research paper
Navid Bahrami Maleki; Ali Akbar Ansarin; Yaser Hadidi
Abstract
Focus on form through oral corrective feedback has been the center of many L2 learning investigations in recent decades. Although research has been abundantly done on the impact of different single-feedback types, not many studies have included combinational feedback strategy, especially as regards the ...
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Focus on form through oral corrective feedback has been the center of many L2 learning investigations in recent decades. Although research has been abundantly done on the impact of different single-feedback types, not many studies have included combinational feedback strategy, especially as regards the mastery of both explicit and implicit knowledge of morpheme ‘s’ by EFL students in Iran. Therefore, the present work attempted to compare the effectiveness of unmarked recast, explicit correction with metalinguistic explanation, and mixed feedback in the expansion of knowledge of third-person singular ‘s’ in Iranian task-based language teaching context in a pretest/posttest design. To this end, forty-eight lower-intermediate learners of EFL were selected as participants. Every feedback type was supplied to an experimental group through story retelling and picture description tasks. Control group, however, was not provided with any intervention and feedback. Untimed grammaticality judgment and elicited oral imitation tests were used as measurement tools. Results of Descriptive Statistics, One-Way Between Groups ANCOVA and Tukey’s Multiple Comparison Post-Hoc Test illustrated that all types of feedback were relatively effective. Nevertheless, mixed feedback and explicit correction with metalinguistic explanation lead to overall acquisition. The insights provided might benefit EFL instructors in Iran in employing the best way(s) of corrective feedback to foster language learning in task-based teaching approach, which can promote Iranian English learners’ acquisition of third person singular ‘s’.
research paper
Zahra Sabaghzade; Neda Fatehi Rad; Leila Anjomshoa
Abstract
With a view to the recent educational developments in addition to the increasing adoption of critical pedagogy (CP) in educational systems worldwide (Grassini, 2023), taking critical digital pedagogy (CDP) in the field of teacher education within the context of Iran offers numerous benefits, like encouraging ...
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With a view to the recent educational developments in addition to the increasing adoption of critical pedagogy (CP) in educational systems worldwide (Grassini, 2023), taking critical digital pedagogy (CDP) in the field of teacher education within the context of Iran offers numerous benefits, like encouraging critical thinking, fostering creativity, building community, and empowering students. This exploratory sequential mixed-methods study aimed to develop a technology-laden, critical pedagogy (CP)-based EFL teacher preparation program (TCPTPP). In order to facilitate access to the participants, time limitation, and productivity of the cost effectiveness, 100 male and female teaching-English-as-a-foreign-language (TEFL) experts and 100 male and female EFL teachers participated in the study. To collect the data, the researchers used a semistructured interview and a close-ended questionnaire. Qualitative data analysis was done via open, axial, and selective coding through constant comparative methods. Quantitative data analysis was conducted through structural equation modeling (SEM). Through using grounded theory, a TCPTPP was developed in three main categories including pedagogical, socio-cultural, and criticality-related issues, each consisting of some subcategories. Moreover, the Cronbach’s alpha (.88) revealed that both experts and teachers endorsed the developed program. The findings have implications, redefining the policies and revising the current curriculum for EFL teacher education administrators and using educational technologies with the framework of CDP for curriculum planners and educators.
research paper
Giti Sabadoust; Kobra Tavassoli; Gholamhassan Famil Khalili
Abstract
There is a consensus among researchers and educators that teachers need to be well prepared to improve the quality of education and students’ learning. Nevertheless, little attempt has been made to implement the trends in teachers’ quality assurance (TQA) in the field of language education. ...
