Johari Window Model, L2 motivational Self-system, L2 self-awareness, vision, Willingness to Communicate
research paper
Dariush Aliakbari; Mortaza Aslrasouli; Davud Kuhi
Abstract
Considerable research has been conducted on the advancement of types of tests to facilitate a second language vocabulary improvement. However, whether types of tests (receptive vs. productive) lead to a comprehensive mastery of L2 active vocabulary knowledge has seldom been addressed in previous literature. ...
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Considerable research has been conducted on the advancement of types of tests to facilitate a second language vocabulary improvement. However, whether types of tests (receptive vs. productive) lead to a comprehensive mastery of L2 active vocabulary knowledge has seldom been addressed in previous literature. This study investigated the effects of receptive (multiple-choice tests) and productive (C-tests) vocabulary instruction on L2 active English vocabulary learning in an EFL context like Iran. To this end, a sample of 60 English learners from one of the private language institutes in Maragheh, Iran, were divided into experimental and control groups. The data gathering tools were the Oxford placement test, a pretest in vocabulary in the form of the Test of Academic Lexicon (Scarcella & Zimmerman, 1998), a posttest in vocabulary, and a semi-structured interview. The learners in the first treatment group took a series of multiple-choice tests, whereas the second group used C-tests during the treatment. The results of ANOVA and post hoc showed that while both C-tests and multiple-choice tests were effective in enhancing L2 active vocabulary knowledge, C-tests were more effective than the multiple-choice test. The results of the interview with the learners in the productive vocabulary instruction approved the results of data analysis, as the students expressed positive attitudes toward the use of C-tests as effective means for improving their active vocabulary recall. The findings of this study provide new insights for language teachers and curriculum designers to apply C-tests in EFL courses.
research paper
Mohammad Aliakbari; Fatemeh Fadaeian
Abstract
Acknowledging the difference in the lexical backgrounds of students and teachers aids in having a realistic picture of how learning happens. Translanguaging promotes learning by exploring the multilingual capabilities of students. However, it is not sufficient to only account for the learner aspect of ...
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Acknowledging the difference in the lexical backgrounds of students and teachers aids in having a realistic picture of how learning happens. Translanguaging promotes learning by exploring the multilingual capabilities of students. However, it is not sufficient to only account for the learner aspect of the matter. One way of considering the influence of educators is to start conversations about teacher immunity. Language teacher immunity allows teachers to function effectively at school and to appreciate new approaches. A few studies have been carried out to evaluate the association between Translanguaging and teacher immunity. This study tried to fill the gap in the literature by surveying 207 Iranian EFL teachers’ perceptions toward translanguaging. This study aimed at finding connections between Translanguaging and teacher immunity in order to potentially develop teacher resilience by utilizing the full potential of the students’ lexicon. Participants were from both genders and were different in terms of their experience, native language, and their current field of study. Findings indicate that Iranian EFL teachers have a moderate sense of immunity in their pedagogies. Approximately 61% of the participants chose to teach English using both Persian and English and 54% think using Persian to teach English is beneficial for students. Mostly, participants reported that they sometimes encourage and personally use Persian to teach English in different activities. Finally, the educators’ views of taking advantage of the full range of language resources of students by translanguaging techniques could not be clarified by their competence in dealing with complicated work conditions.
research paper
sepideh rafiei sakhaei; biook behnam; Zohreh Seifoori
Abstract
Despite all efforts rationalized around the significance of grammar instruction, it remains a contentious issue in the fields of second and foreign language teaching. Grammar teaching requires the design of both implicit and explicit approaches. One of the main features of grammar is English passive ...
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Despite all efforts rationalized around the significance of grammar instruction, it remains a contentious issue in the fields of second and foreign language teaching. Grammar teaching requires the design of both implicit and explicit approaches. One of the main features of grammar is English passive voice which is, for various reasons, a difficult subpart of grammar for Iranian EFL learners. This quasi-experimental study was intended to comparatively and empirically investigate the effects and probable differences of Traditional Explicit Instruction (TEI), Implicit Input Enhancement (IIE), and Guided Discovery Method (GDM) on comprehension of passive voice among Iranian EFL learners. To serve the purpose, 70 students from Payam-Nour University of Tabriz were selected and divided into three groups including TEI (N= 23), IIE (N= 25), and GDM (N= 22). The participants were exposed to three different treatments and the pre-test and post-test were used to extract information on the learners’ comprehension. The results of one-way ANCOVA showed that all three teaching approaches had positive effects on the comprehension of passive voice. Meanwhile, the GDM could lead to a better and more efficient contribution compared to the two other instructional techniques. Finally, some pedagogical implications have been presented for EFL teachers, students, and syllabus designers.
research paper
Esmaeel Ali Salimi; Meysam Khazaee Kouhpar
Abstract
Critical Pedagogy (CP) in Iran, among other countries, is still in its early stages, and there are various challenges facing the implementation of problem-posing education. To pinpoint the probable factors impeding transformation in the educational setting, the present research, using a convenience sampling, ...
