Journal Of English Language and Literature Teaching

This study is aimed at investigating the writing skills of students with attention deficiency (attention deficit disorder). As a part of their assignments, middle school and high school students in India are required to write character sketches. In this study it was observed that students faced difficulties in imagining different aspects of the character. As a result they wrote short, incomplete and poorly detailed character sketches. According to a study , the problems students face while writing in English include grammar, syntax, spelling, punctuation and choice of vocabulary. This study is aimed at investigating the development of writing skills in students diagnosed with an attention deficit. Bronfenbrenner’s ‘Nature vs Nurture’ model was used to create a template for writing character sketches. Character sketches written by 10 students with AD were examined before and after the introduction of Bronfenbrenner’s model using a rubric. When Bronfenbrenner’s model was introduced to them, their ability to write a character sketch increased by 50 to 70 percent. The incorporation of Bronfenbrenner’s model helped the students form fuller character sketches by considering the different influencers in Bronfenbrenner’s ‘systems’ and their interactions with them.

This study was explored to seek the effect of mobile-mediated dynamic assessment on Iranian EFL learners' writing skill. The participants were 60 EFL learners from one English language institute in Shiraz, Iran, learning English at the intermediate level. Their age ranged from 15 to 30. The participants were randomly assigned to three equal groups (i.e., one control group and two experimental groups). The instruments and materials used in this study were oxford quick placement test (OQPT), the DIALANG writing test, WhatsApp, Google Docs, and the interview. To measure the participants’ general English proficiency level before the experiment, the participants took the Oxford Quick Placement Test (OQPT). The quantitative data were analyzed using using Kolmogorov-Smirnov and Shapiro-Wilk tests of normal, descriptive statistics, paired-sampled T-tests, ANOVA, and Tukey post hoc tests. For the qualitative data analysis, the answers to the interview questions were coded and analyzed using a typology of mediation. The ANOVA test showed that there were significant differences among the groups which implies that mobile-based dynamic assessment can enhance the writing proficiency among the language learners. In other words, both T and V groups in intermediate level had a significant progress in their writing proficiency. In light of the qualitative data, nearly all of the participants supported DA due to its advantageous benefits. They felt that this approach saved them time and increased their confidence and enthusiasm for writing, which is a challenging ability.

Critical thinking is a fundamental cognitive skill that significantly influences our thought processes. Without it, reaching impartial and accurate conclusions becomes challenging. This skill holds profound importance in educational settings. The focus of the present study was to examine how teaching critical thinking skills enhances the critical thinking and reading comprehension abilities of Iranian English as a Foreign Language (EFL) learners. A group of 40 in-service EFL teachers from Farhangian University in Iran underwent pretests on reading comprehension and critical thinking. Critical thinking interventions were systematically integrated into the course curriculum at 4-week intervals. Following the instructional period, posttests were conducted to evaluate the effectiveness of the critical thinking intervention program. Results indicated a notable improvement in both the knowledge and attitudes towards critical thinking. Moreover, the program positively impacted the students' reading comprehension levels, particularly their ability to critically approach reading comprehension tests. This highlights the significance of creating an environment where students feel comfortable expressing their thoughts without the fear of judgment. Educators play a crucial role in fostering optimal critical thinking behaviors and attitudes through effective modeling. Promoting a culture of open expression and critical thinking is key to nurturing well-rounded learners.

The aim of this research paper is to study the notion of power and other related concepts devised by Foucault in the novel of The Great Gatsby by F. Scott Fitzgerald. Foucault's theory of power suggests that power is omnipresent, that is, power can be found in all social interactions. In fact, that power is interwoven in all social relations. Moreover, a discourse is made by the government in which identity of characters does not remain fixed and autonomous; truth, as a metaphysical concept, which is supposed to exist as a definite reality becomes a mere game by power relations. The most important aspect that can be seen in this novel is the role of discourse and power in society. Since the novel is set in Jazz age and it coincides with rise of new ideology called American dream, it could be concluded that the characters are influenced by the discourse in which they are living. In fact, the ideology of American dream controls their lifestyle – particularly, the main character – Jay – who has changed himself from a proletarian into a member of bourgeoisie society. Therefore, the identity of the characters is not a fixed concept since how they have gone through process of changing influenced by power relationship which can be seen within them. Moreover, the concept of truth is distorted and unstable in this novel.