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There is a consensus among researchers and educators that teachers need to be well prepared to improve the quality of education and students’ learning. Nevertheless, little attempt has been made to implement the trends in teachers’ quality assurance (TQA) in the field of language education. To overcome this gap, the researchers developed a questionnaire on English as a Foreign Language (EFL) teachers’ quality assurance to underscore the role of TQA as a valuable part of teachers’ professional knowledge. First, the researchers developed 51 items based on a thorough review of the literature on TQA and interviewing 10 TEFL university professors. Next, the 51-item questionnaire was reviewed and revised based on the university professors’ comments. Then, 52 EFL teachers, who were selected based on convenient sampling, answered the questionnaire in the piloting phase. Subsequently, after refining the items, 207 EFL teachers chosen through convenient sampling responded to the revised questionnaire. Cronbach’s alpha and exploratory factor analysis were applied to evaluate the reliability and construct validity of the questionnaire, respectively. The results showed that the items loaded on four components, which were named as “skills and knowledge, students’ learning and classroom management, working collaboratively, and students’ needs and feelings”. The good results of the reliability and construct validity of the questionnaire imply its potential use to evaluate TQA consistently. Moreover, the EFL teachers’ high agreement with the questionnaire items showed their awareness of the importance of TQA. The findings of this study can offer insights to second language teachers and teacher educators.
research paper
Masoume Ahmadi; Nasser Sabourianzadeh; Mobina Nazari
Abstract
Reciprocal learning, nurtured within a community of practice, is a cornerstone of teacher professional development. Despite extensive research on mentor-led support for student teacher (ST) professional development, the reciprocal potential of STs to transform and shape mentor teachers' (MTs) practices ...
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Reciprocal learning, nurtured within a community of practice, is a cornerstone of teacher professional development. Despite extensive research on mentor-led support for student teacher (ST) professional development, the reciprocal potential of STs to transform and shape mentor teachers' (MTs) practices remains largely unexplored. This study offers a comprehensive analysis of the distinct perspectives of practicum students (PSs) concerning their ability to empower and support in-service teachers, exploring the impact of STs on the professional development of their MTs. A maximum variation sampling technique was employed to recruit 57 Iranian STs from diverse majors at Farhangian University. All participants had completed a minimum of 10 weeks of supervised teaching practice sessions at schools. In-depth focus group interviews were conducted to collect data, and the thematic analysis approach was adopted to analyze the data using NVivo software version 10. The results demonstrated how the STs, armed with new insights and pedagogical expertise, were invaluable collaborators in accelerating the professional development of their MTs. This collaboration was particularly evident in essential teaching competencies, such as communication, planning and organization, assessment, classroom management, and specialized knowledge and skills in the subject matter and technology. The findings reinforce the effectiveness of practicum placements in developing higher-quality in-service teacher training programs. Policymakers and authorities are encouraged to consider these findings to improve the impact of STs in practicum courses, thus promoting the overall quality of teacher education and teaching practices.
research paper
Vahid Norouzi Larsari; Farahman Farrokhi
Abstract
The realm of education has experienced significant transformation driven by swift advancements in technology, leading to the rise of virtual learning as a key instructional approach. Within this context, the Flipped Classroom (FC) model has gained prominence as a modern and innovative methodology. This ...
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The realm of education has experienced significant transformation driven by swift advancements in technology, leading to the rise of virtual learning as a key instructional approach. Within this context, the Flipped Classroom (FC) model has gained prominence as a modern and innovative methodology. This model inverts the traditional classroom structure, contrasting with conventional classroom practices by frequently incorporating instructional content through videos or PowerPoint presentations. The study investigated the effect of FC model on sixth-grade students’ self-efficacy in Iran. Employing a quantitative research approach, 100 male sixth graders aged 12-13 were chosen in accordance with their English proficiency Test scores. Then, these participants were divided into a control group, experiencingtraditional classroom teaching, and an experimental group, undergoing FC instruction using the Shad application platform. The study spanned two months, covering key English Grammar objectives. Both groups took a pre-test at the beginning, followed by 16 sessions of grammar instruction. A post-test assessed the teaching impact. Independent-Samples t-tests compared the two groups’ post-test means. The findings demonstrated a significant performance improvement in the experimental group when compared to the control group. This suggests potential benefits for educators, policymakers, and institutions in adopting FC methods to improve academic literacy and student perceptions of virtual learning.
research paper
Tahereh Movahhedi; Amir Sarkeshikian; Mohammad Golshan
Abstract
Although critical English for academic purposes (CEAP) has grown theoretically, more research is needed to explore it in more depth. This sequential mixed-methods study primarily aimed to examine whether the CEAP and traditional English for academic purposes (EAP) have different impacts on Iranian university ...
