مرضیه سوزنده فر

This study represents the inaugural attempt at assessing the authenticity of the tasks encompassed in the IELTS Speaking Module. The evaluation is conducted from the vantage points of applied linguistics and general education, and serves to enhance comprehension of authenticity and authentic assessment. In order to achieve this objective, an analysis was conducted on the Speaking Module tasks using Bachman and Palmer's (1996; 2010) model of test usefulness from the discipline of applied linguistics, as well as Herrington and Herrington's (1998; 2006) inventory of the fundamental attributes of genuine assessment from the realm of general education. The results of both task analyses revealed low indices of authenticity of the tasks. The high degree of the convergence of the results from the analyses could open new horizons to experts in applied linguistics to exchange ideas about authentic language assessment with those in general education. Furthermore, such characteristics as problem-solving skills, higher-order thinking skills, integrated assessment, and multiple indicators of learning, are not included in Bachman and Palmer’s framework.

Though applied linguistics has observed a rise in language acquisition investigations within the complex dynamic systems theory (CDST) paradigm, the majority of research endeavors have been centered on the development of learners' first language (L1) or second language (L2). Limited research exists on multilinguals’ L3 acquisition/development, with even fewer studies considering the development of learners’ speaking skill in L2, and L3. The present study aimed to address these gaps by adopting a CDST approach to analyze the development of fluency, accuracy, and complexity in L2 (English) and L3 (French) speaking skills among five undergraduate Iranian EFL junior students of Translation Studies at Jahrom University over one academic year. The students were at an intermediate level in English language and their French language proficiency was at the beginner level. The participants’ speaking ability in both languages was closely examined and analyzed regarding their development of fluency, accuracy, and complexity within a quantitative design. Findings depicted that the aspects were developed in non-linear, chaotic, and emergent patterns in multilingual learners’ L2 and L3 speaking skill. Moreover, the findings indicated that these elements in multilingual learners' speaking were interconnected and influenced each other over a period of time. The discoveries have some significant implications for L2 and L3 language teaching, such as creating flexible learning and teaching environments, fostering emergent behavior in language classrooms, encouraging learners to have a self-organizing and autonomous role in language learning, having sensitivity to the diverse needs of learners, and fostering a collaborative learning environment.  

Multimodal Discourse is a theory of communication in multimedia. The notion of modes refers to semiotic resources which allow the simultaneous realization of discourses and types of (inter)action. Media are the material resources being used for the production such as music, language, and images. This study examined Iranian EFL learners’ perception of multimodal texts. The objective of the study was to examine how Iranian EFL learners utilized their general literacy practices and multimodal repertoires to develop their meaning-making process. The participants were 18 intermediate EFL learners attending Iran Language Institute (ILI), and were exposed to advertisement materials. They were asked to reconstruct their perceptions both visually and verbally. The participants’ responses were analyzed according to the social semiotics model suggested by Kress and van Leeuwen (2001). Results revealed that the participants made contextualized perceptions of the advertisement materials indicating their sociocultural framework. Moreover, applying multimodal knowledge, the students promoted their learning status via transformative self-affected strategies. Multimodal/multiliteracies pedagogy could promote EFL students' critical literacy practices to develop new worldviews and question the imposing discursive moments.

This study attempted to examine the extent to which university instructors contributed as obstacles or facilitators to developing critical thinking skills in undergraduate, graduate, and doctorate students. To this end, six university classes, two classes from each of the above-mentioned programs, were selected randomly from the Department of Foreign Languages and Linguistics in a State University. The corpus of the study was collected via video recordings during a semester. Vygotsky’s (1978) sociocultural theory was utilized to interpret the data. The results revealed that instructors in BA and one of MA classes were facilitators of critical thinking skills, while those in the other MA class and both Ph.D. classes acted more as obstacles to such skills. This finding contradicted the expectations of the researcher who, based on Fisher’s (2005) arguments, believed that thinking skills should be more developed at tertiary levels by instructors, particularly as one moves from bachelor to master and doctoral levels, which are more about frontiers of knowledge. The implications of the study pointed to the vital role of the university instructors in promoting thinking skills by decreasing interruptions, increasing wait-time, asking referential questions, and using selective repair.

