نادیا قرنی

This study examined the correlation between advanced EFL students' syntactic knowledge and their writing and speaking proficiency to determine whether students' syntactic knowledge can influence their productive skills. A total of 50 advanced students aged between 18 and 25 were chosen purposefully to take part in the study. Four tests, including a placement test, a syntax test from Oxford University Press, a writing test, and one test for speaking proficiency were employed to collect the required data. Because the data for this study were quantitative, a correlational/descriptive design was chosen for the data to be analyzed. The researcher then decided to find a correlation between the students' writing and speaking scores and their syntax scores based on the obtained data. Both the t-test and the Pearson correlation demonstrated that there is no real correlation between the syntactic, speaking, and writing proficiency of the students. Further findings showed that there is no difference between the relationship between syntactic knowledge and speaking proficiency and the relationship between syntactic knowledge and writing proficiency. The implication of this study is that grammatical competence is not a valid predictor for the proficiency of students in writing and speaking courses. If a student’s grammatical competence is low, his proficiency in writing and speaking can still be average or even above average depending on the process of assessing these skills. Additionally, learners must understand that possessing a strong grasp of grammatical knowledge does not inevitably ensure their ability to produce language effectively in spoken or written form.

This research investigates methods to enhance the conversational portion of the English as a Foreign Language (EFL) textbook called 'Vision 1' that is utilized in Iranian high schools. The study involves 50 Iranian EFL high school teachers within the age range of 25-40, who have been teaching for 3-7 years and currently incorporate 'Vision 1' into their English curriculum. The collection of qualitative data was accomplished by conducting semi-structured interviews to gain a deeper understanding of their viewpoints. The findings highlight challenges faced by teachers, such as limited oral practice opportunities, lack of authenticity in dialogues, and difficulty in engaging students. Proposed solutions include incorporating authentic dialogues, increasing oral practice opportunities, incorporating interactive activities, and providing teacher support materials. Implementing these insights can benefit not only the designers of EFL textbooks but also curriculum developers and language educators in Iran and similar educational contexts. By addressing the identified issues and incorporating the proposed solutions, it is expected that the conversational component of the 'Vision 1' textbook can be significantly enhanced, leading to more effective English language learning experiences for Iranian high school students.

This study aimed to explore the challenges faced by pre-service teachers in Iran in noticing and responding to student thought processes during English language instruction, as well as the strategies they employed to engage with student thinking. Utilizing grounded theory and qualitative analysis, the research sought to provide a deeper understanding of these challenges and strategies to inform teacher education practices. The findings revealed significant difficulties in recognizing diverse student thinking and managing classroom dynamics. To address these challenges, pre-service teachers adopted strategies such as open-ended questions and group discussions, which fostered deeper understanding, clarified students' ideas, and promoted a more interactive learning environment. The results highlighted the urgent need for teacher education programs in Iran to develop skills that enhance the ability to respond to students' thinking. Specifically, programs should focus on competencies such as pedagogical competence, cognitive skills, interpersonal communication, reflective practice, technological proficiency, and entrepreneurial competencies. By strengthening these competencies, pre-service teachers can improve their English instruction and effectiveness. Educational programs could benefit from integrating practical experiences like micro-teaching sessions and workshops on effective questioning techniques. This approach will better prepare future educators to navigate student engagement, leading to more effective teaching practices in Iran’s educational landscape.