امید طباطبایی

امید طباطبایی

مطالب
ترتیب بر اساس: جدیدترینپربازدید‌ترین

فیلتر های جستجو: فیلتری انتخاب نشده است.
نمایش ۱ تا ۱۹ مورد از کل ۱۹ مورد.
۱.

Applying IRT Model to Determine Gender and Discipline-based DIF and DDF: A Study of the IAU English Proficiency Test

نویسنده:
منبع: International Journal of Language Testing, Volume ۱۴, , Issue ۱, March ۲۰۲۴ 56 - 74

کلید واژه ها: Differential Distractor Functioning (DDF) Differential Item Functioning (DIF) English Proficiency Test (EPT) Item response Theory (IRT) Test Bias

حوزه های تخصصی:
تعداد بازدید : ۷۱ تعداد دانلود : ۵۸
The purpose of this study was to examine gender and discipline-based Differential Item Functioning (DIF) and Differential Distractor Functioning (DDF) on the Islamic Azad University English Proficiency Test (IAUEPT). The study evaluated DIF and DDF across genders and disciplines using the Rasch model. To conduct DIF and DDF analysis, the examinees were divided into two groups: Humanities and Social Sciences (HSS) and Non-Humanities and Social Sciences (N-HSS). The results of the DIF analysis showed that four out of 100 items had DIF across gender, and two items had discipline DIF. Additionally, gender DDF analysis identified one item each for Options A, B, and C, and four items for Option D. Similarly, the discipline DDF analysis revealed one item for Option A, three items for Option B, four items for Option C, and three items for Option D. The findings of this study have significant implications for test developers. The identification of potential biases in high-stakes proficiency tests can help ensure fairness and equity for all examinees. Furthermore, identifying gender DIF can shed light on potential gender-based gaps in the curriculum, highlighting areas where male or female learners may be disadvantaged or underrepresented in terms of knowledge or skills.
۲.

Effects of Teacher vs Grammarly Feedback on Iranian EFL Learners' Writing Skill

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۱۱, Issue ۴۵, Summer ۲۰۲۳ 85 - 97

کلید واژه ها: Automated writing feedback Grammarly L2 learners second language writing

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تعداد بازدید : ۱۳۶ تعداد دانلود : ۸۰
Among four language skills, writing is a complex and demandingcognitive process.Writing is an important tool in evaluationwhere English proficiency needs to be assessed. The present study aimed to explore the impact of feedback provided by Grammarly Software compared to teachers’ feedback on the writing ability of Iranian EFL learners. Through the nonrandom sampling method, 60 intermediate male and female EFL learners were selected, then they were randomly assigned to two main groups: the experimental and control group. The participants were administered the Oxford Placement Test (OQPT), Pretest of Essay Writing, Grammarly software program, Posttest of Essay Writing, and an attitude questionnaire in ten sessions. The data gathered from the comparison of pretest and posttest revealed that the experimental group members outperformed those in the control group, meaning that the Grammarly software program positively affected the EFL learners' writing ability. The results might have implications for language teachers, learners, and materials developers.
۳.

Iranian Students’ Emotional Perceptions of the Effects of Interactive Tasks on Self-Monitoring, Self-Regulation, and Willingness to Communicate

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۱۱, Issue ۴۵, Summer ۲۰۲۳ 35 - 52

کلید واژه ها: Interactive task Self-monitoring strategy Self-regulation strategy Willingness to communicate strategy

حوزه های تخصصی:
تعداد بازدید : ۱۰۰ تعداد دانلود : ۹۵
Engagement and interaction have recently been considered practical activities essentially in educational settings. Due to the importance of this notion, this research paper reviewed the qualitative study aimed to find out the evaluation of Iranian EFL students’ emotional attitudes and perceptions towards interactive tasks on self-monitoring, self-regulation, and willingness to communicate in learning. Accordingly, the study as personality assessment developed the semi-structured interviews with 40 students in an experimental group and 40 students in a control group to explore students’ motivational beliefs and their attitudes towards interactive tasks influencing their performance in learning and assisting them to communicate successfully. Based on the attitudinal analysis as the results of this study, using the Transcribed Interview Sample with coding (an extract) clearly identified that students with interactive tasks mainly outperformed those with regular instruction. Furthermore, the findings of the research indicated that students’ achievement was improved in terms of their motivation, autonomy, and empowerment as contributed to their learning. However, this study revealed that teachers could increase the academically collaborative talk as well as social-emotional behavior of students in their teaching and learning environments to share feeling safe, taking risks, and enjoy constructive effects.
۴.