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Although critical English for academic purposes (CEAP) has grown theoretically, more research is needed to explore it in more depth. This sequential mixed-methods study primarily aimed to examine whether the CEAP and traditional English for academic purposes (EAP) have different impacts on Iranian university students' English reading comprehension, and (if yes) whether it is discipline-specific. This study also intended to explore how traditional EAP students’ preferences aligned with the CEAP principles. To this end, a sample of 100 Iranian university students of computer sciences and architecture with intermediate level of English proficiency was initially selected through convenience sampling. They were then randomly assigned to two control groups and two experimental groups, consisting of 25 participants each. Then, two piloted researcher-made reading tests were administered to all groups as a pre-test. The experimental computer sciences and architecture groups were taught using the CEAP pedagogy. Hence, the syllabus was negotiated based on the CEAP principles. The control computer sciences and architecture groups received the traditional EAP as their placebos. They were taught the curricular textbooks. After the treatment, all groups were asked to complete their posttests. Two-way ANOVA results indicated that the CEAP groups significantly outperformed the traditional EAP groups on the posttests. It was also found that the effect of the CEAP pedagogy was not discipline-specific. Additionally, the results of qualitative data analysis revealed a lack of preference for the traditional EAP programs among the interviewees in favor of the CEAP. Implications are offered for EAP teachers, students, and material developers.
research paper
Samaneh Yadollahi; Amirsaeid Moloodi; Mohammad Rahimi
Abstract
Error-tagged learner corpora are helpful resources in language teaching, providing authentic samples of learners' errors. This longitudinal study aims to investigate accuracy development in three subsequent writing performances of Iranian EFL learners across beginner, intermediate, and advanced proficiency ...
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Error-tagged learner corpora are helpful resources in language teaching, providing authentic samples of learners' errors. This longitudinal study aims to investigate accuracy development in three subsequent writing performances of Iranian EFL learners across beginner, intermediate, and advanced proficiency levels. This investigation involved developing and annotating the first error–tagged English written learner corpus for Iranian EFL learners, followed by analyzing the errors. The current corpus includes 35747 tokens from 219 written texts, manually transcribed and annotated based on the latest version of the Louvain Error Tagging Manual. A total of 6917 errors were identified. The developmental patterns of all error categories were detected using potential occasion analysis, specifically focusing on the most frequent error types (i.e., articles, noun numbers, and personal pronoun errors). The results indicated that grammar, lexical, and word redundant/missing/order errors increase significantly as proficiency levels increase. Conversely, form, lexico-grammatical, and punctuation errors exhibited a U-shaped trend, rising from beginner to intermediate levels and declining from intermediate to advanced levels.Additionally, the accuracy of article and noun number usage improved from beginner to intermediate levels but showed little or no change from intermediate to advanced levels, suggesting that higher proficiency levels did not lead to much improvement in this area. However, there was a significant decrease in personal pronoun accuracy from beginner to intermediate levels, followed by a slight increase from intermediate to advanced levels. This study reveals error patterns across different proficiency levels, offering guidance for teachers to adapt their writing instruction methods and enhance learners’ writing accuracy.
Research Paper
Behzad Nezakatgoo; Fatemeh Mirzapour; Maryam Mohseni
Abstract
Nowadays, technology plays an essential role in people’s life in general and in education in particular. Teachers’ experiences and emotions can affect technology use in classes. The present study investigated teachers’ experiences and emotions regarding integrating technology into their ...
