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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.

English coursebooks used in vocational secondary schools should accommodate the engineering students’ needs for their future profession. It is essential to reveal company trainers’ and engineers’ perception of the English coursebook used at school to know whether the English coursebook meets students’ needs for their future profession or not. Therefore, in this study, we investigated company trainers’ and engineers’ perception of the English coursebook that is used at vocational secondary schools based on the social semiotic perspective. We distributed open-ended questionnaires and conducted in-depth interviews to both engineers and engineering company trainers as professionals about the topics and registers provided in the English coursebook. The results of data analysis revealed that the topics and registers in the coursebook are not relevant with what students need for their future profession as engineers. In fact, both engineers and company trainers believed that the English coursebook should provide topics and registers related to the engineering field. Thus, we hope that the findings of this article would positively contribute to the development of English materials and coursebooks for vocational secondary school level.

Cette étude cherche à préciser les différents processus cognitifs mis en œuvre lors de la compréhension d’un texte dans une langue étrangère. Le but de cette étude est d'expliquer l’ensemble des enjeux cognitifs et des facteurs sociaux en jeu dans la compréhension de texte par un lecteur non indigène. Dans ce but, la méthode de recherche descriptive a été choisie pour révéler les similitudes et les différences de compréhension de texte en langue maternelle et en langue étrangère. Pour ce faire , toutes les similitudes et les différences de compréhension en langue maternelle et en langue étrangère ont été explorées, extraites et classifiées de manière exhaustive. Les résultats montrent que si la compréhension de texte en langue seconde a plusieurs points de convergence avec celle en langue maternelle, elle s’en distingue sur plusieurs points tous classifiables en trois grandes catégories (les différences linguistiques et de traitement; les différences individuelles et expérientielles; et les différences socioculturelles et institutionnelles) englobant, chacune, plusieurs sous catégories. Sur la base des résultats de cette étude, un modèle globale de ces différences a été conçu pour la première fois. Les résultats de cette étude débouchent sur une connaissance des spécificités et des limites de la compréhension dans le contexte de l’enseignement de la compréhension de textes en langue étrangère .

Considering the great importance of speaking to EFL learners, teachers have tried to use different teaching techniques to help learners master this skill. One of these techniques is learner-based language teaching. The goal of this study was to investigate the effect of using selected class presentation on the speaking development of EFL learners.  To this purpose, a mixed-methods research was conducted, with both qualitative and quantitative data. The population of the study comprised 66 female EFL students of a language institute in Bandar Abbas. To homogenize them, Nelson Placement Test was administered and as a result, 50 students whose score were around the mean were selected as the pre-intermediate participants of the study. They were randomly assigned to two equal, experimental (EG) and control groups (CG). The experimental group was exposed to treatment by the teacher, while the control group was taught through traditional speaking method.  A standard speaking test was used as both pre-test and post-test. The results obtained from the statistical analysis of the participants’ scores in pre-test and post-test revealed that using selected class presentation in the class has considerable impact on the improvement of learners’ speaking performance. This finding shows that emphasizing on the role of the learners by involving them in suitable the speaking tasks can positivity affect their Oral language output.

EFL teachers’ professional identity is a multi-dimensional and complicated concept. It is influenced by many other issues in the educational context such as reflective practice. This study intended to explore the relationship between professional identity and reflectivity of Iranian EFL teachers. It also aimed to examine how high and low reflective teachers perceive the professional identity components. The participants were 89 EFL teachers teaching at three universities in Shiraz, Iran. Their selection was based on convenience sampling. The participants were asked to fill out two questionnaires including teacher professional identity questionnaire (Liou, 2008) and teacher reflectivity questionnaire (Akbari et al., 2010). Pearson product correlation coefficient revealed that there was a positive relationship between EFL teachers’ professional identity and reflectivity. Furthermore, the findings of regression analysis indicated that reflectivity could predict EFL teachers’ professional identity. Furthermore, the participants were categorized into two high and low reflective groups. Two groups were interviewed to examine the professional identity perceptions used by high and low reflective teachers. The thematic analysis showed that high reflective teachers used and implemented much more professional identity components in their teaching practice in comparison to the low reflective teachers.