Effects of Yoga, Visualization, and Rosetta Stone Software on English Achievement of Iranian Senior Citizen EFL Learners

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۱۰, Issue ۴۰, Spring ۲۰۲۲ 53 - 65

کلید واژه ها: Rosetta Stone Software Senior Citizens Visualization Yoga

حوزه های تخصصی:
تعداد بازدید : ۳۳۹ تعداد دانلود : ۱۱۳
The present study aimed at investigating the effects of applying yoga, visualization, and Rosetta Stone software on English achievement of Iranian senior citizen EFL learners. Prior to this study, the homogeneity of the learners was checked through conducting Oxford Quick Placement Test (OQPT). Consulting the rating scale of OQPT, 30 female elementary level senior citizen EFL learners between the ages of 55 and 65 were selected to take part in the study. The participants sat for an English achievement test designed based on their textbook. They were, then, assigned to two groups of control and experimental. The members of the experimental group were taught English while practicing yoga, visualization, and applying Rosetta Stone software program, whereas their counterparts in the control group were taught via the conventional method of teaching English in the elderly day-care center. The procedure lasted for 30 sessions during the three-month treatment. Afterwards, the posttest which was similar to the pretest was administered to unravel the effect of the treatment. They were also given an attitude questionnaire to uncover their attitude towards the applied instruments. The results of the study indicated that the members of the experimental group outperformed those of the control group in terms of their English learning. The results of the attitude questionnaire demonstrated that they had positive attitudes towards the use of yoga, visualization, and Rosetta Stone software in learning English. The results of this study may offer implications for EFL teachers, curriculum designers, day-care centers of the elderly, well-fare organizations, and language schools.  
۵.

Barriers for Integrating Information Communications Technology into English for Specific Purposes: A Review of Current Studies

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۰, Issue ۴۳, ۲۰۲۲ 223 - 236

کلید واژه ها: Information Communications Technology (ICT) First-order barriers English for Specific Purposes (ESP) Second-order barriers instruction

حوزه های تخصصی:
تعداد بازدید : ۱۱۹ تعداد دانلود : ۹۹
This study aims to report on the literature related to the barriers to ICT (Information Communications Technology) integration into ESP (English for Specific Purposes) instruction that hinder promoting ESP instruction through this integration. The literature review has also shed light upon ways of addressing these barriers. To meet this end, the paper begins with discussing a review of some of the important Iranian and international studies on barriers to ICT integration in ESP instruction and then the paper highlights a number of first-order, second-order barriers, and ways of addressing them to help in promoting and changing traditional ESP instruction and materials. It is suggested that this review could be useful for those who make decisions about the ESP courses, for ESP material developers, and for ESP teachers to change from traditional ESP instruction, which is teacher-centered and text-based, to a new ESP instruction through ICT integration. This review has also implications for practice. Change is mostly challenging; reporting a review of previous studies on barriers to ICT integration at the tertiary level and proposing ways of addressing them may help defeat the barriers and may enhance acceptance of new ESP teaching and learning methods.
۶.

