رضا باقری نویسی

Due to time constraints and large classes, teachers typically prefer to have product-based writing classes. Going through the existing literature, almost no study has examined the interrelationships among four variables of strategy use, self-efficacy, language proficiency, and writing autonomy in product and process writing classes. To this end, 381 Iranian male and female EFL students of English majors were chosen from the Universities of Qom and Kermanshah.  OPT and the questionnaires were distributed in person, via email, and an already-made Google-Doc link of the instruments. The data were analyzed using multiple correlation and SEM. Multiple correlations pointed to two-way correlations among the included variables in the process-oriented group in comparison to the product-oriented groups. In other words, learners in the process-based group appeared to be more autonomous, more self-efficacious, and more proficient language learners and could make more appropriate use of L2 strategies. The findings obtained from SEM also revealed the fact that the model of relationships among self-efficacy, autonomy, language proficiency, and strategy use enjoyed a good fit. Teachers will be able to make more informed and proper decisions regarding the adoption of either process-based or product-based instructional approaches to teaching writing in their own classes in general, and the way students’ levels of self-efficacy, autonomy, language proficiency, and strategy use can be boosted in particular. 

To date, with the everyday growth of technology and the increase of online classes, busy modern teachers seek to lighten their burdens and boost their learners’ autonomy. Thus, this multi-method action research aimed to probe the differences between receiving computer-generated and direct corrective feedback (CF) on the syntactic accuracy and complexity of female adolescent Iranian EFL learners’ writing. Two intact classes took part in the study; one group (Group C) received CF from an AWE (Automated Writing Evaluation) tool, called Ginger software, and the other group (Group T) received CF from their teacher. Subject-verb agreement and verb form errors were considered to measure the syntactic accuracy while the average sentence length and verb form variation were regarded as the syntactic complexity. Moreover, via a questionnaire, the students’ perceptions of the kind of CF they had received were taken into account to see which one was more effective. Findings obtained from MANOVA revealed that both groups made significant improvements regarding syntactic accuracy. Group C produced more complex outputs after being exposed to the treatment while Group T didn’t make such progress. The results obtained from the questionnaire also indicated that both groups found the CF satisfactory. However, Group C held more positive attitudes. Not only was the Ginger application effective in decreasing the number of students’ writing errors but also it motivated them to be better writers and write more. The study further points to the likely merits of technology-enhanced feedback in improving EFL learners' writing ability in general, and their written syntactic accuracy/complexity in particular.

There have been a number of research concentrating on the request production of ESL/EFL, and native speakers. There have been some studies investigating the production of request speech act of EFLs and ESLs. However, no research has yet focused on the production differences of request speech act among Iranian EFLs and ESLs in terms of internal and external modification devices. First, the participants were given Oxford Placement Test (OPT) to determine their English proficiency level and 95 learners were chosen out of 123 ESLs and EFLs to respond to the scenarios adopted from Schauer (2009). Second, the scenarios were given to the participants via email or an already-made GoogleDoc link of the scenarios. The results of the independent t-test revealed that Iranian ESLs outperformed their EFL counterparts. The results regarding request head act, internal and external modifiers demonstrated that ESLs mostly applied conventionally indirect request strategies while EFLs mostly tended to apply direct request strategies. It was also revealed that requests produced by ESLs were more native-like with no or few grammatical mistakes and that both EFLs and ESLs utilized external modifiers more than internal modifiers. This study implies that due and sufficient attention is to be paid to EFLs since they lack sufficient exposure to L2 and such impoverished pragmatic input might result in inappropriate applications of speech acts in general and request speech act in particular.

Culture, intercultural interaction, and language have often been described as indivisible and the relation between them is quite intricate. This study was conducted to evaluate Iranian and Afghan secondary English textbooks. Two aspects, representation of culture and intercultural interaction, were focused on in the conversation parts of Iranian and Afghan secondary English textbooks. First, 172 conversations in Iranian textbooks and 160 conversations in Afghan textbooks were analyzed based on Byram’s (1994) framework to investigate the frequency of representation of culture. Second, all the conversations were analyzed based on Song’s (2013) model to investigate the frequency of intercultural interactions. Results revealed that Social Interaction was the most frequent category for the representation of culture and Superficial Interaction was the most frequent category for intercultural interactions. In the same vein, National History was largely ignored in the representation of culture within these 12 books while Critical Reflection was the category that was not paid due and sufficient attention to throughout the books regarding the intercultural interaction. The study implies that teachers, materials developers, and coursebook designers might be able to make more informed and proper decisions regarding the way and the extent cultural elements are to be incorporated in English textbooks.

