احسان نمازیان دوست

احسان نمازیان دوست

مطالب
ترتیب بر اساس: جدیدترینپربازدیدترین

فیلترهای جستجو: فیلتری انتخاب نشده است.
نمایش ۱ تا ۲۰ مورد از کل ۲۶ مورد.
۱.

Probing into the Effects of Computerized Dynamic Assessment on Grammar Learning: The Mediating Role of Working Memory(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۶, No. ۲, ۲۰۲۴ 107 - 128

کلیدواژه‌ها: computerized dynamic assessment Grammar learning Sociocultural theory working memory Zone of Proximal Development

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This study investigates the impact of computerized dynamic assessment (C-DA) on grammar learning among Iranian EFL learners, focusing on the moderating role of working memory (WM). A nonrandomized pretest-posttest control group design was employed, with 60 male learners aged 17 to 18 divided into experimental and control groups. The participants were assessed using the Oxford Quick Placement Test (OQPT) to determine language proficiency and a researcher-made test to measure knowledge of past perfect tense. The intervention involved C-DA sessions conducted via the Google Meet platform for the experimental group, while the control group received traditional teacher-fronted lessons. Results from independent-sample t-tests and one-way between-groups ANOVAs revealed a significant improvement in grammar learning among the experimental group compared to the control group. However, no discernable difference was found in the performance of high and low WM learners in response to C-DA. These findings highlight C-DA's potential as a practical instructional approach for grammar learning in EFL contexts. They underscore the need for further research to explore its utility across different learner profiles.
۲.

Dynamic Assessment as the Linchpin of Academic Buoyancy, Reflective Thinking, and Academic Resilience for Intermediate Iranian EFL Learners: A Phenomenological Study

نویسنده:
منبع: International Journal of Language Testing, Volume ۱۴, Issue ۲, October ۲۰۲۴ 133 - 150

کلیدواژه‌ها: Academic Buoyancy academic resilience dynamic assessment reflective thinking

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In recent years, dynamic assessment and positive psychology have attracted the attention of many researchers. This phenomenological study explores Iranian intermediate English as a Foreign Language (EFL) learners' perception of academic buoyancy, reflective thinking, and academic resilience in response to dynamic assessment. Data were gathered through narrative inquiry, observation, and focus group discussion involving 18 intermediate EFL learners at a language institute in South Iran. Member checking, peer debriefing, and audit trail were used to ensure the credibility and dependability of the instruments. Thematic analysis of the qualitative data revealed that dynamic assessment positively influenced learners' academic buoyancy by providing tailored scaffolding and support, fostering resilience in the face of academic challenges, and enhancing reflective thinking abilities. These findings suggest that integrating dynamic assessment techniques into language teaching practices contributes to students' adaptive coping mechanisms and ability to navigate academic setbacks, enhancing their academic success and overall well-being. The study underscores the importance of incorporating dynamic assessment approaches to cultivate resilient and empowered learners within EFL settings. This study contributes to understanding dynamic assessment's role in fostering academic resilience and reflective thinking in language learning contexts. The implications of the study are discussed.
۳.

On the Importance of Learning Vocabulary in Academic Materials: A Mixed- Methods Study to Probe into the State of Language Progress, Willingness to Communicate and Academic Engagement from the Voices of EFL Learners(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۴, Fall & Winter ۲۰۲۴ 281 - 306

کلیدواژه‌ها: academic engagement Academic Materials Language Growth willingness to communicate

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This investigation aimed to inform instructional practices that foster linguistic development and enhance the overall language learning experience by unraveling the nuanced dynamics at play. To this end, the researchers explored the influence of two distinct vocabulary books, "Keyword for Fluency" and "1100 Words You Need to Know," on language growth, willingness to communicate (WTC), and academic engagement within the upper-intermediate learner demographic. With 40 participants in the experimental group (EG) exposed to "Keyword for Fluency" and 40 participants in the control group (CG) using "1100 Words You Need to Know", all demonstrating upper-intermediate language proficiency, a concurrent mixed-methods research design was employed. A comprehensive teacher-made test was designed and administered to gauge language growth. The EG received targeted instruction based on "Keyword for Fluency," while the CG adhered to conventional language teaching methods centered on "1100." Our findings showcased substantial language growth, increased WTC, and enhanced academic engagement among participants in the EG as opposed to the CG. This study offers valuable insights for educators, curriculum designers, and researchers seeking to optimize vocabulary instruction strategies for upper-intermediate learners.
۴.