Test-taking Strategies Used by Successful Iranian Male and Female University Entrance Exam EFL Applicants

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۴, Spring ۲۰۲۱ (۱) 69 - 80

کلید واژه ها: Test-taking strategies University Entrance Exam high-stake tests Iranian freshman EFL students

حوزه های تخصصی:
تعداد بازدید : ۲۴۸ تعداد دانلود : ۱۳۷
This study aimed at identifying the most frequent test-taking strategies used by successful Iranian male and female university entrance exam EFL applicants. To this end, 150 English major male and female freshman students who got admission to three reputable state universities of Isfahan, Shiraz, and Tehran were selected conveniently and purposively. The model used in this study was developed by Barati (2005) consisting of planning, monitoring, evaluation, and test-wiseness strategies. After selecting the participants, the modified questionnaire developed based on Barati’s test-taking strategy taxonomy was distributed among the participants. Based on the analysis of results, it was revealed that the EFL learners made frequent use of planning, monitoring, evaluation, and test-wiseness strategies, but only the level of use of planning and monitoring strategies reached statistical significance. Moreover, male and female EFL learners were only significantly different in their use of evaluation strategies, but in terms of using planning, monitoring, and test-wiseness strategies, males and females were not significantly different from one another. The findings of the study bear useful implications for EFL learners, teachers, materials designers, and test constructors.
۷.

Washback Effect of EPT on Iranian PhD Candidates' Attitudes Toward Learning Materials

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۹, Winter ۲۰۲۱ 11 - 26

کلید واژه ها: washback English Proficiency Test (EPT) Learning Materials PhD Candidates

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تعداد بازدید : ۴۶۶ تعداد دانلود : ۱۴۴
Washback or backwash, used similarly, has been defined as the impact of testing on curriculum design, teaching practice, and learning behaviors. Iranian PhD candidates’ performance on this exam is required to pursue PhD study; therefore, degrees of washback both at the micro and macro levels are at stake. Despite the importance of this exam for the candidates, it seems that studies on washback and specifically washback effect of EPT on Iranian PhD candidates’ learning materials has not been given adequate attention in Iran. Given this, the present study attempts to examine the washback effect of EPT on Iranian PhD candidates’ learning materials. Based on sequential design, two phases of data collection were conducted with a two-week interval. In the first phase, attitude questionnaire was administered to 200 Iranian PhD candidates at Islamic Azad University, Isfahan (Khorasgan) branch. In the second phase of the study, 20 Iranian PhD candidates were interviewed. Finally, the collected data from both the questionnaires and the interviews were analyzed via quantitative and descriptive analysis, respectively. The results of the study revealed both positive and negative washback impacts on learning materials. The findings of the study have practical implications for language teachers in general, and EFL language teachers, syllabus designers, and material developers in particular.
۸.

Impact of Googling Techniques on Deaf and Hearing-Impaired Students’ L2 Writing Performance

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۸, Autumn ۲۰۲۱ 95 - 107

کلید واژه ها: Deaf and hearing-impaired deaf community error categorization error dentification Syntactic Errors

حوزه های تخصصی:
تعداد بازدید : ۳۳۷ تعداد دانلود : ۱۷۸
This study aimed to investigate the syntactic errors that the Iranian deaf and hearing-impaired (DHI) make in their L2 writings. To this purpose, 60 male and female Iranian DHI students with different social status were selected, through convenience sampling procedure, as participants from among the students of a deaf community in Bandar Abbas, Iran. Their general writing performance was assessed through a proficiency test (pre-test) before they received a six-week writing instruction, in which they were provided with model written utterances and common syntactic points such as sentence order, word order, subject/verb agreement, etc. At the end of the treatment, they were given two topics and asked to write short paragraphs (post-test). Then, different syntactic errors were spotted, analyzed and categorized based on Keshavarz’s linguistic taxonomy of errors. The obtained results indicated that the writing quality of the participants improved from pre-test to post-test. It was also found that majority of the participants committed more syntactic omission errors than syntactic addition errors and syntactic substitution errors. It was further found that syntactic errors in written language were not affected by the gender and social class of the participants. The findings of this study provide empirical evidence for teaching syntactic order to deaf and hearing-impaired students in order to enhance their L2 writing performance.
۹.

