Rajab Esfandiari; Omid Allaf-Akbary
Abstract
In recent decades, undivided attention has been drawn to the examination of metadiscourse in different contexts, genres, languages, and disciplines. Nevertheless, a large body of research has been predominantly centred on the qualitative examination of potential metadiscourse markers and their associated ...
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In recent decades, undivided attention has been drawn to the examination of metadiscourse in different contexts, genres, languages, and disciplines. Nevertheless, a large body of research has been predominantly centred on the qualitative examination of potential metadiscourse markers and their associated functions. In the current study, we drew on an embedded design and followed learning-oriented language assessment (LOLA) in the use of interactional metadiscourse markers (IMMs) to better understand metadiscourse use by ectenic (n = 27) and synoptic (n = 30) learners using integrative writing tasks. To that end, 57 intermediate language learners completed Ehrman and Leaver’s (2003) learning style questionnaire. We followed Hyland’s (2019) interpersonal metadiscourse markers to determine the learners’ realisation of metadiscourse in their writing. SPSS (version 25) was run to analyse the quantitative data, and MAXQDA (version 2020) the think-aloud data. The results of chi-square analyses showed that ectenic learners outperformed synoptic ones following LOLA in the employment of IMMs. The results of inductive thematic analyses revealed that synoptic learners benefitted from the utilization of LOLA in employing IMMs in their integrative writing tasks. The findings suggest that the use of LOLA as a pedagogical method can effectively develop the writing proficiency of EFL learners.
Rajab Esfandiari; Mohammad Ahmadi; Aynur Ismayilli Karakoç
Abstract
There is currently a growing tendency to a meaning-based approach to the analysis of syntactic complexity in academic writing. While previous studies have offered illuminating insights into linguistic realizations of rhetorical structures in relation to syntactic complexity, they have typically analyzed ...
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There is currently a growing tendency to a meaning-based approach to the analysis of syntactic complexity in academic writing. While previous studies have offered illuminating insights into linguistic realizations of rhetorical structures in relation to syntactic complexity, they have typically analyzed lexicogrammatical features in a decontextualized manner. Drawing on a corpus-based cross-sectional design, this study takes a function-first approach to investigating the rhetorical functions of syntactically complex structures in research article (RA) abstracts in applied linguistics. To that end, a corpus of 270 texts from leading applied linguistics journals was constructed. Based on the model proposed by Pho (2008), we manually annotated the texts for the moves, and measured their syntactic complexity using phrasal, clausal, and global metrics. SPSS (version 25) was run for the analysis of data. Results of one-way MANOVA (multivariate analysis of variance) and Chi-square tests revealed significant variations among rhetorical moves in terms of clausal and phrasal complexity measures. The findings also showed that academic writers varied the complexity of their written structures according to their rhetorical goals. The results establish form-meaning mappings between syntactically complex structures and rhetorical functions. The findings carry pedagogical implications for student writers to adjust their prose using functionally appropriate complex structures following expert writers through comparing their own writing with that of expert writers to notice the gaps.
Shahla Rasouli; Rajab Esfandiari
Abstract
Over the past few years, peer-assessment, as an alternative assessment procedure, has drawn the attention of many researchers. In the study, it was attempted to find what kinds of language components peer-assessors attend to when rating their peers' essays and to investigate whether proficiency levels ...
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Over the past few years, peer-assessment, as an alternative assessment procedure, has drawn the attention of many researchers. In the study, it was attempted to find what kinds of language components peer-assessors attend to when rating their peers' essays and to investigate whether proficiency levels of peer-assessors make a difference in terms of severity and leniency they exercise. Fifty-eight student raters at Imam Khomeini International University in Qazvin rated five essays, using an analytic rating scale. Paper-based test of English as a foreign language (TOEFL) and five-paragraph essays were used to collect the data. FACETS (version 3.68.1) was used to analyze the data. The results of Facets analysis indicated that advanced peer-assessors had more variability in their severity compared to intermediate peer-assessors. Moreover, the majority of peer-assessors were, on average, more severe than lenient. The results also revealed no statistically significant difference between the ratings of intermediate and advanced peer-assessors. The final finding was that task achievement was the most attended assessment criterion, but grammatical range and accuracy was the least attended assessment criterion. The findings suggest peer-assessors do not attach an equal weight to all assessment criteria. The findings of the study may carry implications for the summative assessment of students' abilities.
