غلامرضا زارعی

One of the key components for effective communication and promoting second/foreign language learners’ ability to produce meaningful performance is controlling their language anxiety. This study investigated the relationships among personality types, locus of control, and foreign language anxiety within the context of Iranian EFL learners. A non-experimental type based on a quantitative approach, the present study enjoyed a correlational design. Its participants were 317 Iranian EFL learners who all were undergraduate university students from both genders. The context of this study was the EFL face-to-face educational settings and the participants were from different fields of study at the university level in Iran. Data collection was conducted via three psychological questionnaires for measuring the variables. For data analysis, Pearson correlation and Regression analysis were used to specify the correlation between variables. To examine the mediation role of variables, Z Sobel and Bootstrapping tests were incorporated in the analysis. This study revealed significant relationships among participants’ personality types (extroversion and introversion), locus of control, and foreign language anxiety. The findings showed that there was a significant negative relationship between personality and locus of control and also a significant negative relationship between personality types and foreign language anxiety. Mediation analyses further illuminated the negative mediating role of the locus of control and the positive mediating role of the personality, shedding light on their nuanced dynamics. This study has implications for language educators, practitioners, and policymakers in terms of tailoring interventions to address individual differences and create supportive learning environments.

While the bulk of literature repletes with studies on emotional intelligence and its effect on teachers' performance and students' academic achievement, few have been released as to the potency of the factors that can foster emotional intelligence inside classrooms. Accordingly, the present study aimed to investigate the extent to which spiritual intelligence could be a predictor of emotional intelligence. The data were collected through a merger of the Brief Emotional Intelligence Scale (BEIS-10) and Spiritual Intelligence Self-Report Inventory (SISRI).  The evolved 34-item questionnaire was translated into Persian to ensure maximum comprehension of participants. The sample of this study consisted of 847 undergraduate Iranian EFL learners from two provinces in Iran. Three phases were in this study. First, an exploratory factor analysis of SISRI-24 was performed. Second, confirmatory factor analysis of both inventories, individually, was done by IBM SPSS AMOS. This was followed by CFA of the 34-item questionnaire. Last, multiple regression analysis was modeled to find the predictive relationships. The results of PCA revealed a three-factor model of SISRI (18 statements). CFA also verified both inventories under investigation. The model fit estimated of the 34-item questionnaire was sufficiently adequate to approve the model. Multiple regression analysis also indicated that critical existential thinking could predict both appraisal and regulation of own emotions as well as utilization of emotions. Likewise, conscious state expansion could predict the utilization of emotions. It was also found that personal meaning production could predict the appraisal of other emotions. 

This research study was conducted to investigate the most representative characteristics of the habitus developed by academically successful Iranian English majors. Learning a second or foreign language, like many sociocultural practices, from a Bourdieusian perspective, is informed by the interrelation between habitus, field, and cultural capital (CC). Within an exploratory qualitative design, utilizing the Biographical Narrative Interpretive Method of both semi-structured and unstructured one-on-one interviews, seven academically successful BA students majoring in English language studies were studied in an attempt to explore their CC and habitus. Each participant was interviewed in 3 separate sessions. The constructivist grounded theory method was adopted to analyze the collected data. Constructed on 75 initial codes, 22 focused codes, 10 categories, and 4 themes, two major themes were most relevantly indicative of theoretical associations with the research problem. The findings suggest that the habitus developed by the English majors in this study was representative of their accumulation of certain forms of CC. Their habitus seemed to have been developed under the influence of their interaction with the mediatory field of learning and majoring in a foreign language. In an exigency-driven social quest for certain forms of cultural capital, the participants’ habitus were majorly characterized and influenced by their strategic accumulation of institutional and social capital, their field-oriented social identities, and their strategic administration of CC in the field. The knowledge developed by the findings of this study can provide useful sociocultural insights into academic achievements of English language majors.