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Nowadays, technology plays an essential role in people’s life in general and in education in particular. Teachers’ experiences and emotions can affect technology use in classes. The present study investigated teachers’ experiences and emotions regarding integrating technology into their classes. The study also explored teachers’ emotions toward institutional policies about using technology and the coping strategies they adopt for such emotions. Eleven teachers (five males and six females) from high schools of Tabriz, Iran, participated in the study. Five had a B.A., and six had an M.A. degree with teaching experience of six years. To collect data, semi-structured interviews were used. For analyzing the data, MAXQDA version 2022 was employed. The findings indicated that teachers had negative and positive experiences and emotions and employed various coping strategies to deal with their emotions. Their pleasant experiences involved accessibility of many resources, communicative learning, and improving teaching; while their unpleasant experiences included technical problems, learners’ low technological literacy, and teachers’ lack of technological training. Teachers’ debilitative emotions included being nervous, frustrated, and stressed but feeling capable, and enjoying were facilitative emotions. Besides, the teachers’ debilitative emotions toward institutional policies included feeling frustrated, and tired, and the facilitative emotions toward such institutional policies included feeling fulfillment and commitment. Teachers coped with emotions arising from the institutional policies about technology-enhanced EFL classes by asking for the help of colleagues, being patient/tolerating bad situations, and trying to control negative emotions. The present study offers some pedagogical implications for educational reformers, administrators, teacher educators, and teachers.
Research Paper
L2 Creativity
Elnaz Zariholhosseini; Sajad Shafiee; Omid Tabatabaei
Abstract
Creativity is an essential prerequisite for teaching, developing, and promoting a foreign language. Pupils show enthusiasm for learning a foreign language in a creative environment. The central goal of this research was, therefore, to inspect the variety between experienced and novice English-as-a-foreign ...
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Creativity is an essential prerequisite for teaching, developing, and promoting a foreign language. Pupils show enthusiasm for learning a foreign language in a creative environment. The central goal of this research was, therefore, to inspect the variety between experienced and novice English-as-a-foreign (EFL) instructors regarding the interplay between their creativity and students' academic success. A closed-ended questionnaire was applied to inspect EFL experienced and novice teachers' promotion of creativity. Furthermore, the cumulative grade point average (CGPA) was applied as a substitute for measuring academic accomplishment. The questionnaire was distributed among 100 experienced teachers and 100 novice teachers in some branches of Gooyesh, Jahad Daneshgahi, and Sadr language institutes in Esfahan, Iran. In addition, their students' scores were gathered at the end of intended educational courses to calculate the classes' mean scores. Therefore, the data were analyzed descriptively and inferentially using frequency, percentage, Fisher's Z transformation formula, and mean. Besides, the Pearson correlation was utilized to gauge the connections between experienced and novice teachers' promotion of creativity and their students' academic achievements. The results confirmed the beneficial relationship between the creativity of experienced and novice instructors and students' academic performance. However, there was no significant disparity in the creativity levels of experienced and novice teachers.
Research Paper
Language Skills and subskills
Davoud Amini; Mahsa Rahmani Asl; Abolfazl Ghasemzadeh
Abstract
The brain-based learning (BBL) approach refers to a learning method which attends to the structural and functional properties of the brain when involved in learning. The proponents of BBL approach in language teaching have proposed a set of strategies in line with neuroscientific findings regarding the ...
