گیتی موسی پور نگاری

Computer-Mediated Communication (CMC) modes can ease scaffolding through multimodality in collaborative writing tasks. However, there is an ongoing debate regarding synchronous and asynchronous CMC environments. Additionally, there are conflicting results regarding gender’s pedagogical beliefs in CMC applications. The current study aimed to explore if there is a difference between synchronous and asynchronous multimodal scaffolding on the freewriting complexity of EFL learners. Besides, genders’ perceptions about applying multimodal scaffolding were compared. Participants were 84 EFL learners who randomly assigned into three groups. For the pre-test, a picture, podcast, and movie were shared, and the participants were asked to complete their freewriting tasks individually within the allocated time. For treatment, one experimental group was scaffolded in a synchronous environment by sending messages on WhatsApp, and the other experimental group experienced asynchronous scaffolding via email. The results indicated that multimodal scaffolding is beneficial. However, no significant difference was found between the writing complexity of synchronous and asynchronous groups. Furthermore, a significant difference between males’ and females’ tendency to use multimodal scaffolding was uncovered. The findings highlighted the role synchronous and asynchronous multimodal scaffolding can play in collaborative writing tasks

A large body of research has investigated the role of motivational strategy use in EFL learners’ language achievement, teachers’ work engagement, and creativity.  However, there have been very few studies on EFL teachers’ status quo of these variables and the correlation among them. This study was an attempt to investigate the Iranian EFL teachers’ status quo regarding these variables and to explore the correlation among them. To this end, 100 Iranian EFL teachers of both genders were selected. To explore the objectives of this study, the Motivational Strategy Use Questionnaire, Creativity Style Questionnaire, and Work Engagement Scale Questionnaire were employed. Data were analyzed through t-tests and multiple regression. Results revealed that EFL teachers have acceptable levels of motivational strategies usage, work engagement, and creativity. The results of Multiple regression analysis proved a statistically significant relationship between motivational strategy use and creativity in the classroom and no significant relationship was found between motivational strategy use and teachers’ work engagement. Teachers’ gender was found to have no contribution to teachers’ work engagement, creativity, and motivational strategies usage. This study has theoretical and practical implications for teachers.

Systematic phonics instruction in first language education has recently received considerable research attention due to its critical role in facilitating phonological awareness and processing skills. However, little is known about the effects of systematic phonics instruction on foreign language reading and spelling in an EFL context. This study examined the effects of spelling-based phonics instruction on 9-12 year old Persian speaking learners’ reading and spelling English words. The participants were randomly assigned into two groups: a control group who received non-phonics instruction, and an experimental group who received spelling-based phonics instruction. CORE Phonics Survey (2003), a battery of diagnostic tests and tasks, was used to uncover the effects of phonics on oral reading and word spelling development of the learners. The results of independent-samples t-test revealed that after 10-weeks of instruction, the spelling-based phonics instruction had really significant effects on improving both young Iranian EFL learners’ oral reading and whole word spelling. In other words, the experimental group benefited from spelling-based phonics instruction compared to the group with non-phonics instruction.

A growing body of research has indicated that students of ESL/EFL are reticent and unwilling to be engaged in oral activities in English lessons. Communicative language ability includes speaking ability, so vocabulary knowledge plays an integral role in speaking a language. However, there have been few studies examining the degree to which vocabulary knowledge affects speaking ability. The present study aimed to explore the degree of reticence in Iranian EFL learners and to find out the roles that productive vocabulary knowledge and gender may play in their reticence. To accomplish this, 56 male and female English language learners participated in the study. Unwillingness-to-Communicate Scale and Vocabulary-Size Test of Controlled Productive Ability were used. To analyze the data, descriptive statistics, Pearson Product-moment Correlation and an independent t-test were used. Results of the study revealed a relatively low level of reticence among Iranian EFL learners. However, it seems that learners mostly avoid communication rather than have a negative attitude toward class participation. In addition, it was found that the learners’ vocabulary knowledge had a significant relationship with their reticence; while, no significant difference was found between Iranian male and female learners in terms of reticence.