Knowledge of speech acts and their functions are basic components of pragmatics and the request speech act plays a crucial part in everyday interactions. This study aimed to investigate whether native speakers of English make any differences utilizing the request expressions “would you like” and “would you mind”, their collocations in both spoken and academic contexts and the functional differences caused by the co-text. To this end, the data was retrieved from Corpus of Contemporary American English (COCA). The results revealed that such expressions in the spoken corpus were used more frequently in the transactional context with equal status and as interactional-oriented. However, in the academic corpus, the same expressions were used more frequently in the pedagogical context with the high-low status and as both interactional-oriented and task-oriented. The expression "would you like" was mostly used to give information, whereas "would you mind" was usually used to request an action. These expressions were not used for the purpose of imposition in any of the two contexts. The study revealed that the collocations didn't affect the function of such requests. In fact, it was the collocating words that changed due to the pragmatic functions and the objectives of the speakers. The findings might contribute to understanding of the variations which matter between the request expressions. Teachers and learners might gain insights into how and when they are used and which collocations are more frequent so as to focus more carefully on them and make informed and proper decisions within pedagogical settings.

Recently, co-teaching has been employed as an instructional technique to accelerate and facilitate second or foreign language learning process. This study was set up to investigate the effectiveness of co-teaching on EFL students' writing ability and also to probe into their attitudes towards co-teaching. Two male Iranian EFL teachers with the same language experience and academic degree represented the writing co-teachers. Furthermore, two available classes of 20 students were utilized. Oxford Placement Test was first used to ensure the homogeneity of the participants in terms of language proficiency. Second, a writing pretest was run to assess the participants’ writing ability prior to the implantation of co-teaching. Third, the experimental group went through an eight-week instructional period with the two writing instructors while the control group was taught with a single teacher. Fourth, a writing posttest was administered to see how different the two groups were regarding their written performances. Finally, a semi-structured interview was also conducted to delve into the students’ overall attitudes towards the effectiveness of co-teaching. Regarding the qualitative phase, the researchers conducted the interviews and then transcribed them. Independent samples t-test results indicated that the experimental group outperformed their counterparts in the control group with regard to their written performances and participants in the experimental group held positive attitudes toward co-teaching. It behooves the stakeholders to delve into the potential pluses and minuses of co-instruction and determine how effective it can be for their intended audience under various pedagogic settings.

The first step in the optimization of research is to analyze and review the conducted research to gain a comprehensive overview. Therefore, this study was set to delve into the contributions made to Iranian Applied Linguistics Journals approved by the Ministry of Science, Research, and Technology from 2008 to 2019. To analyze the data, frequency analyses were run on 1419 publications. The findings indicated that TEFL-related topics received the most coverage (88%) compared to the other prevalent majors: Linguistics, Translation, and Literature. The study revealed that male contributions (63.7%) far outweighed those of females (34.4%). Furthermore, it came to light that co-authorship (59.95%) was more appreciated among contributors to Iranian applied linguistics journals. Moreover, Islamic Azad University collectively (25.34%) followed by University of Shiraz (11.3%) and University of Isfahan (10.25%) had the highest number of publications. Assistant (32.12%) and associate professors (21.86%) had the highest number of publications. It was also found that the US contributors (28.75%) followed by Australian and Malaysian contributors (13.75%) made the highest number of foreign contributions to the Iranian EFL journals.  Finally, it was revealed that writing-related topics was the most frequently-explored topic (n=164). Corpus-related studies (n=132) and teacher education (n=118) came second and third respectively. The study provides practitioners and researchers with relevant and missing information about the most frequently-explored topics, the most prolific authors, the most productive universities, and the number of foreign contributions.

To date, a number of studies have investigated the use of euphemism in media to classify and analyze the euphemisms of different categories. However, these studies were mostly based on political contexts and the corpora have been limited due to the qualitative nature of the studies. Moreover, few studies have investigated the use of euphemism in countries where English is practiced as a foreign language. This study was an attempt to not only compare and contrast Iranian-published English newspapers and the New York Times thematically in terms of euphemistic expressions but also to ascertain the most frequently used ones in both.To this end,three corpora of all the sections of three journalistic materials within (2014-2019) were thoroughly examined. The data were collected using the search section of the three newspapers to look for the euphemistic expressions based on the Oxford Dictionary of Euphemisms as a point of reference. The results indicated that the most frequently used expression in the New York Times was ‘African American’ whereas the most frequently used expression in both Iran Daily and Tehran Times was ‘conflict’.The thematic changes between the three journalistic materials were also examined. The results revealed that the most frequently used category of euphemistic expressions in the New York Times was ‘Commerce, Banking, and Industry’, and the most frequently used category of euphemistic expression in Iran Daily and Tehran Times was similarly ‘Warfare’. The study might inform learners about a rich source of euphemistic expressions and enable them to recognize the most prevalent categories of euphemistic expressions thematically