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The brain-based learning (BBL) approach refers to a learning method which attends to the structural and functional properties of the brain when involved in learning. The proponents of BBL approach in language teaching have proposed a set of strategies in line with neuroscientific findings regarding the qualities of optimal language learning. Numerous studies have attested to effectiveness of these neuroeducational techniques. The present study attempted to investigate the effect of brain-based vocabulary teaching activities on EFL learners’ vocabulary retention and recall. The participants were 60 high school students in the Iranian EFL context selected via convenience sampling. The experimental group received 14 sessions of instruction in accordance with the BBL strategies suggested by Caine and Caine (1994). The findings revealed that the brain-compatible approach to teaching L2 vocabulary improved learners’ vocabulary retention. However, the intervention failed to have a significant effect on vocabulary recall. The divergent finding regarding the recall and retention of vocabulary is attributed to the intrinsic nature of productive vocabulary in developing in the long run as a result of deep emotional and cognitive engagement. The data collected with the perception questionnaire revealed that the majority of the participants demonstrated positive attitudes toward BBL strategies. Neuroeducational strategies facilitate vocabulary learning as a result of involving learners in deep emotional and cognitive engagement. Therefore, they should make up an integral aspect of foreign language teacher education programs. It is suggested that the synergic effects of the composure of BBL strategies for L2 teaching be investigated in relation to individual differences.
Research Paper
Qualitative research
Zeena Hameed; Hamid Allami; Zia tajeddin
Abstract
Classroom interaction is the result of interplay of complex feelings and varying ideas and thoughts between the students and the teacher. As a major player, the L2 teacher can deploy different interactional resources to promote classroom interaction. Their decision to do so depends partly on their beliefs ...
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Classroom interaction is the result of interplay of complex feelings and varying ideas and thoughts between the students and the teacher. As a major player, the L2 teacher can deploy different interactional resources to promote classroom interaction. Their decision to do so depends partly on their beliefs about the role of interaction in developing second language competence. To explore novice and experienced Iraqi EFL teachers’ knowledge and experience of classroom interaction and its practical components, in-depth interview data were obtained from ten high school English teachers. The data were transcribed and analyzed through deductive content analysis. The findings revealed that while both novice and experienced teachers believed in the promotion of classroom interaction, their conceptions of the adoption and practice of interactional resources varied. The findings underscore the need for L2 teacher education that equips teachers with the necessary knowledge and skills to effectively implement interactional competence in their classrooms.
Research Paper
CALL, MALL, and other technology-related issues
Goodarz Shakibaei; Arash Hashemifardnia; Maryam Amini
Abstract
As education is remodeled to online solutions, instructors and students must adapt their teaching and learning materials. This study inspected how Iranian EFL learners' attitudes toward electronic learning, self-regulated online learning (OL), boredom, and English language achievement were affected by ...
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As education is remodeled to online solutions, instructors and students must adapt their teaching and learning materials. This study inspected how Iranian EFL learners' attitudes toward electronic learning, self-regulated online learning (OL), boredom, and English language achievement were affected by academic simplified materials. To do this, 70 intermediate volunteers were chosen using a quasi-experimental study method based on a convenience sampling method. Two experimental groups (EGs) (one for simplified texts and the other for authentic texts) were selected. Next, both groups took the pretests on general English, boredom, and self-regulated learning (SRL). Then, one group was trained in 12 simplified reading texts by online instruction, while the other group was trained in 12 authentic texts without using online teaching. After the treatment sessions, both groups took the general English, boredom, and SRL posttests. Finally, a questionnaire was administered to the subjects of the simplified group to explore their general viewpoints about applying simplification and simplified materials. The analyses depicted substantial differences amongst the posttests of the groups in favor of the simplified group. The outcomes depicted that the simplified group considerably outflanked the authentic group on the posttests. Besides, the analyses demonstrated that Iranian EFL learners had positive attitudes toward teaching simplified texts via online instruction.
Research Paper
L2 assessment
Reza Rezvani; Farshad Khadivikia
Abstract
Recent research on self-assessment (SA) has primarily dealt with its relationship with students’ scores. However, few studies have systematically explored SA in language proficiency tests. This mixed-methods study examined differences between IELTS and TOEFL applicants’ self-assessments and ...
