Journal of Modern Research in English Language Studies

research paper

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

http://dx.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. ... Read More

Research Paper

Comparative Rhetorical Move Analysis of Qualitative, Quantitative, and Mixed Methods Research Article Abstracts in Iranian vs. International Applied Linguistics Journals

Amir Zand-Moghadam; Kiyana Zhaleh

Volume 9, Issue 3 , July 2022, Pages 25-47

http://dx.doi.org/10.30479/jmrels.2022.16708.2009

Abstract

There is a shortage of studies on the generic structure of research article abstracts published in Iranian and international applied linguistics journals considering their employed ... Read More There is a shortage of studies on the generic structure of research article abstracts published in Iranian and international applied linguistics journals considering their employed research approach (i.e., quantitative, qualitative, or mixed methods). Thus, this study endeavored to analyze the moves in 288 quantitative, qualitative, and mixed methods research (MMR) article abstracts in six Iranian and six international applied linguistics journals published between 2012 and 2019 following Hyland’s (2000) model. To analyze the data, the frequency of distribution and percentages of the rhetorical moves were estimated, and the Kruskal-Wallis test was run on the data. The findings indicated that the moves of Purpose, Product, and Method occupied the largest portion of local and international abstracts. Furthermore, in comparison to the international corpus, the Iranian corpus contained more moves based on Hyland’s (2000) model. A deeper analysis of both corpora revealed that the rhetorical moves were distributed almost evenly within quantitative, qualitative, and MMR abstracts, with the exception that in the international corpus, the Product move appeared significantly less in qualitative abstracts than quantitative and MMR abstracts. The most frequently used move patterns in both datasets were; I-P-M-Pr-C, P-M-Pr-C, P-M-Pr, and I-P-M-Pr. It can be concluded that applied linguistics researchers tend to follow Hyland’s (2000) model as much as possible when writing research article abstracts. Furthermore, although some divergences exist regarding the rhetorical moves frequency of distribution and patterning in qualitative, quantitative, and MMR abstracts in both local and international datasets, similarities are more remarkable than differences. The results can provide practical insights about the rhetorical and discursive practices associated with research article abstracts to applied linguistics researchers, students, and instructors.

research paper

Cross-Cultural Pragmatic Failure in English Language Classrooms: Development of a Multi-Dimensional Model Based on EFL Teachers’ and Learners’ Perceptions

Zahra Bavandi Savadkouhi; Mahnaz Mostafaei Alaei

Volume 9, Issue 3 , July 2022, Pages 49-72

http://dx.doi.org/10.30479/jmrels.2022.16141.1962

Abstract

The present study aimed at investigating the perceptions of English language teachers and learners towards cross-cultural pragmatic failure in Iranian EFL contexts. To elicit the information ... Read More The present study aimed at investigating the perceptions of English language teachers and learners towards cross-cultural pragmatic failure in Iranian EFL contexts. To elicit the information for the construction of Cross-Cultural Pragmatic Failure Questionnaire, besides reviewing the related literature, a semi-structured interview was conducted with 12 university instructors in the field of applied linguistics. Employing an exploratory sequential mixed methods design, the researchers developed and validated the Questionnaire with 25 items on a 5-point Likert-type scale ranging from strongly disagree to strongly agree with 220 EFL teachers and learners. Principal component analysis extracted 6 factors: semantic inappropriacy, insufficient pragmatic instruction, social interaction deficiency, interlingual transfer, cross-cultural illiteracy, and grammatical inadequacy via SPSS Software. Confirmatory factor analysis confirmed this multi-dimensional model using structural equation modeling via LISREL software. The constructed questionnaire was then administered to the target population comprising 165 Iranian EFL instructors and students from different state universities and language institutes in Tehran, to investigate their perceptions towards cross-cultural pragmatic failure. The findings of the study indicated that EFL teachers perceived insufficient pragmatic instruction as the most substantial factor leading to cross-cultural pragmatic failure in EFL classrooms, followed by social interaction deficiency, cross-cultural illiteracy, semantic inappropriacy, grammatical inadequacy, and finally interlingual transfer as the least important factor while EFL learners perceived semantic inappropriacy as the most and interlingual transfer as the least contributing factors to cross-cultural pragmatic failure. The study’s implications for EFL teachers and learners, educators, and materials developers are discussed and suggestions for further research are provided.

research paper

Designing and Validating a Flipped Learning Pattern to Enhance Problem-Based Teaching in Higher Education Instructors for Teaching the English Language