Zarrin Khatibi; Rajab Esfandiari
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 ...
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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 writers publishing in English-medium international journals; Persian writers publishing in international English-medium journals; and Persian writers publishing in English-medium national journals. Hyland’s (2005) interpersonal model was used as the analytical framework. The analysis is based on a corpus of 240 RAs in two subsections: introductions and conclusions. The computer programme AntConc was used to analyse the data, and the engagement markers were textually examined for the various functions and uses they served in the introductions and conclusions. Results of data analyses showed differences in the overall frequency of engagement markers among the three sub-corpora. However, although American academics and internationally published Persian academics’ metadiscoursal preferences are relatively similar, Persian writers seem to be affected by cultural preferences when making their engagement choices. This implies that the linguistic background of writers in addition to the cultural contexts of publication seems to direct scholars’ rhetorical patterns when writing their RAs. Results of the current study help novice and international Physics scholars, particularly Iranian academics, to at least partially meet the disciplinary conventions of the journal they submit their manuscripts. Moreover, EAP teachers can benefit from the results to gain a more comprehensive understanding of the needs of EAP learners.
Mahdi Ganji; Rajab Esfandiari
Abstract
Previous research has shown that the construction of multiple-choice (MC) items is a very difficult task. As such, textbook writers have proposed some guidelines to help item writers to write more effective items. However, such guidelines reflect the intuition of their writers, and most of them are not ...
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Previous research has shown that the construction of multiple-choice (MC) items is a very difficult task. As such, textbook writers have proposed some guidelines to help item writers to write more effective items. However, such guidelines reflect the intuition of their writers, and most of them are not necessarily supported by empirical research, and what is preached may not be practiced. The purpose of the present study was, therefore, to analyze the attitudes of language teachers in an EFL setting to better understand if they follow the guidelines when developing MC items. To that end, a 28-item, 5-point Likert type, researcher-made questionnaire was used to collect data from 661 Iranian language teachers. The data were analyzed using SPSS (version, 25). Results from frequency tallies and percent values showed the significance of the majority of the guidelines in the construction of MC items. However, mixed results were reported for one of the guidelines, and another guideline was considered unimportant. Findings from factor analysis yielded four major factors underlying the guidelines: Developing plausible distractors, editing and proofreading guidelines, formatting and refining items, and avoiding clues to the correct response. Drawing on the findings, we discuss the pedagogical implications for how to best develop and fine-tune MC guidelines.
Rajab Esfandiari
Abstract
Previous research has shown that raters’ personality characteristics exert an influence on their ratings, skewing the results and invalidating the decisions made about students’ future life. Although the exact mechanism of these factors, their precise effect on ratings, and the interaction ...
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Previous research has shown that raters’ personality characteristics exert an influence on their ratings, skewing the results and invalidating the decisions made about students’ future life. Although the exact mechanism of these factors, their precise effect on ratings, and the interaction between the traits and ratings are yet to be empirically demonstrated, anecdotal evidence coupled with research findings suggests raters’ ratings do not necessarily reflect students’ abilities and may be affected by other construct-irrelevant variances, including personality traits. The purpose of the present study, therefore, was to examine the extent to which some selected personality traits would predict the ratings awarded by the raters to students’ written performance. To that end, teacher raters rated students’ essays on 13 assessment criteria using a 5-point analytic rating scale. Big five inventory and student essays were used to measure teacher raters’ personality traits and to collect data. Data were computed and analysed using SPSS (version 25). Results from linear regression showed that extroversion, agreeableness, openness, neuroticism, and conscientiousness did not significantly contribute to the ratings. The findings suggest that such personality factors may not account for the ratings, and rater variability should be explained in terms of other personality variables. The implications of the study are discussed.
