عبدالله برادران

This article tries to delineate different aspects of Mediated Learning Experience (MLE) in detail: MLE as a model of learning in psychology, MLE as a dynamic assessment methodology, and MLE as a basis for designing a course. This article tries to delineate different aspects of Mediated Learning Experience (MLE) in detail: MLE as a model of learning in psychology, MLE as a dynamic assessment methodology, and MLE as a basis for designing a course. MLE, well-known as Feuerstein's theory, is presented as a model of learning in psychology for enhancing cognitive functioning and problem-solving skills in children with cognitive challenges. Some other studies and scholars such as Poehner (2008) consider MLE as a dynamic assessment methodology because in dynamic assessment, assistance emerges from the interaction between the mediator and the learner. The other studies look at MLE as a holistic and integrative approach which is able to prepare a course. Definition of MLE principles and a meticulous and elaborate analysis of the first five MLE principles in different studies, entitled as MLE Taxonomy, are presented in a table at the end of the article.

The negotiated syllabus, also known as a learner-centered and process-oriented syllabus, was introduced as an alternative to a pre-determined syllabus a couple of decades ago. The review of the related studies shows the number of studies in the use of negotiated syllabus in English language teaching is scanty. This study aimed at delving into the impacts of the negotiated syllabus on undergraduate students’ reading comprehension, oral production, and the participants’ perspectives about the syllabus. A mixed-methods research design was employed. Data were collected through researcher-developed tests and an interview checklist. The quantitative section analyzed through independent samples-tests (p=0.05) verified that the negotiated syllabus had a significant effect on the experimental mean scores regarding reading comprehension and oral ability production. In addition, results of the qualitative phase indicated that the use of negotiated syllabus, despite some learner, teacher, and institute-related constraints, has some pedagogical advantages. In light of the results, teachers are recommended to minimize the limitations and implement the negotiated syllabus in teaching English programs to optimize the language learners’ motivation and language achievement.  

To launch an evidence source for successive judgment and decision making, program evaluation of any educational institute is an indispensable process, and language institutes are not the exceptions. In an attempt to propose a solution for a fundamental problem as the lack of a standard evaluation program for English language institutes, this study used a new method to be implemented in the context of ‘English language institutes (ELIs)’ of Iran. In this country, evaluation of nongovernmental centers, including ELIs, is carried out by the Ministry of Education (ME) using a performance evaluation framework which mainly collects the required data through a survey form (locally known as ‘Form 322’). We adopted and applied the survey form 322 into developing a specific questionnaire. Ninety ELIs administrators of Mazandaran were surveyed through an instrument that was piloted and validated through the obtained data. The extracted results from the questionnaire were sorted into the categories of “validation”, “improvement”, “redesigning”, and “researchers’ opinion”. The results showed that the original form, long used in the country, needs to be redesigned. To cross-validate the obtained data and the emerging results, fifteen volunteers from the participating institutes were interviewed for their ideas through Skype and direct interview. Consistent with the results, not only for Iran are an online platform and a standard evaluation and monitoring process recommended, but also an international integrated performance evaluation standard is strongly suggested for English language institutes.