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Many L2 teachers baffle when it comes to classroom participation scoring(CPS) of their students. Through a researcher-made questionnaire, this study explored EFL teachers' perceptions of classroom participation scoring(CPS) in Iranian private language schools. Moreover, it investigated the participants' views on a newly-developed objective and analytic rubric as part of this study for CPS. To this end, 120 EFL teachers completed the questionnaire on the typical CPS framework they used in English classrooms. Detailed analysis of teachers' perceptions of CPS  indicated that most Iranian EFL teachers used holistic and subjective CPS approach and had little knowledge of the objective methods of CPS. After having been introduced to the proposed analytic CPS rubric, the participating teachers showed a positive attitude to the rubric and reported the rubric's applicability and flexibility in assessing EFL learners' classroom participation. The findings suggest adopting more objective assessment rubrics for  CPS.

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.

This case study examined the adaptivity of learning transfer from an English for general academic purposes course to different disciplinary writing contexts. Data were collected at the end of one academic semester from 7 students of engineering disciplines enrolled in the writing course. Their EGAP writing course lasted for 16 weeks over which they were taught The St. Martin's Handbook, 6th Edition. The participants’ disciplinary writings together with interview transcripts served as the data sources for the extraction of adaptive transfers and also the processes of realizing the transfers. Adaptive transfers were identified by participants. Findings indicated that learning outcomes can transfer adaptively through a variety of processes to accommodate to the new writing demands. The results showed that the participants could adapt their learning along two broad dimensions of transfer, ‘idea generation’ (IG) and ‘text construction’ (TC) with the former involving ‘explication’ and ‘integration’ of knowledge and the latter achieved at macro and micro level. Within these adaptive transfers, we found a range of writing issues pursued including ‘goals, topics, logics, propositions, integrity, disciplinarity, linearity, paragraphing and linguistic resources’. Furthermore, the findings displayed two broad categories of ‘higher order’ and ‘lower order’ processes employed for the realization of adaptive transfers. While higher order processes operated through ‘transformative and evaluative’ mechanisms, the lower order processes involved two categories of ‘avoidance and affordance’, with the former as an attempt to refrain from going wrong and the latter as an effort to generate adaptivity. The findings for L2 writing are theoretically discussed.

In recent years, the importance of thinking skills in education has attracted the attention of researchers. To this end, this study investigated the effect of scaffolding and implicit instructions on the critical thinking skills (i.e., inference, evaluation, analysis, inductive and deductive reasoning) of EFL learners. To this end, 20 EFL learners who were taking an IELTS course at a language institute in two intact classes were chosen as the participants. One group was randomly assigned as the experimental group and their critical thinking skills were scaffolded following Vygotsky’s developmental model of the Zone of Proximal Development, and the other group was assigned as the control group and received implicit instruction for promoting critical thinking skills. California Critical Thinking Skills Test Form B developed by Facione and Facione (1993) was used to check the participants’ critical thinking skills. The results of the paired-samples t-test displayed that scaffolding and implicit instructions enhanced the EFL learners’ critical thinking. The analyses of the independent-samples t-test showed that the experimental group promoted their critical thinking to a greater extent in comparison with the control group. The findings of one-way MANCOVA indicated that by controlling for the pre-tests, scaffolding instruction was more effective than implicit instruction in developing the EFL learners’ critical thinking skills.

Transitioning smoothly from traditional learning of language to independent learning and consequently, moving from teacher-assessment to self-assessment faces teachers with a dilemma of deciding on learners’ final improvement. To assist to eliminate this dilemma and to compare learners’ self-assessment of reading comprehension skills with those of teacher assessment, the present study was set out. To this end, 190 B.S. Iranian engineering students were selected based on intact classes. The participants’ proficiency was determined by the Oxford Quick Placement Test. Prior to the instruction, the participants’ ability to use two reading skills, i.e. scanning and skimming was assessed by their instructor and by themselves through using a Likert Scale questionnaire. After instructing each skill, the participants received post-tests, both self-assessment and teacher assessment. Following the post-self-assessment, the participants answered an open-ended questionnaire to reflect on their assessment. To analyze the data and understand the differences and correlations between the two types of assessments, SPSS was performed. Intriguingly, the results from self- and teacher-assessment were pro-self-assessment. Besides, the outcomes of the open-ended questionnaire indicated that it is time to trust learners and allow them to assess their own learning and decide on their learning process.

