International Journal of Research in English Education

The present work is a contribution to the debate around attitude towards English as a foreign language in Cameroon. By case-studying an under-searched area through a multi-component tool: the Attitude and Motivation Test Battery, it proposes a different reflection to the question. The test was administered to 211 Grade 11, 12, and 13 Francophone students from various urban and semi-urban schools in the city and its suburbs. It was based on the postulates that attitude is a dynamic characteristic that varies according to place and time on the one hand, and that it is far too complex to be examined from the prism of a single variable. The results revealed that of the six parameters that made up the three components of the tool, three were negative and three were positive, with the integrative orientation slightly outpacing the instrumental one. This underscores the need to envisage attitude as a multi-component variable, as well as the need to reckon with evolving social variables. In general, the results reveal that attitude towards EFL is not as desperate as usually thought. It can be intimated that recent socio-political initiatives aiming at reinforcing French-English bilingualism are gradually bearing fruits. Thus, socio-political ideologies appear to have significant effects on overall attitude towards EFL.

The present study is an attempt to find if there is a relationship between silent reading speed and reading comprehension score in undergraduate students a pre-requisite study before starting a research involving factors related to metacognition and the affective domain. The sample of the study consists of twenty-four undergraduate students pursuing various foreign languages such as French, Russian, Arabic, Japanese, and German. To assess the reading comprehension of the students, two passages with multiple choice questions were selected from a book designed to check and improve reading speed and reading comprehension. The students worked in pairs, keeping a record of time taken to read for their partner. The word count of the passage was divided by the student’s speed of reading to analyze the reading speed simultaneously the students answered the multiple choice questions given after the passage which was used to assess the comprehension level. The findings of the t-test revealed that there is a significant difference between the reading speed and reading comprehension scores and the Pearson’s correlation shows that there is a positive and moderate relationship between the two variables. Secondly, it revealed that there is a significant difference between male and female students with respect to their reading comprehension scores and reading speed. In both cases the female students performed better in comparison to the male students. Finally, it reveals that there is a significant difference between the students pursuing different languages at their undergraduate level with respect to their reading comprehension and reading speed. The results indicated that the students from Japan had the highest scores, followed by those from Germany, France, Arabic, Spanish, and Russian.

Developing a learner’s ability to communicate in a second language is the goal of communicative language teaching (CLT). Many EFL teachers now accept and employ CLT as a teaching method. Although teachers’ views have a significant influence on how they practice CLT, there haven’t been many studies about teachers’ attitudes about CLT in a specific context, such as Iran. This was revealed through a study of related literature. The current study sought to examine how EFL teachers felt about CLT. The first aim of the present study is to ascertain how EFL teachers feel about CLT. Examining the fundamental causes of instructors’ attitudes is the second goal. Thirdly, determining whether there is a disconnect between instructors' perceptions about CLT and their classroom behavior. The researchers employed a mixed-methods strategy in this study. The study included 30 EFL instructors. Three phases made up the research design: firstly, a questionnaire for gathering quantitative data was used, then interviews and observations were used for gathering qualitative data. The findings of this study showed that, in general, EFL teachers had positive attitudes about the CLT’s tenets and exhibited CLT’s traits in their teaching. There was not much of a discrepancy between the teachers’ perceptions about CLT and their actual classroom actions. This study offers valuable insights that can inform curriculum development, teacher training, and policy decisions, ultimately enhancing the quality of English language education in Iran and similar contexts around the world.

As an integral dimension of instruction, assessment determines whether or not the educational goals are being fulfilled. The present study was an attempt to investigate Iranian ESP instructors’ common classroom assessment practices. To this end, based on convenience sampling, eight different ESP teachers teaching BA students from a variety of departments at Rasht Islamic Azad University, Iran were selected. An observation checklist containing 31 items was used as the only data-gathering instrument of this study. The results of the descriptive statistics revealed that some assessment practices including using portfolio to assess student progress, assessing group class participation, conducting item analysis for teacher-made tests, and writing matching questions were applied less frequently in the ESP classes. However, some assessment practices such as incorporating attendance in the calculation of grades and recognizing unethical, illegal, or inappropriate uses of assessment information were more likely to be used in the observed ESP classes. The instructors were also more likely to incorporate classroom behavior in the calculation of grades, incorporate extra credit activities in the calculation of grades, recognize unethical, illegal, or inappropriate assessment methods, and inform students how grades are to be assigned. It is concluded that ESP teachers utilize both traditional testing and alternative assessment for achieving a complementary process of assessment, and they call for an integration of them due to their importance in assessing both the process and product of learning. The results of this study may hopefully be beneficial for curriculum developers, materials developers, course and syllabus designers, teachers and teacher trainers, and the other stakeholders in the fields of language teaching and learning as well.