Considering the fact that engagement with political economy is central to any fully rounded analysis of language and language-related issues in the neoliberal-stricken world today, and that applied linguistics has ignored the role of political economy (Block, Gray, & Holborow, 2012), for the first time, this study investigated the representations of neoliberal ideologies in the Interchange Third Edition Series. To this end, both quantitative and qualitative analyses were conducted based on Du Gay, Hall, Janes, Mackay, and Negus’s (1997) model of ‘Cultural Circuit’, especially their concept of ‘Representational Repertoires’. Furthermore, Kress and Van Leeuwen’s (1996) ‘visual grammar’ was used for the analysis of the artwork. The results of the quantitative analysis revealed that more than 50% of the total number of units in each of the textbooks featured neoliberal-related content. Moreover, the results of the qualitative analysis confirmed Du Gay et al.’s (1997) argument that textbooks are not only curriculum artifacts but also cultural artifacts or communicative acts which serve to make English mean in particular ways - in this case the hegemonic culture of neoliberalism. As a result, it is necessary for EFL/ESL teachers and students to collaboratively develop counter-hegemonic discourses through critical thinking and dialogic interrogations of neoliberal discourses.

Authenticity has always been the concern of test developers in the history of second language assessment. This study was an attempt to investigate the authenticity of the present researchers' innovative idea of “Language Town” as a method for assessing learners’ speaking ability. To this end, a simulated town was designed like a real town in an outdoor space of about 400 square meters. The participants in this study were 31 undergraduate students of Translation Studies at Jahrom University who were taking the 4-credit course of Conversation 2. First, the students’ speaking ability was measured based on the IELTS testing system. Then each student was sent to the Language Town with a few definite missions determined in advance by the teacher; e.g. ordering food in the restaurant, depositing/withdrawing money in a bank, etc. Using IELTS band descriptors, each student’s speaking ability was measured by two raters in both tests. Then the correlation between the two sets of scores obtained from the IELTS test and the one in the Language Town were calculated. Using open-ended questions, a survey was also conducted to extract the students’ attitudes towards the Language Town. The results of the statistical analyses showed a weak correlation (0.36) between the two sets of scores. The survey also revealed that almost all the students were interested in and had positive views towards Language Town as an authentic method of assessment. A Virtual Language Town (VLT) could be a solution to the practicality problems of the Language Town.

For the first time, this study combined models and principles of authentic assessment from two parallel fields of applied linguistics as well as general education to investigate the authenticity of the TOEFL iBT speaking module. The study consisted of two major parts, namely task analysis and task survey. Utilizing Bachman and Palmer’s (1996) definition of authenticity, the task analysis examined the degree of the correspondence between the characteristics of the speaking module tasks in the TOEFL iBT test and those of target language use (TLU) tasks. In the task survey, a Likert Scale questionnaire of authenticity was developed by the researcher based on Herrington and Herrington’s (1998; 2006) four criteria of authentic assessment. The questionnaire was sent through email to 120 subjects who had already taken the test in order to elicit their attitudes towards the degree of the authenticity of the speaking section tasks. The results of the task analysis revealed a limited correspondence between the characteristics of the test tasks and those of the TLU tasks. However, the results of the task survey indicated that except for one factor (indicators), most of the test takers had a positive view toward the authenticity of the speaking module tasks in terms of the three other factors (context, student factor, task factor).

The main objective of this study was to investigate how Iranian EFL learners used their literacy practices and multimodal resources to mediate interpretation and representation of an advertisement text and construct their understanding of it. Fifteen female adolescents at an intermediate level of proficiency read the ""مبلمان برلیان"" (“Brelian Furniture”) advertisement text and re-created their understandings in pictures and sentences. The data was analyzed based on Kress and Van Leeuwen’s (1996, 2001) theory of social semiotics. The findings suggest that students situated the meanings of the advertisement texts in specific contexts that reflected their own social and cultural experiences. Furthermore, the students demonstrated that the use of multimodal resources had the potential to enhance language and literacy learning in a way that was transformative and was affected by their identities. In addition, the use of multimodal/multiliteracies pedagogy permitted the students to enter into text composition from different paths. Finally, multimodal/multiliteracies pedagogy could foster critical literacy practices by offering EFL students the opportunities to create new identities and challenge discursive practices that marginalize them. The implications of the findings are also discussed