Rajab Esfandiari; Payam Noor
Abstract
Variations in rating the EFL learners’ oral performance are often attributed to the variations in the raters’ cognitive processes. Han’s (2016) 4-stage processing model was used to examine what cognitive processes expert and novice raters follow to rate a recorded response to the IELTS ...
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Variations in rating the EFL learners’ oral performance are often attributed to the variations in the raters’ cognitive processes. Han’s (2016) 4-stage processing model was used to examine what cognitive processes expert and novice raters follow to rate a recorded response to the IELTS Speaking Task Two by using the IELTS rubrics. Novice and expert raters attended the 4-phase verbal protocol sessions in order to explore the cognitive processes underlying (a) their representations of IELTS speaking rubric, (b) qualitative assessment of a recorded sample response to IELTS Speaking Task Two, (c) quantitative assignment of ratings to the input and (d) revision of the assigned ratings. Qualitative data collection was followed by transcribing, segmenting, encoding, and analyzing the contents of the recorded verbal protocol reports. After content analysis, the four categories of (1) grammatical range and accuracy, (2) fluency and coherence, (3) lexical resources, and (4) pronunciation in IELTS speaking rubric were schemed into 80 themes. NVivo 8 and SPSS 19 were used to analyze the data qualitatively and quantitatively, respectively. Both qualitative and statistical findings showed that the L2 raters with a different range of expertise widely focus on different aspects of the spoken response input, have different interpretations, and apply different criteria when judging the verbal input. The findings of the present study may carry implications for rater training and validity of ratings. Expertise, as the findings of the study show, can exert an influence on the reliability of the ratings.
Abbas Ali Zarei; Rajab Esfandiari; Azam Akbari
Volume 3, Issue 2 , May 2016, , Pages 34-21
Abstract
The present study was conducted to investigate the relationship between self-regulated learning strategies and reading comprehension of Iranian EFL learners. The participants of the study were 119 Iranian B.A. and M.A. students majoring in English at Imam Khomeini International University in Qazvin and ...
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The present study was conducted to investigate the relationship between self-regulated learning strategies and reading comprehension of Iranian EFL learners. The participants of the study were 119 Iranian B.A. and M.A. students majoring in English at Imam Khomeini International University in Qazvin and Islamshahr Azad University. The Michigan Test of English Language Proficiency was given to the participants to determine their language proficiency and reading comprehension. Then, the participants were asked to respond to the Self-Regulation Trait Questionnaire. The obtained data were analyzed using a stepwise multiple regression analysis. The results revealed that from among the six components of self-regulated learning strategies, only planning and effort components were significant predictors of reading comprehension. The results of the present study may be helpful for teachers, learners, and materials developers.
Rajab Esfandiari; Ghodsieh Tavakoli Moein
Volume 3, Issue 1 , February 2016, , Pages 30-1
Abstract
The purpose of this study was twofold: (a) to identify the most frequent 4-word lexical bundles and (b) to analyse the functions these lexical bundles may serve. To those ends, a corpus of 4,652,444 in Food Science and Technology (hereafter FST Corpus) was developed, using 1,421 research articles (RAs) ...
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The purpose of this study was twofold: (a) to identify the most frequent 4-word lexical bundles and (b) to analyse the functions these lexical bundles may serve. To those ends, a corpus of 4,652,444 in Food Science and Technology (hereafter FST Corpus) was developed, using 1,421 research articles (RAs) across 38 Food Science and Technology (FST) journals. Setting frequency and range as two criteria, we used AntConc to identify the most frequent lexical bundles. We also used Hyland’s (2008b) functional taxonomy to analyse the functions of the lexical bundles. The results of frequency and range showed 153 lexical bundles in FST Corpus. Functional analysis of the lexical bundles revealed 86 text-oriented, 63 research-oriented, and four participant-oriented lexical bundles, suggesting the central role text-oriented functions may play in FST. Implications for the explicit instruction of lexical bundles, for graduate students in FST, and for EAP curriculum developers and materials producers are discussed.
Abbas Ali Zarei; Rajab Esfandiari
Volume 1, Issue 1 , March 2014, , Pages 96-117
