فریبا مبینی

The present study trailed a proper experimental design to examine jigsaw reading method in our setting. The data collection process encompassed qualitative and quantitative evaluations. The scrutinization aimed to influence the interactive jigsaw method on EFL intermediary Iranian learners’ reading capability and anxiety. 205 Iranian learners acquired the Oxford Placement Test, 135 intermediary learners were selected as the research sample. A random control group (CG) and an experimental group (EG) were designated to the participants. The instrumentation was pre-and post-tests for evaluating the reading performance, and the subjects replied reading anxiety questionnaire, which was validated by Zoghi (2012). The EG outperformed the CG in their reading performance comprehension, which is indicated in the results. Also, EG participants’ reading anxiety reduced after considerable management. The outcomes also did not reveal any significant variance among the two age groups. The findings might accord creative intuitions in jigsaw interactive learning and reading, and the situation could encompass the conclusions of the associated literature. T he research results can be advantageous to instructors by invigorating their learners’ L2 reading ability. Moreover, learners become skilled in regulating their anxiety and acting more assertively amid the tasks. Keywords : anxiety, intermediate Iranian learners, jigsaw interactive method, reading conception

Abstract<br />This study aimed to explore any type and level of association between Iranian EFL learners’ proficiency level and their intercultural sensitivity on the one hand, and the possible relation between vocabulary knowledge and sensitivity to cultural differences on the other. To this end, Oxford Quick Placement Test (OQPT) was administered to 220 EFL leaners. Based on the results of this test, a homogenized sample of 150 EFL learners (70 male and 80 female) at intermediate and upper-intermediate levels was selected. Afterwards, the participants took Vocabulary Levels Test (VLT) developed by Nation, and validated by Webb, Sasao, and Balance. Finally, Intercultural Sensitivity Scale (ISS) by Chen & Starosta was administered. The results of Pearson correlation analyses revealed a statistically significant correlation between the participants' proficiency level and their intercultural sensitivity. The results of regression analyses also indicated that language proficiency contributes as much as 55.4 percent to the prediction of level of intercultural sensitivity. Moreover, a significant positive correlation was detected between EFL learners’ L2 vocabulary knowledge and their intercultural sensitivity level. Further, the results revealed that Iranian EFL learners’ L2 vocabulary knowledge can offer contributions up to 17.3 percent to the prediction of intercultural sensitivity level. These findings can offer prominent implications for all practitioners, material developers, and EFL instructors who are primarily preoccupied with linguistic competence. The results can motivate them to consider intercultural sensitivity as a complementary element to EFL learners’ linguistic knowledge, as well as their communicative commands.