Advantages of language teaching and learning in foreign contexts are undisputable. This study intended to check if Reasoning Ability (RA), as a promoted cognitive skill which is emphasized not only in the field of education, but also as an important element of most professions, is cognitively enhanced along with English language learning. To this end, a sample of Iranian primary school children, aged 5-8 years, were selected through purposive sampling and divided into thtree groups; that is, monolingual, bilingual, and limited bilingual children, in order to investigate their RA enhancement during early formal education. Also, a researcher-made psychometric test was used to measure quantitative, visual, nonverbal, matrix, and abstract reasoning of the sample during early primary school education. The results of the analyzed data indicated that the bilingual group outperformed the monolingual and the limited bilingual children in matrix, visual, abstract reasoning and logical thinking. The findings of the study can be used by educational policymakers to reconsider the primary school curriculum, and through holding workshops on streghthening national and religious values help English language instructors to unravel related problems.

This qualitative study aimed at critically analyzing the curricular materials for the teaching of English in Iran. The objective was to evaluate the adequacy of the content and ideological assumptions of EFL textbooks, focusing on the conceptual metaphors related to the concept of success. The study was conducted within the frameworks of Critical Pedagogy and Critical Metaphor Analysis (CMA). The spirit of these two approaches lies in their rejection of all forms of domination, establishment of a theoretical discourse that enables social action, and detection of the hidden relationships between language, power and ideology through metaphorical encodings. To achieve the objective of the study, the analytical tools proposed by Chartres-Black were employed. The results of material analysis revealed that preparation and imposition of cultural materials may create situations in which identity conflict and violence are inevitable, and that the avoidance of such situations requires educators to intervene, with a mentality that education is liberating practice.  

This paper aimed to critically look at team teaching tactics and the role it plays in achieving teaching and learning effectiveness. Specifically, using psychological counseling procedures, this study examined the benefits this learner-centered attitude brings to the student teachers and students, and also discussed different possible issues that may arise. To this purpose, a mix-methods design which comprised pretest, posttest, questionnaires, and interview was utilized to collect the necessary data. 52 Iranian high school EFL students were selected through purposive sampling and divided into a Control Group (CG) and an Experimental Group (EG). Also, two English language teachers, and a teacher as counselor were purposively selected to participate in team teaching procedure. The control group was taught through traditional methods of language teaching and the experimental group was taught through team teaching procedures. The posttest results showed that there were significant differences in favour of the experimental group between the two groups in terms of their oral proficiency.Also, the results obtained from the questionnaires revealed that that there were significant differences in the participants’ outlook towards using team teaching methods in the language class. It was further found that there was a very strong evidence of partnership between team teaching plus counseling practice and inherent academic motivation as well as between team teaching and counseling procedure. The findings of the study are valuable for English language instructors, materials developers, program planners, and education administrators.

Enhancing speaking ability is an important component of the acquirement of a language. The innovative aspect of this study is improving speaking ability through online strategy-based instruction by applying the Moodle course management system as an instructional platform. To this end, a group of 80 Iranian female and male students at the advanced level participated in the treatment. Participants of the study were divided into four groups of 20. The subjects in experimental groups benefited from two particular instructional focuses of this study include social and affective strategies. In order to assess the effect of the treatment pre and posttests design were utilized. Consequently, the data were analyzed through One-Way ANOVAs and t-tests. The findings revealed that strategy treatment was successful in improving the participants’ speaking ability. Therefore, the findings suggest that online strategy-based instruction can positively influence the speaking ability of Iranian advanced EFL learners. In addition, a questionnaire from Kitchakarn (2015) was employed to understand students’ perceptions and attitudes toward computer-based learning. The statistical analysis of the questionnaire revealed positive attitudes of participants toward computer-based learning.This study may have pedagogical implications for material practitioners, CALL package designers and distance learning planners to include strategy instruction in English courses.

Research has not investigated the motivation of students toward learning Persian as a foreign/second language. This study examines the integrative, instrumental, intrinsic, and extrinsic types of motivation among language learners learning Persian as a second language. A questionnaire consisting of 40 questions, adapted from Gardner (2001), Ryan and Deci (2000), and Noels et al. (2001), was used to collect the required data. Statistical procedures were followed to analyze the data from 135 (59 females and 73 males) language learners. Results showed that integrative and extrinsic were respectively the most and the least significant forms of motivation among these participants. They reasoned that they mainly learn Persian language to understand Persian art, literature and history, increase their knowledge, and communicate with Iranians. Variables such as gender, education, and age showed significant differences among the males and females concerning instrumental and intrinsic types of motivation. Furthermore, whereas the results indicated significant variation between the participants’ education levels and their integrative motivation, there was not any significant relationship between the age and motivation.