Representation of Ideological Assumptions in Iranian EFL Textbooks with Reference to Critical Pedagogy and Critical Metaphor Analysis

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۶, Summer ۲۰۲۱ 145 - 151

کلید واژه ها: Critical Pedagogy Conceptual Metaphor Discourse Critical Metaphor Analysis

حوزه های تخصصی:
تعداد بازدید : ۳۳۴ تعداد دانلود : ۲۶۰
This qualitative study aimed at critically analyzing the curricular materials for the teaching of English in Iran. The objective was to evaluate the adequacy of the content and ideological assumptions of EFL textbooks, focusing on the conceptual metaphors related to the concept of success. The study was conducted within the frameworks of Critical Pedagogy and Critical Metaphor Analysis (CMA). The spirit of these two approaches lies in their rejection of all forms of domination, establishment of a theoretical discourse that enables social action, and detection of the hidden relationships between language, power and ideology through metaphorical encodings. To achieve the objective of the study, the analytical tools proposed by Chartres-Black were employed. The results of material analysis revealed that preparation and imposition of cultural materials may create situations in which identity conflict and violence are inevitable, and that the avoidance of such situations requires educators to intervene, with a mentality that education is liberating practice.  
۱۰.

Content Evaluation of Iranian EFL Textbook Vision 1 Based on Bloom’s Revised Taxonomy of Cognitive Domain

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۸, Issue ۲۹, Spring ۲۰۲۰ 11-24

کلید واژه ها: Bloom's Revised Taxonomy Cognitive domain Content Analysis Textbook Textbook Evaluation Thinking Skills Vision 1

حوزه های تخصصی:
تعداد بازدید : ۳۷۵ تعداد دانلود : ۲۴۱
Textbooks are considered as the common features of the classrooms and are important means to make contributions to curricula. Therefore, their contents are very essential to develop the adequate curriculum planning. A textbook analysis is a means by which different features of the textbooks can be analyzed and hence their effectiveness is validated. This study set out to evaluate the content of Vision 1, the textbook of Senior High School, grade 1, in order to investigate in which six levels of cognition in Bloom’s (2001) Revised Taxonomy of Cognitive Domain the activities of the four skills of Listening, Speaking, Reading, and Writing would be graded. Thus, the activities of the textbook were codified based on the coding levels in Bloom's Revised Taxonomy of Cognitive Domain. Then, the data were analyzed and the frequencies and percentages of occurrence of various codes related to the cognition levels in Bloom’s Taxonomy were calculated. The results of the study did not detect any evidence for the presence of higher levels of the cognition and thinking process in the textbook activities related to the four skills. In other words, all activities in the domain of Listening, Speaking, Reading, and Writing were classified in low levels of cognition, namely Remembering, Understanding, and Applying and failed to nurture the students for high levels of thinking skills. The findings provided some supports for supplying complementary materials by the teachers in order to train the learners for higher levels of the cognition.
۱۱.

Impact of Using YouTube Videos on Iranian Intermediate Male and Female EFL Learners' Listening Skill Development

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۷, Issue ۲۸, Winter ۲۰۱۹ 75-83

کلید واژه ها: listening comprehension instructional movies Technology MULTIMEDIA YouTube

حوزه های تخصصی:
تعداد بازدید : ۴۱۸ تعداد دانلود : ۱۸۵
This study aimed at investigating the effect of instructional YouTube videos on Iranian male and female EFL learners' listening comprehension. It was conducted with 60 male and female intermediate male and female EFL learners. The Oxford Quick Placement Test (OQPT) was used to measure the participants’ language proficiency to make sure about homogeneity of the participants. The participants were assigned into two experimental groups and two control groups based on their gender. Then, the experimental groups received instructional YouTube clips, but the control group received the same material without YouTube clips. A pre-test post-test quasi-experimental design was adopted for the purpose of doing this research study. The findings represented that the experimental groups had a significantly higher performance than the control groups and there was no significant difference between male and female learners. The findings of the study offer some practical implications for EFL teachers, learners, curriculum planners, and teaching methodology.
۱۲.