This case study examined the adaptivity of learning transfer from an English for general academic purposes course to different disciplinary writing contexts. Data were collected at the end of one academic semester from 7 students of engineering disciplines enrolled in the writing course. Their EGAP writing course lasted for 16 weeks over which they were taught The St. Martin's Handbook, 6th Edition. The participants’ disciplinary writings together with interview transcripts served as the data sources for the extraction of adaptive transfers and also the processes of realizing the transfers. Adaptive transfers were identified by participants. Findings indicated that learning outcomes can transfer adaptively through a variety of processes to accommodate to the new writing demands. The results showed that the participants could adapt their learning along two broad dimensions of transfer, ‘idea generation’ (IG) and ‘text construction’ (TC) with the former involving ‘explication’ and ‘integration’ of knowledge and the latter achieved at macro and micro level. Within these adaptive transfers, we found a range of writing issues pursued including ‘goals, topics, logics, propositions, integrity, disciplinarity, linearity, paragraphing and linguistic resources’. Furthermore, the findings displayed two broad categories of ‘higher order’ and ‘lower order’ processes employed for the realization of adaptive transfers. While higher order processes operated through ‘transformative and evaluative’ mechanisms, the lower order processes involved two categories of ‘avoidance and affordance’, with the former as an attempt to refrain from going wrong and the latter as an effort to generate adaptivity. The findings for L2 writing are theoretically discussed.

This classroom-based study sets out to study the relationships that EFL learners would form in peer responses in an EFL writing class. It examines Storch’s (2002a) patterns of peer interaction when intermediate learners are paired with partners of different L2 proficiency levels. To discover the factors that could affect the nature of peer interactions, at first a proficiency test of TOEFL was administered and thus the participants were distinguished based on their scores, into the beginner, intermediate, and advanced levels. Further, the participants were asked to choose a partner and review each other’s writing in pair while being audio recorded. To examine learners’ behaviors from the perspective of participants involved, they were interviewed individually after the recording session. As the focus was on intermediate partnership, the data of 12 intermediate students (i.e. 6 pairs) interacting with an advanced, intermediate or beginner partner were analyzed. The findings showed that although proficiency levels narrowly affected the participants’ performances in peer responses, they did not determine them. The study revealed that it is not just the actual proficiency levels but the relationships that learners form, the roles that they adopt, and their partner’s behaviors as the factors which shape the dyadic talk. It was further found that the partners’ roles are shaped by their positioning in relation to their peers and the issues on which learners focus during their engagement in the task. چکیده: این تحقیق بر آن بود تا چگونگی ایجاد رابطه بین افراد در پاسخگویی توسط  فراگیران خارجی زبان انگلیسی  را مورد بررسی قرار دهد. در واقع، این تحقیق بر اساس الگوی تعاملی استرچ (2002الف)، روابط فی مابین فراگیران سطح متوسط با طرفهای دارای توانش متفاوت زبانی را تحلیل می نماید. برای این منظور، ابتدا شرکت کنندگان در تحقیق، بر اساس آزمون توانش زبان به سه دسته مقدماتی، متوسط و پیشرفته تقسیم شدند. سپس از هرکدام از انها خواسته شد که با تعیین یک نفر نگارش های همدیگر را بررسی نمایند که در این مورد تعامل بین انها ضبط گردید.  پس از این مرحله، برای استخراج الگوهای تعاملی آنها، افراد شرکت کننده مورد مصاحبه قرار گرفتند. تحلیل اطلاعات گردآوری شده نشان داد که توانش زبان تاثیر جزیی و غیر تعیین کننده بر روی نوع تعاملات افراد دارد. به عبارت دیگر، عواملی دیگری به جر توانش زبان مثل رابطه شکل گرفته، نقش افراد، و رفتارهای افراد بر روی گفتار دو گانه تاثیر گذار      می باشد. از طرف دیگر، نتایج نشان داد نقش افراد تابع چگونگی رابطه بین افراد و موضوعات مورد توجه در بحث می باشد.  کلمات کلیدی: پاسخگویی هم گروهیان، الگوهای تعاملی، یادگیری مشارکتی، سطح توانش زبان، نگارش

Lexical bundles, as building blocks of coherent discourse, have been the subject of much research in the last two decades. While many of such studies have been mainly concerned with exploring variations in the use of these word sequences across different registers and disciplines, very few have addressed the use of some particular groups of lexical bundles within some genres of academy. To address generic variations, this research focused on anticipatory it bundles as a particular structural group of bundles. More specifically, this study chose to investigate range, frequency, and function of these word clusters in applied linguistics research articles and postgraduate writing. Through the use of two big corpora of research articles and postgraduate theses, two text analysis programs, and a functional taxonomy of it bundles, this study found that it bundles were used relatively frequently in both published and postgraduate writing. Functional analysis showed that anticipatory it lexical bundles served a wide variety of functions in both genres investigated. This study also revealed that some anticipatory it lexical bundles commonly used by students in their postgraduate writing did not count as bundles in research articles, both in terms of variety and frequency. As for implications, the study calls for the incorporation of such clusters in L2 and/or EAP (English for Academic Purposes).