Risk-Taking, TAM Model, and Technology Integration: Impact on EFL College Students' Behavioral Intentions(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۳ , N. ۲ , ۲۰۲۴ 57 - 80

کلیدواژه‌ها: technology integration Behavior Intention Risk-Taking EFL College Students

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The rapid advancement of technology has opened up new avenues for language learning, and understanding the factors that impact students' behavioural intentions is crucial for the effective integration of technology in EFL classrooms. The present study investigates the influence of risk-taking behaviour and the Technology Acceptance Model (TAM) in enhancing the behavioural intention of English as a Foreign Language (EFL) students through the integration of technology. The study utilized a quantitative research approach, employing surveys and data analysis techniques to test reliability using the PLS-SEM program tool to gather and analyze data from a sample of 75 EFL college students. The participants were assessed during the continuous assessment of the course based on their risk-taking tendencies, as well as their perceptions and attitudes towards technology acceptance according to the TAM framework. The study's findings are intended to offer important new understandings of the correlation between risk-taking behaviour and TAM characteristics (perceived usefulness and perceived ease of use), and EFL college students' behavioural intention. Additionally, the research aims to identify the factors that positively influence students' intention to adopt and utilize technology in their language learning process. The implications of this study can contribute to the development of effective strategies for educators and institutions to enhance EFL college students' behavioural intention through technology integration. By understanding the role of risk-taking behaviour and TAM variables, educators can design instructional approaches that align with students' preferences and promote active engagement in the learning process.  
۵.

The Effect of 4/3/2 Technique on Iranian EFL Learners’ Speaking Fluency: The Moderating Role of Working Memory(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۶, No.۳۳, Fall & Winter ۲۰۲۳ 1 - 24

کلیدواژه‌ها: technique communication skills Individual differences speaking fluency working memory

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This study examines the effect of the 4/3/2 technique on Iranian EFL learners' speaking fluency while also investigating the moderating role of working memory (WM). The study involved sixty EFL learners attending a language institute in Shiraz. The participants, aged 14 to 18, all shared Persian as their first language and had pre-intermediate proficiency in English. A pretest-posttest control group design was employed, with participants randomized into experimental and control groups. The 4/3/2 technique was implemented in the experimental group (EG), where learners performed a monologue task thrice, each under increasing time constraints. The control group (CG) received teacher-fronted sessions. Pre- and post-test measures of L2 oral fluency were collected using syllables per minute, with WM span assessed using a reading-span test. The results demonstrated a significant improvement in oral fluency in the EG compared to the CG. Furthermore, learners with higher WM demonstrated greater gains in fluency following the intervention. The findings suggest that the 4/3/2 technique holds promise for enhancing speaking fluency in EFL learners, with individual differences in WM span influencing the effectiveness of the intervention. These findings have implications for language teaching pedagogy and underscore the importance of considering cognitive factors in language learning interventions. The implications of this study extend to various stakeholders in language education, including language teachers, learners, materials developers, syllabus designers, policymakers, and teacher educators. By integrating these insights into language instruction and teacher training programs, educators and policymakers can work towards fostering more effective and engaging language learning experiences for learners
۶.

Implementing Peer-dynamic Assessment to Cultivate Iranian EFL Learners’ Inter-language Pragmatic Competence: A Mixed-methods Approach

نویسنده:
منبع: International Journal of Language Testing, Volume ۱۳, Issue ۱, Winter and Spring ۲۰۲۳ 18 - 43

کلیدواژه‌ها: Zone of Proximal Development Interlanguage pragmatic competence Peer-dynamic assessment Microgenetic development approach EFL Learners