The Impact of Electronic vs. Human Observer Feedback on Improving Teaching of Translation Skills to Iranian EFL Students(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Linguistics (IJAL) Vol. ۲۲, No. ۱, March ۲۰۱۹ 154-196

کلید واژه ها: Electronic observer feedback human observer feedback translation skills translation software

حوزه های تخصصی:
تعداد بازدید : ۴۰۱ تعداد دانلود : ۲۰۰
In the area of teaching translation, investigating the effectiveness of technological solutions in developing translation skills is both timely and in demand. As the first step, one can try to explore feedback generated by machines compared to humans. The purpose of this study was to examine the impact of electronic feedback provided by the designed translation software on the translation skills of Iranian EFL students compared to the feedback given by an expert human observer. To this end, 60 intermediate male and female students were selected as participants after the administration of Oxford Placement Test (OPT), followed by a translation skill test as pretest and posttest. The analysis of the pretest and posttest data revealed that after receiving the two types of feedback, both groups performed significantly better on posttest. Further analysis of the data, however, indicated that sustained electronic observer feedback was superior to human observer feedback in terms of developing translation skills. It can be discussed that taking advantage of an efficient electronic tool which enjoys the potential of providing some feedback would drive the focus away from the repetitive mistakes and frees up the time and focus on students’ personal problems. The findings may have implications for translation education, training, and practice.
۱۳.

The Assessment of Pragmatic Knowledge in the Online General IELTS-Practice Resources: A Corpus Analysis of Writing Tasks(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Linguistics (IJAL) Vol. ۲۱, No. ۲, September ۲۰۱۸ 133-162

کلید واژه ها: Band score Functional knowledge General IELTS Pragmatic knowledge Register Sociolinguistic knowledge Task one Task two writing

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تعداد بازدید : ۴۰۲ تعداد دانلود : ۲۸۴
Motivated by the concept of Communicative Language Ability and the eminence of the IELTS exam, this study intended to scrutinize the representation of functional knowledge (FK) and socio-linguistic knowledge (SK) as sub-components of pragmatic knowledge in the writing performances of both tasks of the online General IELTS-practice resources across three band scores. This quantitative inter-scores/intra-tasks and inter-tasks investigation aimed to reveal firstly whether the writers of three band scores 7, 8, and 9 differed from each other in their FK and SK level, and secondly whether the tasks differed in activating them. This study adopted a taxonomy of five illocutionary acts and 20 register features to investigate representation of FK and SK in a well-established corpus of 180 writing performances through both manual analysis and Multidimensional Analysis Tagger software. While the results of statistical analyses revealed no FK differences between the bands in task one (T1), T2’s higher bands involved more functional features because of the expression of a diverse range of psychological states, no speaker’s involvement, and less commitment to a future course of actions. Furthermore, socio-linguistically, band 9 scripts encompassed more logical relations, but conversational and spoken style in T1 and more integration, less simplified structures and ego-involvement in T2. The inter-task analyses uncovered T1’s greater activation of FK through self-mentions, others involvement, emotion, and intention expression. Nevertheless, when it came to SK register features, T2 overdid in both spoken and written genre elements except in persuasion, writers’ involvement, mental acts expression, and interactive discourse creation.
۱۴.

Relationship between Autonomy and Listening Comprehension Ability among Iranian EFL Learners

نویسنده:
منبع: International Journal of Foreign Language Teaching & Research, Volume ۴, Issue ۱۳, Spring ۲۰۱۶ 33 - 46

کلید واژه ها: autonomy Listening Comprehension Ability Gender proficiency level Iranian EFL learners