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Critical Pedagogy (CP) in Iran, among other countries, is still in its early stages, and there are various challenges facing the implementation of problem-posing education. To pinpoint the probable factors impeding transformation in the educational setting, the present research, using a convenience sampling, investigated 64 Iranian EFL teachers’ beliefs and understanding of CP and its fundamental tenets. Furthermore, attempts were made to examine the way these teachers’ understanding of CP informed their beliefs of it. As such, a set of interviews as well as observations were conducted to capture the participants’ statements, intention, and behavior. As a result of a thorough thematic analysis, it was discovered that approximately 89 percent of the 64 EFL teachers participating in this study did not have a profound understanding of this approach. This finding can bear witness to the inefficient or insufficient pre-service teacher education. Regarding their beliefs about CP, these EFL teachers either resisted or disagreed with the fundamental tenets of CP. The findings of the present study hold much to contribute to the related literature, insofar as new doors will be opened for those whose area of interest falls within the purview of CP and student voice.
research paper
Tahereh Movahhedi; Amir Sarkeshikian; Mohammad Golshan
Abstract
Critical English for academic purposes (CEAP) has been an attempt to challenge the status quo in English for academic purposes (EAP) education. However, it has not received due attention in the literature. For the same reason, this study concentrated on how the Iranian EAP teachers and students perceived ...
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Critical English for academic purposes (CEAP) has been an attempt to challenge the status quo in English for academic purposes (EAP) education. However, it has not received due attention in the literature. For the same reason, this study concentrated on how the Iranian EAP teachers and students perceived the three key CEAP modules of needs/right analysis, power, and dialogue/hope. As its secondary aim, this study also focused on how much the instructor practiced what they perceived of CEAP in their classrooms. For gathering the quantitative data, the main components of the CEAP framework formed the basis for the preparation and validation of a Likert-type questionnaire to measure the respondents’ perceptions of CEAP. In order to complement the results of the questionnaire data on the perception of CEAP, a semi-structured interview protocol was developed. The results for the first research question showed that both participating groups' opinions of CEAP were quite similar. The discrepancy between teachers’ questionnaire and interview data demonstrated that a praxis breakdown occurred as a result of an imbalance between the EAP teachers' knowledge and practice of CEAP in their classroom. Additionally, the qualitative data analysis showed that there was little contact between ESP teachers and students while developing the EAP curricula and instructional strategies. Students were also viewed as obedient and passive actors, required to carry out the predetermined institutional requirements established by the departments or curriculum designers. The findings of this study have implications for ESP teachers and material developers.
research paper
Mohammad Amerian
Abstract
This paper tries to propose a reconsideration of the needs analysis procedure regarding the ESP courses for the students of arts (here, media arts) with an emphasis on the distinct contextual nature of such courses and the participants’ own varying perceptions of their needs. Considering the necessity ...
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This paper tries to propose a reconsideration of the needs analysis procedure regarding the ESP courses for the students of arts (here, media arts) with an emphasis on the distinct contextual nature of such courses and the participants’ own varying perceptions of their needs. Considering the necessity of attending also the ‘wants’ in ESP, the data was collected from the students who participated in a variety of media English courses at all academic levels (B.A., M.A., and Ph.D.) in one of the unique Asian universities focused on media-related majors. The paper argues for recognition of the specific ‘wants’ (i.e., target students’ own perceptions) in the particular media ESP contexts. Supported by the target students’ (N = 153) narrated opinions gathered and analyzed through metaphor analysis (derived from “Cognitive Metaphor Theory”; CMT) now in service for the ESP’s needs analysis, it is stressed that traditional needs analysis procedures will not necessarily satisfy all ESP courses’ requirements. As particular academic/professional communities possess particular non-generalizable features, the recommended procedure also involves serious consideration of the feedback received by the researcher which entails tuning the content, resources, activities, and tasks of the courses to the very particular tastes of the students of media shaped by both their background, interests and tendencies, and their forthcoming occupational positions in which they need/use English. The rationale is also backed by in-depth interviews.
research paper
Abbas Ali Rezaee; Mohammad Hussein Norouzi; Nafeeseh Aryaeian
Abstract
This qualitative study aimed to explore Iranian EFL teachers’ cognition of corrective feedback as one of the elements of classroom management in the EFL context of Iran’s language institutes. Participants of the study were 12 in-service Iranian EFL teachers who taught adult EFL learners. ...