This study was intended first to categorize the L2 learners in terms of their learning style preferences and second to investigate if their learning preferences are related to lexical inferencing. Moreover, strategies used for lexical inferencing and text related issues of text density and parts of speech were studied to determine their moderating effects and the best predictors of lexical inferencing. To this end, a posttest group design with 142 students studying engineering was adopted for the study. Perceptual style preferences questionnaire was administered to identify the students’ major learning styles, followed by strategy training for deriving the meaning of unknown words. Finally, lexical inferencing texts were given to the students to study and extract the meaning of unknown words and concurrently determine the type of strategy used for lexical inferencing. The results indicated that a great proportion of students belonged to the kinesthetic category of styles while the predominant treatments in the class were audio-visually structured. The analysis also revealed that tactile, kinesthetic, and group categories of style preferences are meaningfully related. Moreover, it was found that learning style preferences lead to statistically different lexical ineferncing. As for the strategies, the ‘syntactic knowledge analysis’ showed the highest correlation with ‘auditory learners’. Lexical density and parts of speech were also shown to moderate the effect of perceptual style preferences on lexical ability. On the whole, strategy and perceptual style preferences were found to be the two best predictors of successful lexical inferencing.

This study tries to critically unravel the way Islam is represented in western discourse through establishing the relationship between language and ideology, the forms it takes and its potential effect. To that end, headlines from widely circulated print media of the west including the Independent, the New York Times, the Herald Tribune, and The Times from January 1, 2008 to December 30, 2012 were selected and Islam and Muslim reproductions were studied therein. This study was carried out using a synthesis of Edward Said's notion of "Orientalism" and Van Dijk's notion of "ideological square", characterized by "positive self-presentation" and a simultaneous "negative other presentation". The analysis demonstrated that Islam is repetitively stereotyped and Muslims are negatively represented, both through various types of linguistic choices selected and via special construction of the headlines.  The educational implications of critical discourse analysis in general and the present study in particular are discussed in relation to teaching, learning and translating the English language.

The current study aims to investigate how Iranian EFL students make use of compliments in Persian and English. To that end, 50 students majoring in English as a foreign language from Isfahan and Tehran, and Sheikhbahaee universities were asked to respond to a Discourse Completion Test consisting of six situations in both English and Persian. They were asked to put themselves in those situations and respond to the compliments made on them. The results of the study showed that in addition to pre-existing categories of compliment responses, Iranians made use of other strategies not included in the pre-existing categories of compliments. Furthermore, in both English and Persian languages, students made use of compliments in the same order: accept, evade and reject strategies. The results of this study could add to crosscultural findings, differences or similarities regarding compliments as a beneficial way of studying speech acts.

Autonomy plays a crucial role in the enhancement of important learning qualities in the learners. In that line of thinking, this study was launched to discover how English language learners exposed to an autonomously managed versus teacher controlled conditions would respond to the learning determinants. Two classes of English language learners at Isfahan University of Technology, Iran were thus treated under the two learning conditions. On the closing days of the semester, they were administered a questionnaire constructed based on three action phases of learning, namely, forethought, performance/volitional control, and self reflection. The questionnaire statements were rated on the Likert scale. The data analysis revealed that autonomy to a large extent determines the learners' views of learning. The class where autonomy was practiced showed a great deal of motivational boost or what is reinterpreted as forethought. The other two categories of learning, namely, their performance and self reflection, were also distinctly better perceived by the autonomous learners. The results point out the significance of preparing learners through autonomy for the prospective independent and critical learning.

This study was undertaken to cast light over EFL learners' perception of culture. To that end, a group of English language learners was taught English through Interchange Series and their perception of culture was assessed using a researcher constructed questionnaire. The same questionnaire was also administered to the parents of the same learners to detect any probable differences. The results revealed that the EFL learners are largely distinct from their parents in perceptions of the designated cultural issues. While EFL learners were oriented towards Western Culture, their parents were lopsided towards domestic issues.