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تعداد بازدید : ۳۳۱ تعداد دانلود : ۱۶۵
This study aimed at investigating the possible impact of gender and proficiency level on the relationship between autonomy and listening comprehension ability among Iranian low and high proficiency male and female EFL learners. One hundred six English learners, based on the results of Oxford Placement Test (OPT), version II, took part in this study. Both female and male learners with the age range of 13 to 29 from two girl language institutes in Khomeynishahr and one boy school in Shahrekord participated in the study. The instruments of the study consisted of an OPT, an autonomy questionnaire, and two listening comprehension tests. First of all, the participants were required to take the OPT and autonomy questionnaire and then in a different session they were asked to sit for the listening comprehension tests. The collected data were analyzed by means of SPSS and the results of statistical analysis indicated that (1) gender could not modify the relationship, (2) proficiency level, on the other hand, had a significant effect on the relationship between autonomy and listening comprehension ability and those with higher proficiency outperformed the lower proficiency learners. The findings of this study could have implications for learners, teachers, and material developers.
۱۵.

Relationship between L2 Learners' Autonomy and Their Cognitive Style: Reflectivity in Focus

نویسنده:
منبع: International Journal of Foreign Language Teaching & Research, Volume ۳, Issue ۹, Spring ۲۰۱۵ 17 - 26

کلید واژه ها: Cognitive style Reflectivity autonomy Descriptive statistics Correlation analysis Iranian EFL learners

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تعداد بازدید : ۳۷۱ تعداد دانلود : ۱۵۰
This study aimed to determine the relationship between L2 learners' autonomy and their cognitive style focusing on reflectivity. It was conducted with 140 Iranian M.A. EFL learners from Department of English at Islamic Azad University of Najafabad. In order to have a homogeneous sample, the second version of Quick Placement Test (QPT) was administered. Then, 85 lower and 50 higher proficiency students were selected based on the scoring level chart of the QPT. In order to estimate participants' autonomy, the Learner Autonomy Questionnaire was administered. Then, the Eysenck Personality Questionnaire was used to determine the participants' degree of reflectivity. To answer the research questions descriptive statistics and correlation analysis were employed. The results revealed that, 1) There was a weak positive relationship between low proficiency L2 learners' level of autonomy and their degree of reflectivity, 2) There was a strong positive relationship between high proficiency L2 learners' level of autonomy and their degree of reflectivity. Finally, the implications of the study for EFL teachers, learners and syllabus designers were discussed.
۱۶.

The Effect of Blended Teaching on Reading Strategy Use by Iranian EFL Learners

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۳, Issue ۱۱, Autumn ۲۰۱۵ 25 - 38

کلید واژه ها: Blended Learning CALL Internet Reading Comprehension reading strategy

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تعداد بازدید : ۳۵۹ تعداد دانلود : ۳۵۱
The present study investigated the effect of blended online and face-to-face instruction on the use of reading strategies by Iranian EFL learners. Out of 100 pre-selected learners, 60 homogeneous participants were identified as intermediate, according to their scores on the Oxford Placement Test. The participants were assigned to experimental (n=30) and control (n=30) groups. Then, a pretest was administered to assess participants’ current knowledge of reading comprehension. Both groups received a 7-session reading instruction. Whereas the experimental group was subjected to blended online environment where they could take advantage of Nicenet platform, the participants in the control group received materials, instruction and feedback through traditional methods in the classroom. After the experiment, the participants were required to take a reading comprehension test similar pretest as the post-test. In order to compare the frequency of reading strategy use by the experimental and control groups, the participants in the two groups were asked to fill out the Reading Strategies Questionnaire both before and after the experiment. The results of t-test between pre- and post-test showed that there is a significant difference between the experimental group and the control group in using the reading strategies.The findings of this study could help EFL teachers and syllabus designers gain insights into the processes learners go through when reading.
۱۷.