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This qualitative study aimed to explore Iranian EFL teachers’ cognition of corrective feedback as one of the elements of classroom management in the EFL context of Iran’s language institutes. Participants of the study were 12 in-service Iranian EFL teachers who taught adult EFL learners. The participants were selected through purposeful sampling, and the sample size was determined based on saturation. The main instrument of the study was a semi-structured one-to-one in-person interview, which aimed to elicit the participants’ cognition of corrective feedback. These individual interviews were audio-recorded and then they were transcribed. Thematic analysis of the data indicated that the participants considered corrective feedback an important element of classroom management in EFL classes. Moreover, the participants believed that corrective feedback should be provided for common errors and errors related to lesson objectives. They classified EFL learners’ errors in terms of the purpose of activities (communication vs. form, and fluency vs. accuracy). In addition, they knew about different timings for the provision of corrective feedback (delayed vs. immediate/on-the-spot). Furthermore, they highlighted the inclusion of teacher correction, peer correction, and self-correction for sufficiently providing corrective feedback in EFL classes. They also foregrounded EFL learners’ proficiency level and their affective factors for appropriate provision of corrective feedback. On the whole, the participants had a sound cognition of corrective feedback as one of the elements of classroom management in EFL classes in Iran. The findings of the present study have implications for language teacher educators, EFL teachers, and language institute supervisors.
research paper
Masoud Taheri; Mohsen Shahrokhi; Mohammad Reza Talebinezhad
Abstract
Academics have generally accepted that teachers' interpersonal communication techniques and strategies—specifically, teachers' self-disclosure—are excellent instructional tools. The exploration of English as a Foreign Language (EFL) teachers' perceptions regarding their self-disclosure practice ...
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Academics have generally accepted that teachers' interpersonal communication techniques and strategies—specifically, teachers' self-disclosure—are excellent instructional tools. The exploration of English as a Foreign Language (EFL) teachers' perceptions regarding their self-disclosure practice and its relationship with demographic factors, which can also significantly contribute to the variation of the teachers' self-disclosure in EFL contexts, has been largely neglected in the Iranian EFL context despite the growing body of research in this area. To close this gap, the present research distributed a five-point Likert scale to the participants to gather their perceptions on self-disclosure as Iranian EFL instructors. The inferential statistical analyses revealed a high extent of self-disclosure is practiced by Iranian EFL teachers. Moreover, Hierarchical Multiple regression indicated that among degree, experience, age, and gender as demographic factors, all, except gender, are associated with EFL teachers’ self-disclosure, and could predict teachers’ self-disclosure significantly. The study provides implications for stakeholders in the EFL community.
research paper
Zahra Fakher Ajabshir
Abstract
Recently, the use of machine translation (MT) to support the second language (L2) writing has increased. Since translation quality via MT matures every year, updated studies are required. The present study explored the quality of MT (Google Translate) outputs from Persian to English by comparing them ...
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Recently, the use of machine translation (MT) to support the second language (L2) writing has increased. Since translation quality via MT matures every year, updated studies are required. The present study explored the quality of MT (Google Translate) outputs from Persian to English by comparing them with the texts translated to English by 83 intermediate-level English as a foreign language (EFL) learners. After the instruction on the narrative genre was delivered to the participants, they watched a pictorial narrative prompt and wrote a narrative text directly in English. In the next session, they received training on MT use, watched another narrative prompt, wrote drafts in Persian, and submitted them to MT for translation. A comparison of the texts written directly in English by the participants and MT products showed that the use of MT was beneficial in measures related to mechanical aspects, lexical sophistication, and some grammatical aspects. Direct L2 writing, on the other hand, rendered better performance in lexical accuracy and some grammatical structures as well as the general understanding of the text. Based on the results, pedagogical implications for the use of MT in L2 educational contexts were presented.
research paper
Neda Shahmoradi; Fazlolah Samimi; Farah Shooraki
Abstract
Professional identity is considered as one of the main components of each educational system. This study was conducted with the main aim of qualitative and quantitative modeling EFL teachers’ professional identity. In so doing, it benefited from a sequential mixed methods design. As the study sample, ...
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Professional identity is considered as one of the main components of each educational system. This study was conducted with the main aim of qualitative and quantitative modeling EFL teachers’ professional identity. In so doing, it benefited from a sequential mixed methods design. As the study sample, three groups of the participants were selected in the study. The first group consisted of 50 male and female (25 novice and 25 experienced) EFL teachers who were interviewed in the qualitative phase of the study for the purpose of model development. The second group included 100 male and female (50 novice and 50 experienced) EFL teachers who participated in the quantitative phase of the study (i.e., exploratory factor analysis). The third group included 300 male and female (150 novice and 150 experienced) EFL teachers who participated in the quantitative phase of the study (i.e., confirmatory factor analysis). All the three groups were selected through available sampling. To collect the data, a semi-structured interview and a researcher-made questionnaire were used. Data analysis was conducted through thematic analysis and structural equation modeling (SEM) (using exploratory confirmatory factor analysis), and Cronbach's alpha test. The results of data analysis led to proposition of a qualitative and a quantitative model of professional identity of Iranian EFL novice and experienced teachers. As shown by the results, the proposed qualitative and quantitative models consist of two main categories, each composed of some sub-categories. Moreover, the results showed that the proposed models enjoy an acceptable level of validity and reliability.
