معصومه بمانی نایینی

Regarding the belief that willingness to communicate is strongly tied with developing some insights into the L2 culture, such a connection may not be always positive and the issue of cultural attachment and identity may sometimes function as a hindrance. Individuals are believed to be highly emotional in terms of “religion and spirituality", among other components of cultural identity. This study aimed at investigating the interrelationships of willingness to speak and cultural identity with English speaking proficiency. To this aim, 215 Iranian intermediate and upper intermediate EFL learners took part in this survey study to complete the Home Culture Attachment Scale and the Revised Version of Willingness to Communicate questionnaire. Using SEM, path analysis showed the degree to which the variables were related to one another. Also, Pearson Correlation was used for verification. The findings revealed positive significant relationships between all subscales of Home culture Attachment and both speaking and willingness to speak, except for the element of religious attachment. Further, willingness to speak was positively and significantly correlated with speaking skill. Having found a rather negative influence of religious attachment, it may be concluded that religion, as a cultural barrier, may hinder the process of L2 learning.

Drawing on the assumptions of socio-cognitive linguistics, focusing on the effective role of interaction in terms of reducing the cognitive burden in the process of learning, this quasi-experimental study aimed at investigating the effect of the Interactive Whiteboard (IWB) usage on the learning and retention of non-congruent collocations among 60 homogenized Iranian EFL learners, aged 18 to 24 years old. To this end, the sample selection procedure yielded two intact groups: the experimental group (N=30) who experienced learning collocations through the IWB and the control group (N=30) who learned them through the use of conventional board. The t-test results of the comparison between the two groups on both the immediate and delayed post-tests indicate that the experimental group outperformed the control group, suggesting the effectiveness of the IWB for the purpose of learning (Sig. value = 0.01; Eta squared = 0.10) and retention (Sig. value = 0.04; Eta squared = 0.06) of non-congruent collocations, thus providing support for the interactive function of instructional materials, such as IWB. The procedure and promising findings may provide insights for considering the integration of IWB into Iranian EFL learning settings.