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Though dynamic assessment (DA) has gained strong theoretical and empirical support over the last decades, second language (L2) practitioners have blamed it for its applicability in large classes. To ameliorate this limitation, peer-dynamic assessment (peer-DA), rooted in the conceptualization of zone of proximal development (ZPD), can be introduced and practiced as an alternative approach. Thus, this study aimed to investigate the effects of peer-DA on cultivating Iranian upper-intermediate EFL learners’ interlanguage pragmatic (ILP) competence. Additionally, it was to disclose how peer-DA leads to improving the learners’ ILP competence. To achieve these aims, a sample of 84 upper-intermediate EFL learners, including females was selected through a convenience sampling method at Iran Language Institute in Borujerd City, Iran. Then, a total of 37 EFL learners whose scores fell around the mean score were selected and randomly assigned to two groups, namely an experimental (n = 19) and a control (n = 18). Then, they went through a pre-test, interventions (lasting 16 one-hour sessions held two times a week), and a post-test. The experimental group’s interactions were meticulously recorded. The collected data were analyzed through two independent samples t-tests, and the microgenetic development approach. Findings documented a statistically significant difference between the experimental group and control group concerning the gains of ILP competence on the post-test. Furthermore, the results of the microgenetic development analysis evidenced how the gradual, contingent prompts could lead to noticeable improvements in the learning of ILP features. These findings may have some pedagogical implications for different stakeholders.
۷.

Navigating the Mediating Role of Immunity, Buoyancy, and Emotion Regulation to L2 Grit and Mindfulness Among EFL Teachers(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۱۲, No. ۲, ِDecember ۲۰۲۳ 31 - 65

کلیدواژه‌ها: Immunity Buoyancy Emotion regulation L2 Grit Mindfulness

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The importance of studying teachers' professional well-being has increased greatly in recent years. However, researchers have not paid enough attention to how teachers' levels of immunity, buoyancy, and emotion regulation (ER) in the classroom all play a role in shaping teachers’ L2 grit and mindfulness. This research seeks to address this gap in the literature by presenting a model of the dynamic interaction of teacher immunity (TI), teacher buoyancy (TB), teacher emotion regulation (TER), L2 grit, and teacher mindfulness (TM). To gather this information, 519 English as a foreign language (EFL) teachers were given surveys measuring their levels of mindfulness in the classroom using the language teacher immunity instrument (LTII), teacher buoyancy scale (TBS), Teacher Emotion Regulation Inventory (LTERI), the L2-teacher grit scale (L2TGS), and Mindfulness in Teaching Scale (MTS). Confirmatory factor analysis (CFA) and structural equation modeling (SEM) results indicated that EFL instructors who achieved a healthy state of immunity (TI), TER, L2 grit had higher levels of L2 grit, and TM. The research winds down with implications and future directions for relevant stakeholders to improve their understanding of the relationship between TI, TB, TER, L2 grit, and TM interactions and their potential to provide favorable educational results for EFL learners.
۸.

Unveiling Language Teacher Productive Immunity: A Lenz into the Impacts on Professional Identity, Teacher Anger, Grit Tendencies, and Psychological Well-Being(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۲, Fall & Winter ۲۰۲۳ 215 - 232

کلیدواژه‌ها: Teacher productive immunity Professional identity Teacher anger Grit tendencies Psychological well-being EFL Teachers

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Teachers, as the center of the class, can make positive changes in their students' lives; they should be equipped with skills that will allow them to do their jobs effectively. The inclusion of productive immunity (i.e., the procedures that instructors go through to devise protective mechanisms against the effects of undesirable disruptions that might potentially endanger their desire to instruct) as one of these skills gives educators the capability to analyze and immunize their own performance. In light of this significance, it is of the utmost importance to reveal teacher productive immunity and its correlates, particularly in EFL (English as a foreign language) contexts. Regardless, there is a dearth of studies on the possible interplay among teacher immunity, professional identity, anger, grit tendencies, and psychological well-being in Iranian EFL settings. Therefore, the present study aimed to ascertain whether there was a statistically significant connection between the professional identity, anger, grit tendencies, and psychological well-being of Iranian EFL instructors and their immunity. A total number of 394 EFL teachers teaching at public schools (Khorasan Razavi and Khuzestan, Iran) took part in this analysis. The Language Teacher Immunity Instrument (LTII), The Teacher's Professional Identity Scale (TPIS), the L2-teacher Grit Scale (L2TGS), The Teacher Anger Scale (TAS), and The Psychological Well-Being at Work (PWBW) were administered electronically to respondents. The predictive power of teacher immunity was found in data analysis via Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM). The findings stress the need of including reflective practices, emotional control strategies, and immune system strengthening in teacher preparation programs.
۹.