Shila Soleymani; Khadijeh Aliabadi; Ismaiil Zaraii Zavaraki; Ali Delavar

Volume 9, Issue 3 , July 2022, Pages 73-100

http://dx.doi.org/10.30479/jmrels.2022.15926.1927

Abstract

This study provides a framework for identifying, designing, and validating a flipped learning pattern to enhance problem- based teaching approach in higher education instructors in ... Read More

research paper

Evaluating the Impact of a Flipped, a Traditional, and an Online Course on Grammar Knowledge Development and Content Coverage: Flipped Class’s Perception in Focus

Ahmad Khalifeh; Mohammad Bavali; Ehsan Rassaei

Volume 9, Issue 3 , July 2022, Pages 101-129

http://dx.doi.org/10.30479/jmrels.2022.16282.1970

Abstract

The integration of technology into education has offered new opportunities for higher education students. Flipped class, as part of this opportunity, has inspired ample research recently. ... Read More The integration of technology into education has offered new opportunities for higher education students. Flipped class, as part of this opportunity, has inspired ample research recently. However, there is still controversy over its effectiveness. To shed more light on its potentials, the present study compares a flipped class with a traditional and an online course in terms of their effects on developing the grammar knowledge of Iranian pre-intermediate TEFL students. In addition, the perceptions of the flipped group toward their learning experience in four areas were examined: motivation, effectiveness, interaction, and satisfaction. Finally, the potential of the flipped class to assist the instructor in presenting more topics was evaluated. Fifty-nine freshmen in two different classes were selected. Then, each class was randomly assigned to an experimental (n=31) or a control group (n=28). The former received instruction in a flipped class, whereas the latter attended a traditional class. Afterward, their performance was compared with that of another group attending an online course (n= 25). The data were collected through a timed and an untimed grammaticality judgment test and a perception scale. In order to compare the content coverage in the three classes, the number of units taught in each class was divided by the total number of units assigned for the semester. The results showed that instruction in the flipped class was as effective as instruction in the traditional class and both were more effective than the fully online course. Additionally, the flipped class seemed to be a satisfactory experience for the learners. The results also indicated that drawing on a flipped class can allow the instructor to present more content without compromising the quality of instruction and learning. The results can encourage language teachers, program developers, and educational policymakers to consider the flipped classroom as an acceptable alternative.

research paper

Exploring Novice and Experienced Iranian EFL Teachers’ Beliefs and Practices regarding Classroom Interactional Competence and Uncovering Reasons behind Their Belief-Practice Misalignment

Majid Nemati; Seyed Reza Dashtestani; Ahmad Izadi

Volume 9, Issue 3 , July 2022, Pages 131-158

http://dx.doi.org/10.30479/jmrels.2022.16814.2021

Abstract

Due to its significance in language teaching and learning, research on teachers’ classroom interactional competence (CIC) is well-visited in L2 classroom research; however, exploring ... Read More

research paper

Global Citizenship Education and English Language Teaching in Iran

Alireza sohrabi; Arshya Keyvanfar; Reza Beh-Afarin

Volume 9, Issue 3 , July 2022, Pages 159-186

http://dx.doi.org/10.30479/jmrels.2022.15247.1861

Abstract

Global citizenship education (GCE) is a pedagogical field that has established itself internationally in the past few years being introduced to all countries including Iran where lots ... Read More

research paper

Iranian Senior High School EFL Teachers' Perspectives of Lesson Study: Perceiving Challenges, Hindrances, and Benefits

Nayereh Behdad; Mohammad Hassan Tahririan

Volume 9, Issue 3 , July 2022, Pages 187-212

http://dx.doi.org/10.30479/jmrels.2022.16369.1979

Abstract

Today, Lesson Study (LS) is a prerequisite to the professional development of teachers in high school settings. The present study aims to figure out how Iranian language teachers' attitudes ... 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

http://dx.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 ... Read More

The Contribution of Gender and Teaching Experience to Iranian EFL Teachers’ Perceptions of Critical Pedagogy

Abdullah Sarani; Rasool Najjarbaghseyah; Mohammad Nasser Vaezi

Volume 6, Issue 2 , May 2019, , Pages 101-79

http://dx.doi.org/10.30479/jmrels.2019.10595.1328

Abstract

This study aimed at investigating the Iranian EFL teachers’ perceptions of critical pedagogy values in teaching English with an emphasis on gender and teaching experience. For ... Read More

Knowledge of L2 Speech Acts: Impact of Gender and Language Learning Experience

Zia Tajeddin; Ali Malmir

Volume 1, Issue 2 , May 2014, , Pages 1-21

Abstract

Designing and Validating a Flipped Learning Pattern to Enhance Problem-Based Teaching in Higher Education Instructors for Teaching the English Language

Shila Soleymani; Khadijeh Aliabadi; Ismaiil Zaraii Zavaraki; Ali Delavar

Volume 9, Issue 3 , July 2022, , Pages 73-100

http://dx.doi.org/10.30479/jmrels.2022.15926.1927

Abstract

This study provides a framework for identifying, designing, and validating a flipped learning pattern to enhance problem- based teaching approach in higher education instructors in ... Read More

