غلامرضا عباسیان

Classroom performance assessment has gained prominence parallel to the multiplicity of the purposes ahead of assessment. Of many, the major controversy, which was the motive behind this study, is the incorporation of L1-based elicitation as a valid measure of second language (L2) performance assessment. To shed empirical lights on this issue, this explanatory sequential mixed-methods research employed 87 Iranian intermediate EFL learners, whose L2 classroom performance was assessed through L1-based elicitation techniques. In order to validate this mechanism, multi-method mono-trait model (namely, Pearson correlation, structural equations, exploratory and confirmatory factor analysis, composite reliability and convergent validity) suggested by Henning and Mesick’s Unitary Concept of validity were applied. The results from these multiple sources of evidence yield support to their common consensus that L1-based elicitation techniques are valid measures of L2 performance assessment. The findings then offer legacy to the educational implications of L1-based mechanisms both in L2 instruction and assessment.

Theory and practice are two sides of one coin, and the way they are perceived adds to its practice. This holds true regarding teachers’ Technological Pedagogical Content Knowledge (TPACK) literacy status and its implementation. To shed more light on these issues in the Iranian EFL setting, t his study was designed to pursue a three-fold purpose: the status quo of the Iranian EFL teachers' TPACK literacy, the contribution of TPACK literacy, and perception developments in the light of TPACK intervention. For the intervention purpose, TPACK workshops were implemented with 15 teachers through employing the TPACK framework and the learning by doing method. The results of chi-square data analysis showed statistically significant differences between the participants’ TPACK literacy before and after TPACK workshops and also positive contributions of the intervention. Moreover, it was observed that participants’ perceptions towards TPACK literacy developed in the light of TPACK workshops. Thereby, the study develops a new perspective and provides empirical evidence to investigate incorporating technology and knowledge into teaching English and Computer-Assisted Language Learning (CALL) in Iran. Also, the theoretical and pedagogical recommendations for future research and practice are provided.

Despite the fact that interpreting has long existed in history and predates translation, the interpreter training as an autonomous discipline is non-existent at the graduate level in Iran. The paramount focus of this study was to probe into the status quo of interpreting courses in the Iranian academia and subsequently delve into the possible expediencies to establishing such a discipline in the higher education. To this end, 15 professional interpreters (9 from Iran and 6 from other countries), 10 interpreter trainers (4 from Iran and 6 from other countries) and 118 English Translation Studies students (32 M.A. and 86 B.A.) who were selected through convenience sampling participated in this study. The students filled out a 20-item researchers-designed Likert-scale interpreting status quo questionnaire and the interpreter trainers and interpreters were invited for a formal semi-structured interview. Findings, analyzed quantitatively by SPSS software version 28 and qualitatively by inductive codification process, revealed the existing situation of the interpreting courses in the Iranian academia in terms of needs analysis, objectives and syllabus, methodology, materials as well as course contents and ensured the significance of establishing interpreter training as an independent discipline in the higher education among all stakeholders, i.e. interpreters, interpreter trainers (teachers) and interpreter trainees (students) for a number of expediencies including non-existence of this discipline in Iran, the need for academization, its multidisciplinary nature, dearth of specialization, addressing stakeholders and researchability, generating pertinent activities, glocal reputation, and employability.

This study, contrary to the conventional research on PCK, which attempted to enhance the teachers’ PCK and single out its driving factors, aims to use PCK as an outcome-based lens for evaluating Iranian EFL teachers’ programs. To this end, two current EFL teacher-education programs (i.e., State and Islamic Azad universities on the one hand and Farhnagian Teacher Education University on the other), each with its specific approach to developing EFL teachers’ PCK, were selected. Along with administering a glocally developed and validated PCK questionnaire among 263 student-teachers, this study ran a one-on-one semi-structured interview with 80 student-teachers to capture a crystal-clear evaluation of the outcomes the programs were to cultivate. The results of running qualitative and MANOVA analysis methods showed the student-teachers trained in the program with a more finely-tuned PCK instruction, which was accompanied by four continuous courses of teaching internship, were more cognizant of the role of PCK in their professional development and enjoyed a statistically significant index of developed PCK. Although there existed some similarities between these programs in terms of reviewing high school English course books, evaluation and assessment, and applying technology in teaching English, student-teachers in both programs were not completely aware of different components of PCK, including curriculum design and materials development, language teachers’ technological knowledge, and professional development. The results imply that content knowledge, PCK, and internship should be fettered together. The findings suggest that EFL teachers’ PCK can be applied as an effective lens for delving deeply into teacher training programs.

