بهدخت مال امیری

Vocabulary is one of the essential components of language and learning phrasal verbs as part of vocabulary is quite challenging for foreign language learners. The present study aimed at investigating the effects of visual and auditory input enhancement on learning non-congruent phrasal verbs. The participants of the study were 90 intermediate English language learners who were divided into two experimental and one control groups. The first experimental group received visual input enhancement and the second experimental group auditory input enhancement, and the control group no enhanced material. All three groups were tested on their knowledge of non-congruent phrasal verbs before and after the treatment, using a non-congruent phrasal verb test developed by the researcher. The results of the data analyses indicated that both visual and auditory input enhancement were effective in learning non-congruent phrasal verbs by Iranian EFL learners, and that both groups outperformed the control group in their achievement. 

The present research probed the sociocultural challenging variables which may affect EFL learners’ identity formation during their language studies in an Iranian context. A thorough analysis of the literature encompassing EFL teachers’ opinions and EFL coursebook analyses was performed to develop a comprehensive view of the recognized sociocultural domains and variables. Furthermore, an open-ended questionnaire was designed and distributed among 50 adolescent male and female EFL learners at the age range of 13-21 years (M=16) as Erickson’s identity confusion stage to identify the newest sociocultural challenging variables in the present Iranian context. The result of the research led to compilation of a Sociocultural Variables Inventory presenting an extended range of variables operating in the context of Iranian EFL learners’ identity formation. The inventory could act as a basis for research in the fields of TEFL, sociolinguistics, cultural studies, and further interdisciplinary research.

This study aimed to compare the effect of listening strategies, namely, metacognitive, cognitive and social/affective strategies, on impulsive and reflective visually impaired EFL learners’ (VILs) listening comprehension. The participants of the study were 58 male and female VILs at pre-intermediate level within the age range of 12-18 in the west of Iran, Khorram Abad. These participants were selected non-randomly from among 10 different classes available to the researcher. To select the participants, the researcher talked to learners of these 10 classes and sought the consent of 58 learners to take part in the study. The Preliminary English Test (PET) pre-piloted on 30 students with almost similar characteristics to the target sample was administered to 72 students for selecting a homogenized group of participants. Then, 58 students were selected. Afterwards, the researcher administered the Personality Questionnaire developed by Eysenck (1975) to categorize them into two experimental groups of impulsive and reflective. Furthermore, the researcher made sure that the two groups were homogeneous regarding their listening comprehension prior to the start of the treatment. In this study, both experimental groups practiced listening comprehension through listening strategies, namely, metacognitive, cognitive and social/affective strategies. The listening section of the PET test was administered as the posttest at the end of the treatment to both groups and their mean scores on the tests were compared through Independent Samples t-test. The results of statistical analyses led to the rejection of null hypothesis with the conclusion that the reflective learners significantly outperformed the impulsive students on the posttest of listening comprehension.

AbstractThe resilience of teachers has arisen as a crucial issue in developing exceptional teaching and learning experiences. It is imperative to foster resilience, which entails the capacity to endure and overcome obstacles and challenges encountered during the teaching process. Additionally, research has demonstrated that the self-efficacy of instructors is pivotal in this regard. To investigate these features, this research aimed to inspect the role of International English Language Testing System (IELTS) teachers' resilience and self-efficacy. To this end, a total of 60 IELTS teachers were chosen from Oxford Language Center, Tehran, Iran thanks to the convenient sampling and they completed a self-efficacy scale, and a resilience scale and were assigned to experimental and control groups that the former were trained through self-efficacy workshop training course in Oxford IELTS center in Tehran, Iran. The findings of this study through running an Analysis of Covariance (ANCOVA) indicated a constructive effect of self-efficacy on IELTS teachers' resilience after the workshop training course (F (1,57) = 60.00, p = .000 < .01, partial eta squared = .513, representing a large effect size). Correspondingly, it was revealed through Pearson Product-Moment Correlation that there is a positive and significant correlation between IELTS teachers’ self-efficacy and resilience (r = .462, p = .01 < .05). This study helps IELTS teachers improve their resilience. In line with these findings, some implications were presented to language stakeholders to consider the role of teacher self-efficacy.

This research tried to probe the effects of incorporating learners’ preferred learning styles in instructions on their narrative writing development and their mental patterns and imagination. 74 homogeneous secondary EFL learners were divided into three groups based on their sensory styles of visual, auditory and tactile. The learners in the three groups were provided with instructions anchored to their learning styles. In the meantime, they were required to produce narrative writings on a number of topics in accordance with their course book. Prior to narrating, they had to think loudly and record their voices to reveal the approach and pattern they utilize for performing the required activities. Their voices were transcribed and later analyzed by the researchers for further investigations. The obtained results displayed a significant improvement in their writings as well as an ongoing progress of their thinking patterns. Furthermore, the data revealed the dominant mental approaches of top-down, considering the whole plot of the topic in advance, and bottom-up, considering the details prior to the entire story, used by the students. The study also displayed the positive impact of instruction on the improvement of learners’ narrative writing revealing their self-imaging of the plot with which they could narrate the given topics in accordance with their own life experiences and understanding.

This study intended to unveil the impact of incorporation of positive psychology theory into English instructions on the preference for anxiety-reducing strategies among Iranian EFL learners. The participants consisted of 60 EFL learners, from Safir Institute, Tehran, Iran, at the intermediate level, who were selected out of 90 EFL learners selected on convenience sampling basis. The 60 learners selected on the basis of their scores from an Oxford Placement Test (OPT), given to the 90 learners, were split into two equal 30-member groups. Both groups were given the language anxiety reducing strategies (LARS) questionnaire as pretest. Then, positive psychology-based instructions were provided to the experimental group drawing on five types of positive psychology-based instruction techniques for 20 sessions. These five instruction techniques included gratitude, optimistic intervention, positive affirmations, savouring, and strength-building measures. The control group received no intervention concerning positive psychology, and learners followed the conventional syllabus of the language school. After the treatment, the two groups took the LARS questionnaire as post-test. The results of ANCOVA indicated that teaching positive psychology techniques significantly increased anxiety-reducing strategies preference among Iranian EFL learners.