Enhancing Vocabulary Learning and Self-regulation via a Mobile Application: An Investigation of the Memrise App

Jalil Fathi; Forough Alipour; Abdulbaset Saeedian

Volume 5, Issue 1 , February 2018, , Pages 27-46

http://dx.doi.org/10.30479/jmrels.2019.10311.1282

Abstract

The purpose of the present study was to investigate the effects of the use of mobile application (app) of Memrise on the second language (L2) vocabulary learning and self-regulatory ... Read More

Research Paper

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

Leila Tajik; Sara Pakand Ahmadi; Seyyed-Abdolhamid Mirhosseini

Articles in Press, Accepted Manuscript, Available Online from 29 May 2022

http://dx.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 ... Read More

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research paper

A Path Analysis of Autonomy Supportive Teaching, EFL Learners’ Willingness to Communicate, Self-regulation, Academic Engagement, and Perceived Locus of Control

saeedeh Javidkar; hoda Divsar; Masoud Saeedi; Ali Hadavizadeh

Articles in Press, Accepted Manuscript, Available Online from 14 May 2022

http://dx.doi.org/10.30479/jmrels.2022.16948.2032

Abstract

The current study investigated whether autonomy-supportive teaching (AST) could predict EFL learners’ willingness to communicate (WTC), self-regulation (SR), academic engagement ... Read More

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Research Paper

Examining the Effects of Raising Text Structure Awareness in Computer-Based Instruction through Moviemaker and Mind mapping software on EFL learners’ Reading Comprehension

Zahra Ghorbani Shemshadsara; Touran Ahour; Nasrin Hadidi Tamjid

Articles in Press, Accepted Manuscript, Available Online from 25 April 2022

http://dx.doi.org/10.30479/jmrels.2022.16229.1966

Abstract

Effective teaching of reading comprehension has been a great concern for language teachers, leading to the emergence of strategies in developing students’ reading skill. This ... Read More

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research paper

The Effect of Learning a CDA Model on Promoting EFL Undergraduates’ Reading Comprehension Ability across Different Proficiency Levels

Sahar Najarzadegan

Articles in Press, Accepted Manuscript, Available Online from 11 May 2022

http://dx.doi.org/10.30479/jmrels.2022.15612.1905

Abstract

The present study examined the impact of critical discourse analysis (CDA) on EFL undergraduates’ reading comprehension ability across different proficiency levels. Through Oxford ... Read More

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research paper

The Effect of Prelistening Activity Types on Listening Comprehension and Listening Anxiety

Sakine Ghahri; Abbas Ali Zarei

Articles in Press, Accepted Manuscript, Available Online from 12 April 2022

http://dx.doi.org/10.30479/jmrels.2022.16910.2030

Abstract

The present study was carried out to compare the effects of prelistening activities of cultural awareness-raising, strategies-based instruction, and linguistic support on listening ... Read More

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Research Paper

Comparative Effects of Direct and Metalinguistic Computer-Mediated Feedback on L2 Learners’ Writing Ability and Willingness-to-Write

Mahmood Hashemian; Maryam Farhang-Ju

Articles in Press, Accepted Manuscript, Available Online from 20 June 2022

http://dx.doi.org/10.30479/jmrels.2022.17200.2064

Abstract

The present study investigated the probable effects of asynchronous direct and metalinguistic computer-mediated corrective feedback (CMCF) on the writing ability (WA) and willingness-to-write ... Read More

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Research Paper

Differential Effects of Input/Output Tasks on Learning English Collocations by Iranian EFL Learners Through the Corpus-Based Instruction

Mohammad Oveidi; Mehrdad Sepehri; Sajad Shafiee

Articles in Press, Accepted Manuscript, Available Online from 25 June 2022

http://dx.doi.org/10.30479/jmrels.2022.17054.2040

Abstract

Learning of English collocations has been found quite demanding for many language learners in general and for the Iranian EFL learners in particular. Recent second language educators ... Read More

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No. of Volumes	9
No. of Issues	34
No. of Articles	227
No. of Contributors	439
Article View	163,745
PDF Download	171,331
View Per Article	721.34
PDF Download Per Article	754.76

No. of Submissions	1,086
Rejected Submissions	755
Reject Rate	70
Accepted Submissions	220
Acceptance Rate	20
Time to Accept (Days)	136
No. of Databases	31
No. of Reviewers	303

Volume 9 (2022)

Volume 8 (2021)

Volume 7 (2020)

Volume 6 (2019)

Volume 5 (2018)

Volume 4 (2017)

Volume 3 (2016)

Volume 2 (2015)

Volume 1 (2014)

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