The major purpose of the present study was to uncover if the structural complexity of type I and type II conditionals can greatly be mitigated by applying the sandwich format of dynamic assessment (DA). More specifically, this study aimed at investigating the contributory role of DA in improving intermediate EFL learners’ acquisition of conditional structures. To this end, a quasi-experimental pretest- posttest design was utilized. From the target population of students studying English at one of language institutes in Isfahan, two intact classes were selected based on a convenient sampling method. The age of the participants was between 19 and 24. Subsequently, they were randomly assigned to two equal groups receiving their instruction through the present, practice, produce (PPP) method, and the treatment group members were exposed to the sandwich format of DA. The findings revealed that the students in the experimental group significantly outperformed those in the control group on the immediate and delayed post-test. The results indicated that interaction, mediation, and feedback were important factors helping EFL students overcome the challenging task of learning conditionals. Notably, the findings may have important implications for EFL, learners, teachers, and materials developers.

This study explores the experiences of two high school students learning English in rural Vietnam through the lens of ecological systems theory. It also aims to gain in-depth insights into learners’ constructions of motivation within the nexus of personal and ecological elements. Data gathering spanned approximately ۱۸ months and was based primarily on interviews, observations, and written and visual reflections. The analytical procedures drew on deductive category application in which pre-formulated theoretical constructs were used for content analysis. Findings show that given the constraints of rural context, the learning experiences of the two participants were vividly unfolded through their dynamic role in perceiving and evaluating language resources, support and learning opportunities, and their ongoing interaction with elements within and across ecosystems. Such processes contributed to shaping the ways in which these learners constructed their L۲ motivation against the challenges in their lifeworld. The study reiterates the importance of examining motivation in context, incorporating both personal and ecological aspects underpinning language learning at both micro and macro levels. It calls for dialogues, discussions and negotiation among various educational stakeholders in creating language environments and opportunities for learners in rural settings . متن کامل [PDF 811 kb] (107 دریافت) نوع مقاله: مقاله تحقیق | موضوع مقاله: روان شناسی زبان انتشار: 1400/11/1 ارسال نظر درباره این مقاله : نام کاربری یا پست الکترونیک شما: ارسال پیام به نویسنده مسئول بازنشر اطلاعات این مقاله تحت شرایط Creative Commons Attribution-NonCommercial 4.0 International License قابل بازنشر است.

Given the complexity of spoken interaction, acquiring conversation skills has been difficult for most EFL learners, and as EFL classrooms largely depend on hypothetical scripted material, learners lack explicit exposure to naturally occurring language essential for real - life interaction . This paper reports on a quasi - experimental study aiming at assessing the impact of conversation analysis- ( CA ) informed language - in -( natural )- talk log assignments on the development of Thai EFL learners ’ conversation skills . Eighty - eight second - year undergraduates at a university in southern Thailand took part in the study . As part of a monitored self - study task, the participants completed ten language - in - talk log assignments with self - selective use of audiovisuals available online . The quantitative data was collected using pre - and post - test role - plays . The qualitative data was assessed through completed log assignments, close analysis of the role - plays, and written interview for data triangulation . The findings suggested that the log assignment intervention significantly enhance participants ’ conversation abilities, including turn construction, turn delivery , and the sequential organization of turn - taking . The qualitative results also show that via CA - informed requirements of the log assignment, students became more aware of conversation mechanisms and language use in real - life interaction . This paper recommends that language - in - talk log assignments be incorporated into existing EFL conversation lessons .