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Recent research on self-assessment (SA) has primarily dealt with its relationship with students’ scores. However, few studies have systematically explored SA in language proficiency tests. This mixed-methods study examined differences between IELTS and TOEFL applicants’ self-assessments and their actual test scores. It also explored the sources of variations between these two assessments. The study sample included 81 IELTS (n= 51) and TOEFL (n=30) candidates. Data collection involved the applicants' self-assessments, their test scores, and semi-structured interviews. Quantitative data was analysed using correlation and regression analyses, while qualitative data was examined through thematic content analysis. The statistical analysis revealed moderate to moderately high correlations between self-assessed scores and actual test scores. Self-assessments in speaking, reading, and writing for both IELTS and TOEFL showed strong correlations with test scores. However, self-assessments in listening were only moderately correlated with actual test scores of both IELTS and TOEFL. In addition, regression analyses indicated that self-assessments in reading, speaking, and writing for IELTS, as well as reading and speaking for TOEFL, were significant predictors of test scores. On the other hand, self-assessments in listening for both IELTS and TOEFL, as well as TOEFL writing, were poor predictors of actual test scores. Furthermore, qualitative data analysis highlighted the influence of factors such as experience, psychological aspects, linguistic abilities, background knowledge, and feedback in explaining the variations between self-assessments and actual test performance. In conclusion, the paper discusses the findings and implications of the study in the context of language proficiency testing.
Research Paper
Elfinesh Berhe G/hiwot; Alamirew G/Mariam G/Micheal
Abstract
This study aimed at investigating how the reading abilities of ninth-grade Ethiopian students were related to their use of metacognitive reading strategies. A mixed-methods design was employed, incorporating data-gathering instruments such as the TOEFL Reading Comprehension Test, the Metacognitive Reading ...
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This study aimed at investigating how the reading abilities of ninth-grade Ethiopian students were related to their use of metacognitive reading strategies. A mixed-methods design was employed, incorporating data-gathering instruments such as the TOEFL Reading Comprehension Test, the Metacognitive Reading Strategies Inventory (MARSI), and semi-structured interviews. 150 students (68 men and 82 women) took part in the reading test and filled out the questionnaire. Among them, six were interviewed. The findings indicated a significant relationship between the utilization of metacognitive reading strategies by ninth-grade Ethiopian students and their reading proficiency, displaying a moderate level of correlation. The utilization of global and problem-solving reading strategies by students showed a significant correlation with their reading performance, whereas no correlation was detected between students' use of support reading strategies and their reading performance. Regarding strategy preferences, the research revealed that high and medium achievers predominantly employed problem-solving strategies, followed by global and support strategies. On the other hand, low-achieving students used global reading strategies relatively more frequently, followed by support and problem-solving strategies. The qualitative data also corroborated the quantitative data, revealing that high achievers demonstrated a more advanced understanding of metacognitive reading strategies, particularly problem-solving and global strategies, than did middle- and low-achievers. Similarly, mid-achievers showed a better understanding of these strategies than low-achievers.
research paper
Leila Dobakhti; Pedram Judi
Abstract
Teacher resilience is an important topic in the world of education, especially given the numerous obstacles and stresses that teachers face daily. The term "resilience" has been used to explain why certain individuals seem to cope well with difficult circumstances. This mixed-methods study aimed to investigate ...
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Teacher resilience is an important topic in the world of education, especially given the numerous obstacles and stresses that teachers face daily. The term "resilience" has been used to explain why certain individuals seem to cope well with difficult circumstances. This mixed-methods study aimed to investigate the relationship between Iranian EFL teachers' Resilience and Overqualification, and their Work Alienation and Positive Organizational Behavior. The participants included 199 (96 male and 103 female) Iranian EFL teachers, most of whom had bachelor's and master's degrees and worked for private institutes. To determine the relationship between the factors, a 40-item survey was administered while interviews were conducted to determine the participants' perceptions. The results showed no significant relationship between overqualification and teacher resilience. However, there were significant negative and positive correlations between work alienation and positive organizational behavior with teacher resilience. The findings can improve our understanding of the factors that can enhance teacher resilience and consequently promote positive teaching practices.