An appropriate and dynamic teaching method in EFL instruction is crucial for engaging, attracting, and supporting students. This study utilized a mixed-method approach to explore the effectiveness of synthesizing Engagement, Study, and Activation (ESA) with portfolio assessment on Iranian female students' emotive dimensions in writing skills. A total of 177 students participated in the experimental study, completing think-aloud protocols, questionnaires, and interviews. Quantitative analysis through MANOVA and qualitative analysis using NVivo demonstrated significant results. The synthesis of ESA with portfolio assessment yielded the highest mean scores in emotive dimensions related to writing skills, followed by pure ESA application and the control group. Additionally, pure ESA application outperformed conventional instructional methods in overall emotive dimensions. However, the synthetic approach proved to be more effective than pure ESA across all emotive dimensions. Qualitative data from think-aloud protocols and interviews further elucidated the impact of synthetic mechanisms on boredom, hopelessness, anxiety, anger, enjoyment, pride, motivation, motivation and relief. The main implication for the stakeholders is the feasibility, usefulness and applicability of dynamic assessment in accommodating emotive dimensions in the process of both instruction and assessment of language.

Language learning platforms or channels have always been a challenge and source of inspiration for the respective SLA researchers. The two widely used channels are learning exercises and tasks, which have received much research but which is more effective in developing language skills (listening here), is still controversial. Additionally, learners' features, including their learning styles, might be either an effective or an affected factor in applying either channel. To shed light on both problems, this experimental research employing 55 conveniently sampled Iranian intermediate EFL learners categorized into experimental and control groups was conducted. The experimental groups exposed to both pre-and post-tests received task- and exercise-based listening instructions separately for ten sessions. Their perceptual learning styles were also measured after the interventions. The respective parametric statistical analysis (i.e., independent-samples t-test) showed that both groups performed roughly equally in the post-test, and there was statistically no significant difference between intervention types. ANCOVA was run concerning each sub-style to address the status of the learning styles. Similarly, the relationship between listening ability and method type showed no statistically significant differences, regardless of whether the effectiveness of either treatment was natural. Both listening activities worked efficiently to enhance learners' listening comprehension abilities. Statistically speaking, the results confirmed the non-significantly differentiating effects of both independent variables on developing listening skills and modifying learning styles. The findings are more challenging rather than concluding, which, while bearing specific pedagogical insights, motivates further research.

The current study used a qualitative methodology to examine how Iranian EFL learners practically applied Metacognitive Reading Strategies (MRs) when reading narrative and expository English texts. The study also investigated the participants' perceptions of the impact of text type on using MRs while reading narrative and expository English passages. The researchers selected 40 intermediate EFL learners studying TEFL at Islamic Azad University and Farhangyan University using purposive sampling as focused participants. The instruments employed included the Oxford Placement Test, semi-structured interviews, and think-aloud protocols. The data analysis involved theme-based analysis. The think-aloud protocol analysis indicated that participants employed multiple strategies when engaging with the expository text compared to the narrative text. The finding suggested that text types affected readers` overall performance. The semi-structured interviews revealed that learner's perceptions of text type played a vital role in reading different text types. The practical implications of the study were also discussed.

As an integrative component of textual structure, formulaic expressions (FEs) play a key role in communicating the message and comprehending the text. Furthermore, interlingually contrastive features of FEs add to their both significance and complexity of their instruction. Given these facts, this study was an attempt to explore a sound mechanism on how to teach FEs; whether an explicit or CA-based approach to FEs instruction could entail various achievements among EFL learners’ reading ability. To this end, three groups of Iranian EFL learners, identified as homogeneous based on Nelson Proficiency Test, were classified into one control and two experimental (i.e. explicit and CA-based instruction) ones. They were exposed to conventional, explicit and CA-based instructions of a set of selected FEs developed into and presented in the form of an instructional handout. Their Knowledge of reading was also tested based on a researcher-made diagnostic test prior to the experiment. Both quantitative and qualitative paradigms were employed to measure both the achievements and the extent of contrast between Persian and English languages in terms of FEs. The former analysis revealed significance difference among the groups in terms of instruction type effectiveness; both explicit and CA-based instruction groups outperformed the control group; on the contrary, no statistically significant difference was revealed between the experimental groups. Additionally, the latter paradigm revealed differences and mismatches between Persian and English FEs in terms of semantic, syntactic and pragmatic parameters. The findings could be insightful for EFL instructors, learners, textbook writers, and syllabus designers to take into account issues like these in their pedagogical programs.

