رویا بهارلویی

Engagement and interaction have recently been considered practical activities essentially in educational settings. Due to the importance of this notion, this research paper reviewed the qualitative study aimed to find out the evaluation of Iranian EFL students’ emotional attitudes and perceptions towards interactive tasks on self-monitoring, self-regulation, and willingness to communicate in learning. Accordingly, the study as personality assessment developed the semi-structured interviews with 40 students in an experimental group and 40 students in a control group to explore students’ motivational beliefs and their attitudes towards interactive tasks influencing their performance in learning and assisting them to communicate successfully. Based on the attitudinal analysis as the results of this study, using the Transcribed Interview Sample with coding (an extract) clearly identified that students with interactive tasks mainly outperformed those with regular instruction. Furthermore, the findings of the research indicated that students’ achievement was improved in terms of their motivation, autonomy, and empowerment as contributed to their learning. However, this study revealed that teachers could increase the academically collaborative talk as well as social-emotional behavior of students in their teaching and learning environments to share feeling safe, taking risks, and enjoy constructive effects.

This study aimed to analyze high school EFL teachers’ attitudes toward collaborative action research (CAR). This study was of both qualitative and quantitative types. The number of the selected samples of this research, based on the convenience sampling method, were 20 male and female EFL teachers teaching at the Education and Training Organization of Isfahan Province. As the instrument of this research, they were given the standard questionnaire of Savaskan (2013) and Byrnes (2009) to fill. Then, the data were analyzed using descriptive statistics and t-test through SPSS Software, version 25. According to the obtained results, based on descriptive statistics, both male and female teachers had a positive attitude toward collaborative action research. (56.25% of the answers were under average (3) which showd a more positive attitude). Also, in comparison with the female teachers, male ones had a more positive attitude toward collaborative action research (2.70˂2.95). Conducting such research in this realm paves the way to make sure about the right selection of the teaching techniques in general, and collaborative action research and its subcategories in particular.

The current research was an effort to study the interaction of gender with text enhancement and meta-cognitive grammar instruction on learning and recall of English grammar. To this end, two groups of students consisting of 51 learners from both genders were formed. The participants were 51 male and 51 female learners. The 51 participants of each gender were further divided into two groups. Then, an OPT was administered to ensure homogeneity of the participants in terms of grammatical performance as well. Following that, two of the groups received text enhancement method and the other two groups received metacognitive instruction for learning grammar. Finally, the groups sat for a grammar posttest as well as a delayed posttest. When looking within groups, it was found the in metacognitive groups, males performed better on grammar posttest and delayed posttest in comparison with females. Regarding text enhancement groups, males and females did not significantly differ from each other both on posttest and delayed posttest. Finally, it was concluded that gender has the potentiality to affect the outcome of instruction when the role of input is considered in grammar instruction.