Exploring the Effects of Dynamic Assessment on Improving Iranian Quran Learners’ Recitation Performance(مقاله علمی وزارت علوم)

نویسنده:
منبع: Critical Literary Studies, Vol ۵, No ۱, Autumn and Winter ۲۰۲۲-۲۰۲۳ 159 - 176
تعداد بازدید : ۲۲۴ تعداد دانلود : ۱۷۵
Although Dynamic Assessment (DA), rooted in Vygotsky’s (1978) Zone of Proximal Development (ZPD) notion, has been extensively researched in teaching English as a foreign language, it has remained largely unexplored in teaching Arabic as a foreign language. To bridge this long-lasting gap, this study purports to investigate the effects of DA on improving Iranian Quran learners’ recitation performance. For this purpose, two intact grade 7 classes were selected at a public high school in Borujerd city, Iran, and were assigned randomly as DA group (n=21) and non-DA group (n=23). Later, they went through a pre-test, intervention (offered based on the principles and procedures of DA for the DA group and held in 15 sessions), immediate post-test, and delayed post-test. The collected data were analyzed through a one-way ANCOVA. Findings documented that the DA group outperformed the non-DA group on the immediate post-test. Additionally, the results evidenced that the DA group outweighed the control group on the delayed post-test. The study ends with proposing some implications in consistent with the tenets of Sociocultural theory.
۱۰.

Comparing the Effects of Mind-Mapping vs. Concept-Mapping Techniques on Iranian EFL Students’ Reading Motivation, Reading Comprehension, and Willingness to Communicate(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۵, No. ۲, ۲۰۲۳ 69 - 90

کلیدواژه‌ها: Concept-Mapping Technique Mind-Mapping Technique Reading Comprehension Reading Motivation Test WTC

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As there have been few studies on the comparative effects of mind-mapping (MM) and concept-mapping (CM) techniques on learning English language skills and sub-skills, this survey pursued to scrutinize the impacts of these techniques on reading motivation, reading comprehension, and willingness to communicate (WTC) of Iranian EFL students. To fulfill these objectives, 78 intermediate EFL students were selected based on non-random sampling and accidentally assigned to two experimental groups (EGs) and one control group (CG). They were then pre-tested using a reading motivation test, a reading comprehension test, and a WTC test. Next, the intervention was conducted on the three groups. The MM technique was employed to teach 16 English reading texts to one EG and the CM technique was applied to teach the same texts to the other EG. None of these techniques were used to teach the texts to the CG. When the intervention ended, the post-tests of reading comprehension, reading motivation test, and WTC were given to the three groups. The outcomes of the One-Way ANOVA tests and the post-hoc Scheffe tests revealed that there was a substantial difference between the scores of the EGs and the CG on the three post-tests, with the results being in favor of the EGs. In effect, the findings indicated that the MM and CM techniques enhanced reading motivation, reading comprehension, and WTC of the experimental participants equally. Finally, the implications and conclusions of the research were explained.
۱۱.

Is Iranian University Students’ Computer Self-efficacy a Strong Contributor to Learning Anxiety? A Mixed-methods Investigation(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Learning and Memory, Volume ۵, Issue ۱۹, Autumn ۲۰۲۲ 27 - 40

کلیدواژه‌ها: Computer Self-efficacy learning anxiety Iranian University students A mixed methods investigation

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The contributions of computer self-efficacy (CSE) to university students’ learning anxiety (LA) in online classes (OCs) has largely remained unexplored in the higher education context of Iran. Thus, this mixed-methods study aims to inspect the correlation between Iranian university students’ CSE and LA from both quantitative and qualitative perspectives. For this purpose, a total of 290 undergraduate students, including male students (n = 64) and female students (n = 226) for the quantitative part and a sample of 18 undergraduate students, consisting of male students (n = 7) and female students (n = 11) for the qualitative part were chosen through a random sampling method at Ayatollah Borujerdi University, Iran. The participants were asked to fill out a Computer Self-Efficacy Questionnaire, an Anxiety in Online Classes Questionnaire, and a reflective written statement. The collected data were analyzed using a Pearson correlation coefficient test, a multiple regression analysis test, and a thematic coding approach. Findings documented that the participants’ CSE and LA were negatively correlated in OCs. Additionally, the results indicated that the participants’ LA was mainly affected by advanced and beginning factors of CSE. Furthermore, the qualitative findings yielded five overarching themes, including ‘high CSE leads to more risk-taking’, ‘high CSE leads to increased motivation’, ‘high CSE leads to useful experiences’, ‘high CSE leads to accessing additional knowledge sources’, and ‘high CSE leads to increased self-regulation’. The study concludes by offering some implications for pertinent stakeholders.
۱۲.