Performance deficiencies and inconsistencies among SLA or FL learners can be attributed to variety of sources including both systemic (i.e., language issues) and individual variables. Contrary to a rich background, the literature still suffers from a gap as far as delving into the issue from language proficiency and learning style is concerned. To fill the gap, this study addressed EFL learners’ interlanguage performance (i.e., error types) in the light of their learning styles and language proficiency levels. Participants were 73 Iranian graduate EFL learners, who received the Michigan proficiency tests along with the Perceptual Learning-Style Preference Questionnaire (of Reid) in order to measure their language proficiency level and learning style types. For the purpose of the study they were divided into pre-intermediate, intermediate and upper-intermediate levels. To explore their performance inconsistencies, both oral data from an semi-structured (SST) interview and written data based on an on-the-spot piece of writing were used and then classified based on Corder’s (1971) scheme into pre-systematic, systematic and post-systematic errors. The results revealed significant relationships among the target variables, if not predictor-predicted relationships. The non-linear relationship among the variable underscores significance of an integrative approach to EFL learner’s performance inconsistencies and the importance of stylistic instruction in EFL contexts.

Maintaining that language and culture are interwoven to the extent that learning the former is largely dependent on the latter, this study aimed to investigate the attitude of Iranian English as Foreign Language (EFL) Learners of Tehran South Branch of Islamic Azad University (both undergraduates and postgraduates) towards the learning of the cultural aspects of language, both the target and source cultures, in their EFL classrooms. To this end, a quantitative approach was employed and a Likert scale questionnaire was designed. Fifty EFL learners were randomly invited to answer the questionnaire in relation to their attitude being exposed to the culture of target language. The findings of the chi-square test indicated that the Iranian undergraduate and postgraduate EFL learners consider culture as an important element in learning the target language. Both the culture of the source language and the culture of the target language were deemed important while learning a second language. The findings of this study also showed that postgraduate EFL learners have more intension to learn more about the culture of both source and target language than undergraduate EFL learners in Iran.

Methodologically, vocabulary instruction has faced significant ups and downs during the history of language education; sometimes integrated with the other elements of language network, other times tackled as a separate component. Among many variables supposedly affecting vocabulary achievement, the role of teaching word history, as a schemata-building strategy, in developing reading comprehension has received the least, if not any, attention. This study was an attempt, in fact, to explore the possibility of an integration of word history and reading comprehension ability of a group (No=100) of Iranian intermediate EFL learners. To conduct the study, 60/100 participants, identified as homogeneous members based on the Comprehensive English Language Test (CELT), were randomly divided them into two groups; an experimental and a control group. They were exposed to a teacher-made pretest and a post-test to check the participants' knowledge of word history and reading comprehension ability prior and posterior to the experiment. Pertinent statistical analyses proved that teaching word history plays both statistically and affectively, through enhancing motivation and attitude, meaningful schemata-building role in developing reading ability. Pedagogically, resort to word history may then be suggested as an effective and affective mechanism as far as teaching language skills, in particular reading, is concerned.

The current study used a qualitative methodology to examine how Iranian EFL learners practically applied Metacognitive Reading Strategies (MRs) when reading narrative and expository English texts. The study also investigated the participants' perceptions of the impact of text type on using MRs while reading narrative and expository English passages. The researchers selected 40 intermediate EFL learners studying TEFL at Islamic Azad University and Farhangyan University using purposive sampling as focused participants. The instruments employed included the Oxford Placement Test, semi-structured interviews, and think-aloud protocols. The data analysis involved theme-based analysis. The think-aloud protocol analysis indicated that participants employed multiple strategies when engaging with the expository text compared to the narrative text. The finding suggested that text types affected readers` overall performance. The semi-structured interviews revealed that learner's perceptions of text type played a vital role in reading different text types. The practical implications of the study were also discussed.