شاداب جبارپور

Computers as innovative technological tools provides numerous advantages in the context of education and learning, particularly in regards to the acquisition of the English language. Nevertheless, the computerized corpus-based method has not attained widespread usage for instructing English specifically within the field of tourism. The present study aspired to scrutinize whether the students who underwent instructions via this method show a superior ability in expanding their English vocabulary for tourism and hospitality in comparison to those who were not subjected to such a method. The present study employed an experimental research methodology. A cohort of 52 students specializing in Tourism and Hospitality was allocated into two classes. The adoption of a computerized corpus-based method was observed. The results of the t-test indicated that the utilization of the experimental methodology did not yield noteworthy outcomes regarding its effectiveness in aiding students in developing their English vocabulary of the tourism in comparison to those who were not exposed to this method. The process was deemed to be time-intensive that necessitated considerable exertion in comprehending the corpus data owing to the presence of numerous unfamiliar terminologies evident in the authentic texts. Notwithstanding, the students generally demonstrated a favorable disposition towards this method.

Teaching English for specific purposes has always been challenging as it involves a skill-based teaching methodology to develop learning and use specific grammar and lexicon to understand texts in specialized texts. As for other professions, teaching EFL learners about tourism and hotel management also requires the acquisition of vocabulary, grammar, and general communication skills in varied situations and contexts. To this end, this paper focuses on the comparison and assessment of vocabulary inferring skills of ESP learners majoring in Tourism and Hotel management. To conduct the present study, 10 contextualized vocabulary items were selected, then the VKS test (Vocabulary Knowledge Scale; Wesche & Paribakht, 1996) was administered to 56 Iranian students of Tourism and Hotel Management studying at Islamic Azad University, South Tehran branch. It was hypothesized that learners who show better general English language knowledge perform more skillfully in inferring the meaning of specialized words in Tourism and hotel management texts than less competent ones. Descriptive as well as inferential statistics proved the hypothesis. The results of the present research have implications for ESP learners and teachers as well as materials developers of Tourism and Hotel management textbooks.

Enhancing one's proficiency in English grammar represents a foremost objective for individuals who are learning a foreign language. In EFL contexts, it is commonly observed that children tend to acquire knowledge of grammar rules incidentally, whereas adults usually require formal instruction to attain a more advanced level of proficiency. Numerous contemporary approaches have undergone substantial investigation, yet comparatively limited emphasis has been placed on the acquisition of grammar learning strategies. This article investigates the perspectives of learners with regards to the utilization of grammatical learning strategies during the duration of an English language course. This research centers on the cognitive and affective viewpoints of individuals participating in a grammar study group. The objective of the research is to investigate the utilization of specific strategies by learners for the acquisition of varied grammar structures. Novel methodologies and empirical investigations have the potential to enhance the comprehension of the educational process and self-regulation. The aforementioned holds the possibility of significant repercussions for individuals engaged in the English as a Foreign Language (EFL) learning process, educators facilitating such learning, and professionals responsible for designing EFL curricula.

This research aims to explore how the cognitive demands of tasks affect the acquisition of English verb tenses and their association with grammatical metacognitive awareness among language learners. The study addresses two key questions: 1) Differential impacts of tasks varying in cognitive load on the acquisition of verb tenses, 2) The predictive role of learners' metacognitive strategies in task conditions. Employing a quasi-experimental design, the study involved 120 first-semester Bachelor of Arts students from Azad University South Branch in Tehran, Iran. Participants were assigned to four groups exposed to different task conditions: reading, reading with textual enhancement, cloze exercises, and reading with writing tasks. Instruments included Grammar Judgment and Editing Tests, Pawlak's (2018) Grammar Learning Metacognitive Strategies Inventory, and the Oxford Placement Test. The analysis involved the learners’ performances on the Grammar Judgment and Editing Test, which were compared from the pretest to the posttest. One-way ANOVA was utilized. Additionally, comparisons among different task conditions in the posttest revealed which tasks resulted in higher learner performance. Results indicated significant improvements in tense structure proficiency associated with higher involvement tasks. This study bridges gaps in understanding optimal task designs for language learning and underscores the importance of metacognitive strategies in the Iranian EFL context.