ضرغام قپانچی

This study aimed to overcome the researchers' extreme attention to essentially qualitative methods in research on language learners' imagined communities and move towards quantification in order to achieve a more tangible image of this construct. To do so, the present researchers followed three main phases. First, a hypothesized model of language learners' imagined communities with eight components was developed for the Iranian context based on the wide-ranging readings of the literature on imagined communities, consultations with experts and interviews with language learners. Second, a questionnaire was developed and validated based on the model to represent its components. Finally, the data collected through the questionnaire were fed into the model to see to what extent the model fit the data. The initial results showed poor values; however, the model was trimmed by removing one item from the questionnaire, and final statistical indices showed that the model was fit.

The aim of this paper was to investigate the role of two cognitive factors, namely, personality traits and narrative writing intelligence (NWI) in L2 writing. The total of 416 English learners participated in this study in two different phases.<br /> For the purpose of this study, a narrative writing intelligence scale (NWIS) was designed and used to score the writings of the first group of participants which included 200 Iranian learners of English in an EFL institute. The first writing task, which was a film recounting, contributed to designing this scale. Randall’s (1999) definition of narrative intelligence was the guideline to design the primary draft of NWIS. All 200 written film recounting were scored by this scale. The scores were transferred to SPSS 18.0. and Exploratory Factor Analysis was run. NWIS’ construct validity and reliability were confirmed. Moreover, the underlying dimensions causing correlation among the observed variables were reduced in three factors which account for 57.47% of the variance of the scale. The factors were named as Unity of the plot, Identification (of characters, objects, and ideas), and Voice and Rhetoric. <br /> The second group, who were female university students of EFL, were given two tasks, namely, writing a memory and filling Big-Five Personality test. Their writings were evaluated twice; once by employing the NWIS and once by a tailor-made writing scoring guide taken from Weigle’s (2002) guideline. Transferring all scores to Amos. 20, a SEM model was proposed by the researchers. The result shows the proposed model has good fit indices.

By growth of technology in the field of education, many virtual universities have been established and at a same time, using e-learning has been increased in the universities. In the present study, a mixed method was used as a methodology. In the quantitative phase it initially sought to empirically examine the students' attitudes toward e-learning in Ferdowsi university of Mashhad, virtual campus. Then, the attitudes of MA students' majoring in English translation and English teaching (English group) were compared to M.Sc. students' attitudes majoring in four engineering majors (Engineering group). A total 80 virtual students (37.5% English language group and 62.5% Engineering group) who were using e-learning and were in the last year of education participated in the study. A valid and reliable questionnaire which was adopted from Vatanparast, Royani and Ghasemi in 2009, was used to investigate students' overall attitude toward e-learning. In the qualitative phase, two open ended questions were added at the end to investigate students' views and experiences in using e-learning. According to statistics, the overall attitudes of students toward e-learning was positive and there was no significant difference between students' attitude majoring in English language and students' attitude majoring in Engineering. However, in qualitative section the students mentioned essential difficulties and gave challenging comments for more effective learning based on their experiences during these years.

The present exploratory study aimed to provide a more tangible and comprehensive picture of the construct of investment in language learning through investigating the issue from a quantitative perspective. To this end, the present researchers followed three main phases. First, a hypothesized model of investment in language learning with six components was developed for the Iranian English as a foreign language (EFL) learners based on the extensive readings of the literature on investment, consultations with a panel of experts, three university professors in the relevant fields, and interviews with 20 language learners. Second, a questionnaire was developed and validated based on the proposed model to represent its components. Finally, the data collected through this questionnaire were fed into the model to see to what extent the model fitted the data. The participants were male and female English language learners belonging to different age groups and English language proficiency levels.The initial results showed poor values; however, the model was trimmed by removing one item from the questionnaire, and final statistical indices showed that the model fitted the data.

Drawing on Norton Peirce's (1995) theory of investment and Darvin and Norton's (2015) expanded the model of investment, the present study aims to research investment in second language (L2) learning among Iranian English language learners. The participants included 852 male and female English language learners belonging to different age groups and English language proficiency levels. A 42-item questionnaire, developed and validated by the present authors (forthcoming), was administered online and by hand. The results showed that Iranian English as a Foreign Language (EFL) learners moderately invested to learn English language and that there were significant differences in the extent of investment between male and female participants and different language proficiency levels (low- and high-proficiency learners). Moreover, the results of the study demonstrated that there was no significant difference in the extent of investment between different age groups (teenage and adult ones). The study concludes with suggestions for future research on investment in L2 learning and a discussion of how such research can impact language education policy in EFL contexts.