research paper
Farhad مظلوم; Roqaye Oladini; Mahdi Dasta
Abstract
Considering the appreciated role that lexis plays in learning an additional language, research studies addressing vocabulary knowledge have attracted the attention of language teachers and researchers. The study of vocabulary learning strategies and how they relate to language learners’ vocabulary ...
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Considering the appreciated role that lexis plays in learning an additional language, research studies addressing vocabulary knowledge have attracted the attention of language teachers and researchers. The study of vocabulary learning strategies and how they relate to language learners’ vocabulary knowledge, therefore, is of immediate pedagogical as well as theoretical relevance. This study investigates the relationship between Iranian EFL learners' vocabulary learning strategies and their breadth (meaning recall and meaning recognition) and depth of vocabulary knowledge. To collect data, the Vocabulary Learning Strategies Survey, Depth of Vocabulary Knowledge Test, Meaning Recall Task and Vocabulary Level Test were given to two hundred and thirty (56 male and 144 female) English majors. Structural Equation Modeling was utilized to analyze the data and test the hypothesized model. Results indicated that strategies associated with direct individualized attempts (determination strategies) were significant predictors of both vocabulary breadth and depth knowledge and that mnemonic/memory strategies significantly predicted vocabulary breadth positively but depth negatively. Other strategies seemed to have different effects on various dimensions of vocabulary knowledge. The study has pedagogical implications for vocabulary learning and teaching.
research paper
Omid Mallahi
Abstract
The significance of positive psychology constructs in second language learning and teaching is currently being emphasized by many L2 scholars. Accordingly, the present study intended to investigate the relationship between a set of positive psychology variables (namely, critical thinking, academic resilience ...
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The significance of positive psychology constructs in second language learning and teaching is currently being emphasized by many L2 scholars. Accordingly, the present study intended to investigate the relationship between a set of positive psychology variables (namely, critical thinking, academic resilience and grit) and argumentative writing performance of 48 Iranian EFL learners. The necessary data were collected based on the students' responses to an argumentative essay writing prompt and the instruments measuring their status in critical thinking, academic resilience and grit. The coefficient of correlation indexes indicated rather low associations between argumentative writing performance and these constructs. Multiple regression pointed to the superiority of subscales targeting affective aspects and emotion regulation in accounting for the argumentative writing performance of the learners. Nevertheless, despite the superiority of high-skilled writers compared to moderately-skilled and less-skilled writers in critical thinking, academic resilience and grit, MANOVA results indicated no statistically significant differences among these groups of learners in these variables. Finally, it was concluded that since these positive psychology constructs are responsive and amenable to instruction, some appropriate pedagogical interventions, materials, and activities must be designed to improve the students' competence in these constructs which, in turn, can positively influence their performance on rather challenging academic tasks.
research paper
kaveh jalilzadeh; Adel Dastgoshadeh; Rahele Khosravi
Abstract
Within recent advancement, teachers are required to be able to implement effective assessment in the classroom context. This is applicable by in-service professional development programs that assist teachers to improve and provide them with opportunities to enhance their knowledge and to use it practically, ...
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Within recent advancement, teachers are required to be able to implement effective assessment in the classroom context. This is applicable by in-service professional development programs that assist teachers to improve and provide them with opportunities to enhance their knowledge and to use it practically, especially their knowledge regarding assessment and its concepts and components. Therefore, the present study, which was a quasi-experimental study, was designed to explore the effect of an in-service professional course on teachers` language assessment knowledge (LAK). To this end, a number of 76 EFL teachers, working at private institutes in Sanandaj, Iran, were selected through convenience sampling on the basis of availability to fill in the Language Assessment Knowledge questionnaire developed by Farhady and Tavassoli (2018) in order to estimate their current level of LAK. Then, a three-day workshop was held for the participants on the components and skills of language assessment. The instruction of each session took 6 hours. After 6 weeks, teachers` ALK was tested again after the treatment. The results of the paired T-test and repeated measures ANOVA revealed that the in-service professional development course had a significant effect on teachers` LAK. The participants claimed that their knowledge of different concepts and key terms in assessment was enhanced. Also, based on the findings of data analyses, the course treatment resulted in improving teachers' knowledge of how to design standard tests and use alternative assessment techniques. Details of the findings and implications are discussed.
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