Two Sides of the Same Coin? Exploring Persuasive Discursive Practices in Academic and Popularized Texts in Psychology(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۱ , N. ۱ , ۲۰۲۲ 111 - 134

کلیدواژه‌ها: Academic research articles Popularized Science Articles Science popularization the Appraisal Theory Attitude resources

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Circulation of scientific discoveries occurs in various discourse communities. Adopting an audience-oriented view of writing (Hyland, 2010) and drawing on the appraisal theory (Martin & White, 2005), the current study aimed to explore the evaluative strategies psychologists would use to share their specialist knowledge with scholarly and non-scholarly readers. To this end, a corpus of 38 academic research articles and 38 popularized science articles from the archive of an English international refereed journal, Current Psychology , and two English popularized magazines, Newsweek and New Scientist , were analyzed in terms of attitude resources of appraisal, namely appreciation, affect, and judgment . The results of the study revealed that palpable degrees of persuasion were achieved through including certain attitude elements in both corpora despite no statistically significant difference. The results debunked the myth of objectivity in academic discourse and disclosed the psychology experts’ appealing to persuasive tools for convincing the specialist and non-specialists of the truth value of their research outcomes. The findings carry pedagogical implications for English for the students of psychology courses. Indeed, future psychologists need to get familiar with the common discursive strategies to address their intended audience in academic and non-academic settings.
۱۳.

Developmental Potential of Self-Assessment Reports for High School Students' Writing Skills: A Qualitative Study(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۴۱, Issue ۲, Spring ۲۰۲۲ 163 - 203

کلیدواژه‌ها: Microgenetic Development Analysis Self-assessment Report Thematic Coding Analysis Writing skills

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Though many studies have been conducted on the effects of self-assessment on L2 learning over the last decade, none has investigated how self-assessment reports lead to improving L2 learning. Thus, this study aims to disclose how self-assessment reports improve Iranian high school students' writing skills and their perceptions of the effectiveness of self-assessment reports in cultivating writing skills. For this purpose, the researchers selected o ne intact grade 11 class (n = 21) at Shahed public high school in Borujerd, Iran. During the instruction lasting 15 sessions held twice a week, a self-assessment report was designed based on Nunan's (2004) template and given to the students to assess their writings weekly. Then, a focus group interview was run with six students. Findings documented a significant improvement in the students' writing skills in terms of content, language, organization, and task requirements. Additionally, the focus group interview results yielded four themes: raising students' awareness of evaluation criteria, making students more self-regulated, letting students have a voice in their academic destiny, and increasing students' motivation to write. In light of the findings, a number of conclusions are drawn, and several implications are put forward.
۱۴.

Active Learning as an Approach to Fostering EFL Learners’ Speaking Skills and Willingness to Communicate: A Mixed-methods Inquiry(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۱۱, No. ۲, ِDecember ۲۰۲۲ 93 - 128

کلیدواژه‌ها: Active Learning speaking skills willingness to communicate a thematic coding analysis EFL Learners

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Emerging as a novel instructional approach, Active Learning (AL) is predicated on paving the way for students to actively explore knowledge and reflect on the learning processes. Despite its robust theoretical foundations, AL has rarely been implemented by English as a foreign language (EFL) teachers in the Iranian context. A lion’s share of this hesitation may be ascribed to the lack of strong empirical findings to underscore its advantages and disadvantages. To fill in this lacuna, this mixed-methods study inspected the effects of AL on fostering EFL learners’ speaking skills (SSs) and willingness to communicate (WTC) in the Iranian context. For this purpose, a total of 87 intermediate EFL learners, were selected using a convenience sampling method. They were homogenized through a Key English Test (KET) and randomly assigned to an experimental group (n = 26) and a control group (n = 25). Afterward, a pre-test, interventions (lasting 18 75-miniute sessions held twice a week), and a post-test were administered. Then, eight participants who actively participated in the interventions were invited to a focus group interview to express their perceptions of and experiences with AL. The results of the independent samples t-tests documented that AL substantially contributed to fostering the participants’ SSs and WTC on the post-test. Additionally, the qualitative findings of a thematic coding analysis yielded four overarching themes; facilitating knowledge construction, developing metacognitive awareness, promoting self-regulated learning, and fostering motivation. The findings provide a number of implications for pertinent stakeholders.
۱۵.