In the world of language teaching, textbooks have a central role; therefore, they influence the entire process of learning/teaching languages. Having them analyzed and evaluated is vital for ensuring their efficiency and alignment with the goals of language classes. Reviewing the vision series textbook evaluation studies is the purpose of this paper. Due to the extensive use of this series in Iranian high schools, students' worldviews are inevitably affected by it. Students may also be lead wrongly by biased perspectives in high school textbooks. Since these textbooks are new and taught to every Iranian student, they need continuous evaluation and analysis to achieve their specified goals. While some studies have evaluated and analyzed these textbooks, a review of published articles in this field is still lacking. Throughout the literature, 24 research articles from the last 5 years are discussed. Generally, the study found that most teachers believe Vision text books have adhered to the guidelines of the CLT method and are an improvement over the old English language teaching books. Several revisions have also been suggested because they believe these books have cultural shortcomings and do not allow students to become familiar with the target culture. As a final point, some implications are presented regarding the evaluation of English textbooks in Iranian contexts.

Due to the vital role of back channels in mutual understanding and their use in many aspects of language learning, the present study investigated the attitudes toward back-channeling in Iranian EFL online versus regular classes. The study was quasi-experimental in design, with interviews and recording of course sessions by ZDF Soft Screen Recorder and the voice Memos application in both classes to measure the duration of silence, TTT (Teacher Talk Time), STT (Student Talk Time), BC (Back Channels), and other activities such as TCS (Teachers' Code-Switching), SCS (Students’ Code-Witching), S (the time passed in silence). In doing so, two online classes included 30, two regular ones included 27, and four English teachers of the participants were randomly selected from the Kanoon Language Institute in Isfahan, Iran, to take part in the study. Learners received four and a half hours of instruction per week within the course period. In the next step, all the data gathered was analyzed and statistically addressed by using, IBM SPSS Statistics (Version 26) software. The results revealed back channels had positive effects on learners in both classes. Besides, teachers and learners had positive attitudes toward using back channels, however, in online classes, learners were more willing to use back channels. The findings of this study could be fruitful for improvement with well-designed materials and explicitly teaching back channels, which can provide opportunities for learners to express their emotions, and ideas, and enhance their strengths.

This research investigates methods to enhance the conversational portion of the English as a Foreign Language (EFL) textbook called 'Vision 1' that is utilized in Iranian high schools. The study involves 50 Iranian EFL high school teachers within the age range of 25-40, who have been teaching for 3-7 years and currently incorporate 'Vision 1' into their English curriculum. The collection of qualitative data was accomplished by conducting semi-structured interviews to gain a deeper understanding of their viewpoints. The findings highlight challenges faced by teachers, such as limited oral practice opportunities, lack of authenticity in dialogues, and difficulty in engaging students. Proposed solutions include incorporating authentic dialogues, increasing oral practice opportunities, incorporating interactive activities, and providing teacher support materials. Implementing these insights can benefit not only the designers of EFL textbooks but also curriculum developers and language educators in Iran and similar educational contexts. By addressing the identified issues and incorporating the proposed solutions, it is expected that the conversational component of the 'Vision 1' textbook can be significantly enhanced, leading to more effective English language learning experiences for Iranian high school students.