تحقیق حاضر تلاشی است برای ارزیابی مجموعه کتاب های پراسپکت و ویژن (کتاب های زبان انگلیسی دوره اول و دوره دوم دبیرستان) با توجه به سه عنصر اصلی منظورشناسی؛ نشانگرهای ادب ورزی، کنش های کلامی و نقش های زبانی. به همین منظور تمامی مکالمات (۱۷۲ مکالمه) این شش کتاب مورد بررسی و تحلیل دقیق جهت پاسخگویی به موارد ذیل قرار گرفت: پربسامد ترین نشانگرهای ادب ورزی؛ رایج ترین کنش های کلامی وپربسامدترین نقش های زبانی به کار رفته در کتاب های پراسپکت و ویژن نتایج این تحقیق نشان داد که نشانگرهای ادب و نشانگرهای اقدامی پربسامد ترین نشانگرهای ادب ورزی هستند. کنش های کلامیِ نمایندگی و بخشنامه ای پربسامدترین کنش های کلامی هستند. و همچنیمن نقش زبانیِ اطلاعاتی، پرتکرار ترین نقش زبانی به کار گرفته شده در این مجموعه کتاب ها هستند. از سوی دیگر عدم استفاده و یا استفاده محدود از برخی از عناصر منظور شناسی به عنوان نقص در این مجموعه ها شناخته شد. همچنین بر اساس نتایج حاصل از این مطالعه مشخص شد که توزیع مولفه های منظورشناسی به صورت مساوی در مکالمات هر دو سری کتاب ها صورت نپذیرفته است و هیچ ارتباطی میان سطح این کتاب ها و میزان استفاده از این مولفه ها وجود ندارد. و در نهایت، راه کارها و پیشنهاداتی به مسئولین تهیه و تدوین منابع درسی جهت به کارگیری عناصر منظورشناسی در کتاب های درسی زبان انگلیسی و تحقق اهداف آموزشی ارائه شد.

Considering the challenges inherent in learning and teaching of summary writing in EFL/ ESL settings, it is crucial to look into various instructional techniques thoroughly. This study investigated the relative effectiveness of three summary writing techniques: Sequence map, answering question, and 3-2-1 technique. To this end, 60 language learners from an English language institute in Ahvaz participated in the study. Before implementing the instructional techniques, a pre-test was administered to gauge the participants' fundamental knowledge of L2 summary writing. Three experimental groups were instructed through the already-mentioned techniques for ten weeks while the control group was given no such treatment. Finally, a post-test was administered to ascertain the effectiveness of such techniques in improving EFL learners' summary writing. The TOEFL-iBT scoring rubric was adopted to score the summaries holistically.  Paired sample t-test and ANOVA were run to analyze the data. The findings revealed that the sequence map group outperformed the other three groups in terms of the written summaries. The study further implies that the employment of graphical or spatial representation of textual concepts reduces the complexity and ambiguity of the presented information.

: Individual learner differences play an integral role in second language acquisition and interested researchers and practitioners cannot get a full appreciation of second language learning if they ignore these significant variables. This study investigated how willingness to communicate (WTC), learner subjectivity, and anxiety in learning the L2 correlate with Iranian students’ English pragmatic knowledge. To this end, a total of 140 participants received instruction on request strategy types and their internal and external modification devices for seven weeks through consciousness-raising tasks. The data were obtained through WTC questionnaire, learner subjectivity questionnaire, foreign language classroom anxiety scale, and discourse completion test. The findings indicated that WTC and learner subjectivity correlated positively with the participants’ L2 pragmatic competence. However, no relationship was observed between the learners’ anxiety and their pragmatic achievement. The results suggest that some personal characteristics such as WTC and learner subjectivity are significant contributors to success in acquiring L2 pragmatic knowledge. چکیده: تفاوت های فردی زبان آموزان نقش غیر قابل انکاری در یادگیری زبان دوم ایفا میکنند و محققان علاقه مند نخواهند توانست به درک کامل و درستی از یادگیری زبان دوم برسند اگر چنین متغیرهای مهمی را نادیده بگیرند. این مطالعه به بررسی چگونگی ارتباط تمایل به برقراری ارتباط کلامی (WTC)،  فردیت زبان آموز و اضطراب در یادگیری زبان دوم با دانش منظور شناسی زبان آموزان ایرانی می پردازد. برای این منظور، در مجموع 140 نفر در مورد انواع استراتژی های درخواست و ابزارهای اصلاحی داخلی و خارجی آنها برای هفت هفته از طریق وظایف آگاهی-دهنده (آگاهی برانگیز) مورد آموزش قرار گرفتند. داده ها با استفاده از پرسشنامه های تمایل به برقراری ارتباط کلامی، فردیت، مقیاس اضطراب در کلاس های زبان خارجی و آزمون تکمیل گفتمان جمع آوری گردیدند. یافته های تحقیق حاکی از این داشتند که تمایل به برقراری ارتباط کلامی و فردیت زبان آموزان به طور مثبت با توانایی منظور شناسی آنها در زبان دوم ارتباط داشت. با این وجود، بین اضطراب زبان آموزان و توانایی منظور شناسی آنها در زبان دوم ارتباطی مشاهده نشد. نتایج نشان می دهند که برخی ویژگی های شخصی مانند تمایل به برقراری ارتباط کلامی و فردیت زبان آموزان از اهمیت ویژه و نقش بسزایی درکسب موفقیت آمیز دانش منظور شناسی در زبان دوم برخوردار است.   واژگان کلیدی:تمایل به برقراری ارتباط کلامی، فردیت، اضطراب، درخواست، توانایی منظور شناسی