Language Teacher Professional Identity: The Mediator Role of L2 Grit, Critical Thinking, Resilience, and Self-efficacy Beliefs(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۴, No. ۲, ۲۰۲۲ 107 - 130

کلیدواژه‌ها: Teacher Professional Identity L2 teacher grit Critical thinking teacher resilience teacher self-efficacy beliefs EFL Teachers

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The teacher’s professional identity (TPI) defines their perception of how to behave in their teaching profession, and it may have a significant role in determining their place in educational advancement. Yet, the moderator influence of L2 Teacher Grit (L2TG) , Critical Thinking (CT), Teacher Resilience (TR), and Teacher Self-efficacy Beliefs (TS-EB) on TPI has not been extensively documented in the literature. To fill this lacuna, this study developed a model to show the interplay between TPI, L2TG , CT, TR, and TS-EB. The Teacher’s Professional Identity Scale (TPIS), the L2-teacher Grit Scale (L2TGS), the Watson–Glaser Critical Thinking Appraisal Form (WGCTAF), the Teacher Resilience Scale (TRS), and the Teacher Sense of Efficacy Scale (TS-ES) were given to 437 English as a foreign language (EFL) teachers for the intention of collecting this data. Following the findings of Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM), L2TG , CT, TR, and TS-EB can enhance TPI among EFL teachers. Finally, the implications and future direction were offered to enthusiastic educators and researchers which may enhance their awareness of the link between TPI, L2TG , CT, TR, and TS-EB and the way it can generate great results for the educational system.
۱۶.

EFL Learners’ Perception of Task Experience Through Flow Outlook: Task Complexity and Modality in Focus(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۱۰, No. ۱, June ۲۰۲۱ 301 - 334

کلیدواژه‌ها: task complexity task modality task difficulty flow outlook task experience

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Regardless of the appreciation of language learners’ achievement in task-based language teaching, not much has been hinged upon learners’ perception and reception of various elements. This study examined task complexity and modality effects on Iranian EFL learners’ comprehension of task difficulty, competencies, and difficulty-skill balance as well as the learners’ task experience. The Flow Outlook features were also applied to investigate how difficulty-skill balance anticipated flow experience. Via a repeated-measures design, and with a focus on task complexity (simple vs. complex) and task modality (written vs. spoken), 49 EFL learners carried out four argumentative tasks (two simple written and spoken vs. two complex written and spoken tasks); then, they ticked the flow questionnaire to gauge their perception of task difficulty, competence, and task experience. Repeated-measures MANOVA revealed although task complexity influenced task difficulty and difficulty-skill balance significantly, the skill was not affected significantly; task modality influenced task difficulty and skill significantly while difficulty-skill balance received no significant effect. The follow-up post hoc test indicated that complexity and modality significantly influenced flow, attention, and control, but not interest. Linear regression revealed difficulty-skill balance was a predictor for learners’ flow experience for both writing tasks and simple speaking task but not for complex speaking tasks. Pedagogically, the findings of this research may have some implications for English language teachers, learners, and materials developers.
۱۷.

Discovering Iranian EFL Teachers’ Metalinguistic Knowledge: The Role of Academic Degree and Teaching Experience in Focus(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۸, Fall & Winter ۲۰۲۱ 243 - 260

کلیدواژه‌ها: Teacher language awareness Metalinguistic Knowledge Teacher Cognition teaching experience

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The relevance of metalinguistic knowledge in effective teaching of the four language skills is evident. As such, the present study sought to determine the degree of Iranian EFL teachers’ metalinguistic knowledge by focusing on the role of academic degree in English Language Teaching (ELT) and teaching experience. The study drew on a mixed-methods research design, and the data were collected through a questionnaire and a semi-structured interview, exploring teachers' perceptions and evaluations of metalinguistic knowledge. Additionally, in order to evaluate the declarative knowledge of teachers regarding their grammatical awareness, a test of English Grammar Knowledge was administered among 94 novice and experienced EFL teachers with and without an academic degree in ELT teaching in private language institutes. The results of the questionnaire and interview indicated that while the importance of having grammatical knowledge was evident for participants, experienced teachers displayed more positive views toward grammar awareness. Furthermore, the teachers' performance on the grammar test showed that while formal education helps teachers improve their knowledge, it is not the only determining factor for high levels of declarative knowledge of language. On the contrary, teachers' background knowledge was found to result in high levels of metalinguistic knowledge. Additionally, the results revealed that years of teaching experience does not determine the levels of teachers’ metalinguistic knowledge. The study provides implications for EFL teachers and teacher trainers.
۱۸.

