جواد زارع

The study aimed to examine whether and the extent to which children’s self-concept of ability is predicted by their gender, parental and teacher’s beliefs. Next, this study aimed to investigate whether and the extent to which children’s dictation performance in their native language is predicted by their gender, parental and teacher’s beliefs, and self-concept of ability. Finally, the study investigated whether and to what extent children’s reading performance in their native language is predicted by their gender, parental and teacher’s beliefs, and self-concept of ability. A total of 89 Iranian Persian-speaking elementary school fourth-graders, along with their parents and teachers, took part in the study. Five instruments were used in the study: two tests measuring the students’ reading and dictation levels in their native language, one questionnaire assessing the children’s reading and dictation-related self-concept of ability, and two questionnaires assessing the teachers’ and parents’ beliefs regarding reading and dictation level of children. Descriptive statistics, correlation, and multiple regression were run to analyze the data. The findings indicate that children’s self-concept of ability is affected by parental and teacher’s beliefs. Moreover, the results showed that children’s dictation performance is affected by their gender, self-concept of ability, parental and teacher’s beliefs. Finally, the study showed that children’s reading performance is affected by their gender, parental and teacher’s beliefs. Overall, the findings of the present study highlight the importance of children’s self-concept of ability and teachers and parents’ awareness of how their beliefs benefit students’ attainment and development of self-concept of ability.

Technology-mediated instructional activities have received increasing attention in second language acquisition (SLA) studies. Yet, research on the role of technology in language learners’ emotional intelligence has been limited. More specifically, the role of data-driven learning (DDL) using concordancing, as a technology-mediated approach to learning English, in developing emotional intelligence has been left unattended. Through a mixed-methods explanatory sequential design within a quasi-experimental comparison group pretest-posttest design, the present study examined if DDL statistically significantly influenced the English learners’ trait emotional intelligence (TEI) and its attributes, including emotionality, self-control, well-being, and sociability. The results of questionnaires, open-ended surveys, and semi-structured interviews with 92 female undergraduate English learners indicated that DDL did not statistically significantly influence their TEI and its attributes. However, in terms of well-being, learners in the experimental group were slightly higher than learners in the control group. Finally, analysis of the qualitative data pointed to an increase in the learners’ TEI through enhancing self-confidence, stress management, and emotional perception.

This study investigated rhetorical functions and their associated linguistic realizations in English review article abstracts. The analysis was based on a corpus of 100 English review article abstracts from linguistics and applied linguistics disciplines and followed a corpus-driven discourse analytic top-down approach. MAXQDA and WordSmith were used to code the moves and analyze their associated sub-corpora, respectively. The results of calculating range and frequency distributions showed that English conceptual review article abstracts use a rhetorical structure, different from that of research paper abstracts. This rhetorical organization is realized through a different set of moves, namely 1) establishing the territory or area of study, 2) identifying the problem, 3) introducing the present research, 4) organizing the paper, and 5) concluding or reflecting. Moreover, each move was realized through a distinct set of sub-moves. In terms of range, the moves dealing with purpose and structure were the most widely present moves; in terms of frequency distribution, the move dealing with structure was the most frequent. Furthermore, the highly frequent use of plural self-mentions indicates that in review article abstracts the emphasis is on research as a group activity inclusive of the researcher(s) and objects of study. In addition, the presence of ‘establishing the territory’, together with ‘identifying the problem’ can be seen as an attempt to sell the research. Finally, the prevalent use of the five moves showed that most review article abstracts are indicative-informative in function

This study was an attempt to explore the reading strategy use of Iranian M.A. students across three different fields of study. Eighty-two M.A. students of power engineering, physics, and communicationwere selected by a Nelson test and the reading comprehension section of a TOEFL. The reading comprehension section of the TOEFL served also as a specific task which helped participants report their strategy use. Both qualitative, think-aloud, and quantitative, SORS, procedures were used totap the participants’ use of reading strategies and to complement the findings. The results of these two procedures indicate that the use of overall, global, problem-solving, and support strategies by Iranian M.A. students was slightly different across different fields of study. Problem-solving and support strategies were the most and the least frequently used strategies, respectively. Moreover, reading strategy useof Iranian M.A. students,studying power engineering, physics, and communication was not related to their academic fields of study.