زهرا چراغی

As the learning of foreign languages has increasingly become learner-centered, instructors are advised to take learners' characteristics into consideration to which they can tailor their teaching practices. There are several factors that influence language learning including critical thinking dispositions and learning strategies. This study examined the relationship between critical thinking dispositions and writing strategies, as well as the extent to which Iranian English learners utilize certain writing strategies. This study adopted a correlational design. The statistical population included students majoring in English in Shahid Rajaee Teacher Training University, of whom 150 students were selected through convenience sampling. Data were collected using Ricketts' (2003) Critical Thinking Disposition Scale (2003) and Abdollahzadeh’s (2010) Writing Strategy Questionnaire. The questionnaires were completed by 101 students from which eleven students whose responses were distorted excluded and the remaining 90 responses were analyzed using a bivariate correlation analysis. According to the results, learners' critical thinking disposition was positively correlated with their writing strategy. Additionally, the results demonstrated that Iranian EFL learners occasionally used a variety of writing strategies. It is also noteworthy that metacognitive and cognitive strategies were applied at a higher frequency than others. Thus, it can be concluded that critical thinking plays a vital role in employing different writing strategies.

Motivation in English for Specific Purposes (ESP) courses is an issue of utmost importance. Expanding specialized vocabulary is one of the objectives defined by ESP stakeholders. Therefore, the aim of this study was to investigate the role of vocabulary enrichment through close integration of reading and writing tasks in promoting advanced English for Occupational Purposes (EOP) learners’ motivation and attitudes. To this end, fifteen civil engineers were selected through convenience sampling. Following an eight-session course centered around technical vocabulary using reading and writing tasks, questionnaires were used as pretest and posttest based on Attitudinal/Motivation Test Battery (ATMTB), to measure nine types of motivation. Nine paired samples t-tests were conducted to determine whether there was a mean difference in the questionnaire results across time from pretest to posttest. The results demonstrated significant increase in all types of motivation following the integration of reading and writing tasks, excluding intrinsic motivation considering self-confidence. It was shown that there is a close relation between ESP learners’ motivation and the amount of vocabulary they learn. The results proposed certain practical strategies in order for ESP/EOP material developers and teachers to fulfill the objectives and aims of these needs-based courses.