Short-Block Instruction Versus Long-Block Instruction: Impact on Reading Motivation and Reading Attitude(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Learning and Memory, Volume ۳, Issue ۱۲, Winter ۲۰۲۱ 61 - 74

کلیدواژه‌ها: Short-block instruction Long-block instruction Reading Comprehension reading motivation reading attitude

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تعداد بازدید : ۵۲۳ تعداد دانلود : ۲۶۶
The purpose of this study was to explore the effects of 2 modes of instruction (Short-block versus Long-block) on Iranian EFL learners' reading motivation and reading attitude. For this study, 60 pre-intermediate level students who were studying in an English language institute in Ahvaz were selected. They took part in a homogeneity test (OQPT) to determine their homogeneity level. Then they were randomly divided into two groups, 30 learners each included, namely short-block instruction group and long-block instruction group. Then the two groups were given a reading motivation questionnaire and reading attitude survey as the pre-test before treatment to determine the participants’ reading motivation and reading attitude. During the eleven-session treatment, the long-block group was taught the reading comprehension in an intensive 75-minute session, while the short-block group was taught in three short sessions (twenty-five- minute session). After the treatment sessions, the participants were given a reading motivation questionnaire and reading attitude survey as a posttest. Data were analyzed through descriptive statistics and one-samples t-tests and the findings showed a significant difference between the groups. The short-block group outperformed the other groups in both reading motivation and reading attitude post-test. Implications of this study could be a hint for both EFL teachers and learners that teaching through short-block instruction is more effective than long-block instruction in teaching reading comprehension.
۱۹.

A Survey Study of Factors Influencing Iranian EFL Learners’ English Pronunciation Learning

نویسنده:
منبع: Research in English Education Volume ۵, Issue ۲(۲۰۲۰) 103-123

کلیدواژه‌ها: pronunciation pronunciation learning factors EFL

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تعداد بازدید : ۵۳۰ تعداد دانلود : ۵۲۸
English pronunciation is one of the most important and complicated parts of foreign language teaching and learning. Due to its complexity, pronunciation has been overlooked in English language teaching. Understandable pronunciation is an important part of communicative competence. Individuals who have acceptable pronunciation can easily improve their language skills better than those who have weak pronunciation. Thus, English pronunciation is very significant for successful communication. This study investigated the factors influenced Iranian EFL learners’ English pronunciation learning. To this end, fifty Iranian EFL learners participated voluntarily in this study. A quantitative method was used as the design of this study. The researchers used a survey questionnaire as the instrument of this study. The collected data were analyzed via using frequency and percentage. The findings of this research indicated that factors such as pronunciation instruction, attitude, motivation, and error correction respectively were the most important factors that had the greatest effects on Iranian learners’ pronunciation improvement. It was also concluded that when teaching pronunciation into their classes, EFL teachers and learners should be equipped with these factors that can considerably increase their success in the correct teaching and learning of English pronunciation.
۲۰.

The Impact of Cultural Familiarity on Vocabulary Learning through Reading among Iranian Upper-intermediate Male and Female EFL Learners(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Learning and Memory, Volume ۳, Issue ۹, Spring ۲۰۲۰ 53 - 64

کلیدواژه‌ها: Cultural Materials Reading Comprehension Source culture Target Culture Vocabulary Learning

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تعداد بازدید : ۴۵۱ تعداد دانلود : ۳۷۸
This study attempted to investigate the effects of cultural background knowledge on vocabulary learning through reading culturally oriented texts. The study was conducted with 150 upper-intermediate male ( n = 75) and female ( n = 75) EFL students. The participants of each gender were randomly assigned into three equal groups: group A (Target Culture = TC), group B (Source Culture = SC) and group C (Culture-Free = CF). After homogenizing the participants through a researcher-made vocabulary pretest, three groups received the treatment which was reading comprehension materials reflecting a particular culture. During the treatment, some reading passages related to American and English cultures, Persian culture, and culture free materials were taught to group A, group B, and group C, respectively. At the end of the study, a researcher-made vocabulary posttest was administered. Results of one-way ANCOVA and paired samples t test revealed the significant effects of cultural familiarity whereby vocabulary gains were greater after participants read within the culturally oriented text. Moreover, the results showed that there was no significant difference in vocabulary knowledge posttest between male and female learners.

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