The present study investigated the impact of learning styles on EFL learners’ reading comprehension skills improvement and self-efficacy perceptions. To this end, 60 intermediate male/female EFL learners at Pasargad Language Center in Langarud, Iran with the age range from 14 to 20 were selected based on the results of Michigan Test of English Language Proficiency. Next, they were randomly divided into two groups of 30. Then, the participants in both groups sat for a pretest of the English reading comprehension test, and answered the English proficiency background form, self-efficacy scale, and Maggie McVay Lynch learning style inventory. Next, the experimental group received learning-style-based activities, while the control group continued to work in the traditional way, with no regard for learning styles. Finally, the English reading comprehension test and self-efficacy scale were administered to both groups as posttests. The results of the study revealed that students’ learning style preferences have significant effects on their reading comprehension skills and English self-efficacy perceptions. The results also indicated that there is a statistically significant difference in the post-test scores between the control and experimental groups. That is, the experimental group performed better than the control group in the post-test of reading comprehension skills and English self-efficacy perceptions, and the progress in the experimental group was more than the control group. The findings of the present study can encourage teachers to use learning style preferences in English language teaching to help EFL learners increase their level of reading comprehension skills and self-efficacy perceptions.

The objectives of the present ethnography were three-fold: exploring the MA TEFL students' expectations of the Advanced Writing course taken as part of their coursework in the MA program, unearthing the actual classroom practices implemented, and eliciting any possible suggestions for its improvement. To this aim, stimulated recall and ethnographically-oriented qualitative research were used to interview nine MA students at IAU, Isfahan Branch and unravel their perspectives concerning the writing course they had passed. Non-participant observation was also used to triangulate the data and verify the students' responses regarding the expectations/problems of the course and the classroom practices besides cyclical data analysis to find the recurring patterns and themes in the data. Results showed the most serious problems were lack of enough writing practice during the course, limited class hours, and lack of feedback on students' writings. The prevalent classroom practices, on the other hand, were covering the APA writing style, teaching how to write the different sections of a research report, and working on essay writing during the first few sessions of the course. Finally, the top suggestions made by the students were adding practical writing activities to the course, having more writing courses, taking advantage of group work for students to monitor each other's work and provide peer feedback, and offering the course right before students take their thesis rather than in the first semester of the MA program. These findings can heighten the educator's awareness and contribute to a better understanding of students' needs/expectations regarding academic writing. Overall, by addressing the gap in understanding advanced EFL learners' expectations, this study can have practical implications that directly impact the teaching of writing. It can guide curriculum development, inform instructional approaches, enhance learner motivation and engagement, promote learner autonomy, and improve instructional materials, ultimately leading to more effective writing instruction and improved outcomes for advanced EFL learners.

One of the main difficulties facing English as a Foreign Language learners in general and translation students in particular is their lack of mastery of the complexities of grammar in the target language they are learning. This study was an attempt to investigate the influence of categories of auxiliaries (auxiliaires) and present perfect (présent parfait) on Iranian sophomore translator trainees’ ability to use them in English. A total of 60 Iranian male and female sophomore EFL language learners participated in the study. They were chosen out of 90 participants through a piloted version of the Nelson-Danny Test as the homogeneity test. The selected participants were divided into two groups: an experimental group and a control group, with 30 students in each class. In the present study, the participants were subjected to a pretest, treatment, and posttest. Independent samples t-tests were used to analyze the data. The findings revealed that knowledge of French grammar, especially the présent parfait, significantly affected Iranian EFL learners' grammatical knowledge of the same notions in English. The findings could be employed by English teachers, EFL learners, and materials developers in the field of ELT in the Iranian context.