Due to its increasing role in language learning, Computer Assisted Language Learning (CALL) is now widely studied. Much of the recent studies have focused on examining stakeholders' attitudes and investigating its impact on the employment of CALL. We followed a componential definition by considering more variables that allegedly define CALL and as such influence its integration into high school language learning curriculum. The context-related components of CALL were defined, and a total score was assigned which presented a broader understanding of CALL as a variable in the current study. Also, engaging more stakeholders in such studies is supposed to add to the validity and provide a more tangible picture. As such, this study considered four groups of participants, that is students, teachers, preservice teachers and principals. The findings revealed that all groups had moderate to high CALL scores, indicating acceptable CALL skills and knowledge to be gradually qualified to higher standards. Moreover, the study indicated the groups’ attitudes did not significantly predict the use of CALL in high school language learning curriculum. It is concluded that other variables, may play a more determining role in predicting the integration of CALL into English classes in high schools.

The prevailing assumption in education is that students should have the ability to choose their writing topics and positions. However, this belief lacks substantial empirical evidence. To investigate this further, Semi-structured interviews with 40 male students in the field of English Language Teaching in Farhangian University who had completed two argumentative writing assignments in a university course were conducted. One assignment allowed them to choose their writing position, while the other assignment had the position assigned to them. These students were in their second to third year of study and possessed above-average writing skills. Our interview protocol focused on exploring their evolving perspectives on choice as a motivating factor in this specific writing assignment. Applying a grounded theory approach to thematic analysis, it became evident that students believed they should be able to choose their writing topics because they were more likely to be interested in them and had a better understanding of the subject matter. They also perceived that choice enhanced their motivation and the quality of their writing, ultimately influencing their grades. While most students in the study expressed a preference for choice, they also recognized several advantages of not having choice. These included the opportunity to enhance their writing skills, develop new perspectives, and cultivate tenacity in their writing.

Metaphor, as a conceptual and cognitive tool, plays an important role in language learning and teaching. It was once thought to be a stylistic problem, but now it is recognized as an essential part of both ordinary and specialist language and, more significantly, as a basic process of how people conceptualize the world. The use of metaphor in language, thought and communication has been examined in second language (L2) learning. The present paper examines roles of using metaphor in language learning and teaching. First and for most, this paper aims at shedding light on a new facet of Gardner’s (1983) multiple intelligence that is metaphoric intelligence. Second, it focuses on the overall history of its utilization in language learning and teaching. Third, a plethora of strategies and activities for its implementation will be discussed in details. Last but not the least, some problems of its application and justification of its implementation will be touched upon.

The aim of this research was to examine the studies conducted on Flipped Classroom from different perspectives in Iran. A total of 30 studies were included in this research. These studies were accessed through various databases and analyzed using content analysis technique. The findings of this research indicated that there has been an increase in the number of studies on Flipped learning in recent years. The majority of these studies are in the form of articles, and the most commonly used research methods and designs were mixed methods and experimental designs. The teaching practices mainly targeted university students, and the studies predominantly employed achievement tests, interviews, and surveys as data collection tools. Out-of-class activities involved the use of videos, presentations, and written documents, while practical activities were conducted in the classroom. The results of the study demonstrated that Flipped classroom had a positive impact on students' academic achievement, motivation, and engagement. Additionally, both teachers and students had a positive attitude toward Flipped learning

In this research, we delve into the effect of using technology in English language teaching. Our qualitative approach utilizes the narrative research method to collect and analyze the narrative of an experienced English language teacher who has incorporated technology in language teaching. By this research, we aim to examine the effectiveness of using technology in teaching English by exploring its impact on language learning, student motivation, and enrichment opportunities for students. The study adopts a qualitative approach, specifically a narrative research method. The participants in this study includes an experienced English language teacher in a secondary school at Sanandaj. Data were collected through in-depth interview and reflective narrative. Semi-structured interview was conducted with the participant, allowing for open-ended questions and follow-up probes to explore their experiences, attitudes, and perceptions regarding the use of technology in English language teaching. Thematic analysis was employed to analyze the interview transcript and reflective narrative. Language learning has been shown to benefit from the use of technology in English teaching, specifically boosting Language learning, student motivation and enrichment opportunities for students. The findings will contribute to the existing knowledge base and provide valuable insights for educators and policymakers seeking effective strategies for incorporating technology in English language teaching.