Promoting EFL Learners' Reading Comprehension Skills through Dynamic Assessment Using Guthke's Lerntest Approach

نویسنده:
منبع: International Journal of Foreign Language Teaching & Research, Volume ۲, Issue ۵, Spring ۲۰۱۴ 35 - 42

کلید واژه ها: DA reading comprehension ability Zone of Proximal Development

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تعداد بازدید : ۲۹۷ تعداد دانلود : ۲۳۴
The current study was intended to investigate the impact of Dynamic Assessment (DA) on promoting reading comprehension ability of Iranian male and female EFL learners, focusing on Guthke's Lerntest approach. In this study, the researcher used DA which unifies instruction with assessment to provide learners with mediation to promote their hidden potential during assessment. In this action research project, Guthke's Lerntest approach was used to develop the reading comprehension skill classes that integrated mediation with assessment to support 60 Iranian EFL learners' reading skill. The Guthke's lerntest approach and the mediation design are presented in detail in this article. The participants' reading scores are presented to show the effect of Guthke's Lerntest approach on promoting Iranian EFL learners' reading performance. In addition, the participants' pre and post-test scores were compared to determine whether the participants revealed significant progress after receiving Guthke's Lerntest approach in reading comprehension setting. The findings showed that participants of experimental group significantly outperformed the one in the static way. In conclusion, the results of the study revealed that employing the Guthke's Lerntest approach can offer a new condition to enhance the EFL learners' reading comprehension ability and that doing research in this field can be beneficial for EFL learners, English instructors and other researchers in other fields. 
۱۸.

Gender-based Study of Learners' Reading Ability Through Dynamic Assessment (DA): Guthke's Lerntest approach in focus

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۲, Issue ۷, Autumn ۲۰۱۴ 47 - 53

کلید واژه ها: dynamic assessment 039 s Lerntest approach reading ability Zone of Proximal Development

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تعداد بازدید : ۲۷۵ تعداد دانلود : ۱۵۳
The intention of the present paper is to seek whether gender has any impact on the effectiveness of applying Guthke's Lerntest approach in reading comprehension. For this purpose, after selecting 60 intermediate EFL learners, they were arbitrarily categorized to four clusters of males and females, two experimental and two control groups, each consisting of 15 male and 15 female learners. Both control and experimental groups took part in a reading performance class, but just the main groups (experimental) were subjected to interventionist model of dynamic assessment (DA) on their reading tests, and control groups were assessed through static testing method. A pretest and a posttest were given to the intermediate level and, a questionnaire comprising 16 items was given to the experimental groups to elicit their attitudes towards the application of Guthke's Lerntest approach. To examine the hypotheses of the current research, independent t-test and Likert -scale were used. The results of the study revealed that EGM and EGF learners were not very much different with regard to their performances on the reading post-test. In addition, the learners held highly positive attitudes towards DA practices in their EFL setting.
۱۹.

The Effect of Story Mapping on Writing Performance of Iranian EFL Learners

نویسنده:
منبع: International Journal of Foreign Language Teaching & Research, Volume ۱, Issue ۱, Spring ۲۰۱۳ 57 - 70

کلید واژه ها: Story mapping L2 writing personal narratives writing components metacognitive strategies

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تعداد بازدید : ۲۱۳ تعداد دانلود : ۲۱۷
Although story mapping strategy has been shown to be beneficial in many reading comprehension classes, the benefits of this technique have not been thoroughly investigated in L2 writing research. The small number of previous studies (e.g., Li, 2007; Brunner, 2010) have found the potential benefits of using story mapping strategy on students’ writing performance, but they did not focus on different aspects of students’ writing. Therefore, this study aimed at investigating the effect of story mapping strategy on writing performance of EFL learners in terms of writing components (i.e., organization, content, grammar, mechanics, and style). After administering a standard proficiency test (OPT), 30 out of a pile of 82 Iranian EFL learners all majoring English teaching were selected and assigned to two groups: one experimental group and one control group. Both experimental and control groups completed two thirty-minute composition writing tests, one as a pre-test and the other one as a post-test. The experimental group received four sessions of instruction on how to use story mapping strategy in writing personal narratives. The results of One-way ANOVA and post-hoc Scheffé test indicated that the experimental group, which used story mapping strategy, made more progress in their personal narrative writings. Also, the results revealed that L2 learners made more progress in all writing aspects. The study contributes to teaching pedagogy by encouraging teachers to use story mapping strategy in L2 writing classes

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