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.
Kazem Barzegar; Amir Reza Nemat Tabrizi; Manoochehr Jafarigohar; Fereidoon Vahdany
Abstract
This correlational research used the association between norm-referenced (NRTs) and criterion-referenced tests (CRTs) to predict CRT scores on the basis of NRT scores, homogenize English proficiency of university students, and design a structural equation modeling approach between NRTs and CRTs. The ...
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This correlational research used the association between norm-referenced (NRTs) and criterion-referenced tests (CRTs) to predict CRT scores on the basis of NRT scores, homogenize English proficiency of university students, and design a structural equation modeling approach between NRTs and CRTs. The participants were 210 allied health EGP (English for General Purposes) students who were assigned to three levels of language proficiency using Cambridge Placement Test. Researcher-made midterm and final exams, focusing on grammar, vocabulary, and reading comprehension were conducted. Results showed significant positive correlations between the NRT and CRTs. Structural Equation Modeling (SEM) analysis indicated significant paths from NRT as the dependent latent variable to CRTs as independent latent variables. The scores on the components of the three latent variables including vocabulary, grammar, and reading, within three assessments (placement, midterm, and final) were considered as observed variables. Significant paths between NRT and CRTs suggested that complex interrelations between components of NRT and CRTs can be used to homogenize university students’ proficiency in academic English courses using NTR scores to overcome problems related to the individual differences. Consequently, in academic English courses, groupings based on university students’ language ability using NRT scores would override groupings solely based on students’ academic majors.
Davoud Amini; Saleh Ashrafi
Abstract
A remarkable body of empirical research within form-focused language teaching framework has examined the tripartite dimensions of corrective feedback, i.e., linguistic, contextual and individual aspects, in isolation. Nonetheless, a holistic understanding of the role of oral corrective feedback (CF) ...
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A remarkable body of empirical research within form-focused language teaching framework has examined the tripartite dimensions of corrective feedback, i.e., linguistic, contextual and individual aspects, in isolation. Nonetheless, a holistic understanding of the role of oral corrective feedback (CF) in the acquisition of L2 forms seems to rely on uncovering how these dimensions function in interaction with each other. The present study aimed to examine the differential effects of immediate and delayed feedback in the acquisition of English simple past form, and the hypothesized moderating effect of Willingness to Communicate (WTC) on the effectiveness of feedback timing. Sixty pre-intermediate-level Iranian EFL learners participated in an experiment as members of immediate and delayed feedback groups, and each learner was differentiated as either high-WTC or low-WTC, based on the result of WTC questionnaire. The pedagogical gains were assessed with a grammaticality judgment test at three different points of time, pre-test, post-test and delayed post-test. The results of a Two-way ANCOVA showed no significant difference between immediate and delayed CF in short-term and long-term acquisition. Despite the insignificant interaction effect witnessed between feedback timing and WTC, the findings demonstrated that learners with high-WTC in both groups outperformed slightly in comparison to low-WTC learners. The results are interpreted in light of the number and duration of feedback treatment sessions as well as the instruments used for measuring the acquisition outcome. It is suggested that further studies be conducted concerning the interactions between instructional, interactional and learner-internal aspects of CF functioning.
