درخت حوزه‌های تخصصی

Dictation is a method in which learners receive speaking input which can foster their writing skill, so this quasi - experimental study attempts to investigate the role of classroom dictation activity as a kind of dicto-gloss on improving accuracy and complexity of written performance between Iranian male and female EFL learners. For this aim, 40 male and female learners were chosen out of 59 students. Then, by administrating a Preliminary English Test (PET) 40 homogeneous participants were selected as final sample of this study. The first language of the learners was Azerbaijani Turkish and they were intermediate-level learners. Then, they were randomly divided into two intact groups, one consisting of 20 male students and the other one 20 female students. Before manipulating treatment, the participants took part in the pretest to check their accuracy and complexity of their written performance. After 10 sessions, they took part in the post-test. The data collected in this study were analyzed through independent samples t-test. Both groups in the post test had higher scores in accuracy and complexity than the pre-test. However, the findings revealed that female group significantly outperformed the male group on the post test, in terms of both their accuracy and complexity of written performance. In conclusion, it could be stated that classroom dictation activity as a kind of dictogloss can be effective method that can enhance Iranian EFL learners’ accuracy and complexity of writing. The results of the study would be significant for EFL/ESL teachers, English language institutes, and teachers.

The focus of this paper is to determine the extent to which changes in the ideological frameworks took place after 2003 when the removal of Saddam Hussein's Ba'athist dictatorship set up a democratic system for Iraq. Using the frameworks of Critical Discourse Analysis, more specifically Fairclough's three-dimensional model and van Dijk's socio-cognitive approach, this study conducts a critical investigation into the reframing of national identity, ideological structures, and religious themes in presidential discourse. This article provides an overview of the major ways in which the Iraqi presidents have used language in an attempt to redefine national unity, balance references to Islam, and build legitimacy in light of continuing political transitions. The most important findings provide substantial shifts away from the authoritarian themes and toward inclusiveness, with each administration changing its speech to adjust to the increasingly complex sociopolitical situation. The purpose of this analysis is to identify the role that discourse plays for state-building as a process and to develop a model of political communication after a conflict. The most important findings provide substantial shifts away from the authoritarian themes and toward inclusiveness, with each administration changing its speech to adjust to the increasingly complex sociopolitical situation. The purpose of this analysis is to identify the role that discourse plays for state-building as a process and to develop a model of political communication after a conflict.

The present study investigated the effect of dialogue localization as a classroom activity on intermediate EFL learners’ classroom conversation. To achieve this, 60 intermediate language learners were selected as convenient sample. The participants’ proficiency levels were determined through the administration of the OPT test. The OPT test utilized in this study comprises a total of 30 questions, distributed evenly across three categories: listening, vocabulary, and grammar, with 10 questions allocated to each category. The proficiency level of the students was determined based on their scores, with a range of 0-10 indicating a pre-intermediate level, 10-20 indicating an intermediate level, and 20-30 indicating an advanced level. Then, they were divided into experimental and control groups. According to Farhady, Jafarpur, and Birjandi (1994), a pre-test of speaking consisting of 7 questions was administered to both groups, and the participants were required to respond orally. The scoring system used for evaluating the participants’ speaking skills was based on the guidelines outlined in the book "Testing Language Skills from Theory to Practice." The experimental group was then taught localized conversation while the control group was taught non-localized conversation. After ten sessions of the treatments, a post-test of speaking was administered in which the participants in both groups were involved in the same activity as the pretest. The data were analyzed through calculating independent sample t-test. The results indicated that the means of the two groups were significantly different, i.e., the experimental group outperformed the control group in the speaking achievement. This means that localization in dialogue has the potential to enhance students’ speaking abilities during classroom conversations.

The current study undertook to explore the interplay of motivational/attitudinal variables and second language (L2) learners’ motivated behavior through the lens of a revised model of L2 self-guides. This new model reconceptualizes Dornyei’s (2005, 2009) original motivational self-system into a five-factor model consisting of the bifurcated ideal and ought-to L2 selves (i.e., ideal L2 self/own, ideal L2 self/other, ought L2 self/own and ought L2 self/other) and L2 learning experience. In addition, two important antecedents of L2 self-guides (i.e., instrumentality-promotion and instrumentality-prevention) were also included in the new model. Data were collected from 856 students of English as a foreign language (EFL) at six Iranian universities. Fitness of the new model was supported by structural equation modeling (SEM) and all the paths were shown to be significant. Furthermore, SEM results indicated that ideal L2 self/own was the strongest factor predicting motivated behavior (considering its total effects). L2 learning experience and ought-to L2 self/own were the second and third predicting factors in terms of the magnitude of their effects respectively. The study provides a more nuanced understanding of learners’ motivational self system in foreign or second language learning.

Applying an appropriate and a dynamic method of teaching in EFL instruction is a critical mechanism for engaging, attracting and accompanying students. Hypothesized as a dynamic platform, synthesizing Engagement, Study, and Activation (ESA) with portfolio assessment was addressed in this study mixed-method-based research to see its effectiveness with regard to the target students’ cognitive dimensions of developing writing skills. To this end, 177 Iranian female students from a public high school attended an experimental study and attempted three data collection instruments including think-aloud protocol, a questionnaire as well as an interview. MANOVA of the quantitative data and NVivo-based qualitative data analyses revealed significantly compatible results. MANOVA showed that the synthesizing ESA with portfolio assessment had the highest means as to writing skill-oriented cognitive dimensions, which were followed by pure ESA application, and the control group achievement. Moreover, the pure ESA application had a significantly higher means compared to the conventional instructional mainstream on overall cognitive dimension. However, the synthetic mechanism proved to be much more effective than the pure ESA as to the overall cognitive dimensions. In line with the quantitative analyses, NVivo-based think-aloud and interview data revealed the nature and process of the effectiveness of the applied synthetic mechanisms in the areas of attention, practicing, thinking, self-correction, and problem solving dimensions each with certain degree.

Scholarship on English as an International Language (EIL) has called for more research on the beliefs of nonnative teachers and learners of English about the inclusion of linguistic and cultural norms of EIL in ELT textbooks. To address this call, the present study examined the beliefs of 251 teachers and 254 learners of English in Iranian private language institutes. Data for the study were collected through an adapted questionnaire and follow-up interviews. The results of the study unraveled the teachers' advocacy of the inclusion of cultural and language norms of nonnative English varieties into the textbooks. Regarding learners’ beliefs, the results of the study showed that they disagreed with the inclusion of nonnative varieties in language teaching materials, and agreed only with the representation of native cultures in the textbooks. Contrary to these findings, it was found that both teachers and learners disapproved of teaching EIL in ELT classrooms, signifying their preference for the prioritization of Anglo-American norms. The findings have implications for ELT materials development and the need to raise teachers' and learners' awareness of EIL.

This quasi-experimental study investigated the effectiveness of integrating flipped learning (FL) with self-regulated learning strategies (SRL) to enhance medical students' argumentative writing (AW) skills. Participants included 240 senior medical students with intermediate English proficiency from an Iranian university, divided into an experimental group (FL with SRL, n = 120) and a control group (FL without SRL, n = 120). Over one semester, using Zimmerman's SRL model, the intervention aimed to develop students' AW skills through a structured FL approach. Results showed significant improvements in AW skills for both groups (p < 0.001), but the experimental group exhibited greater gains (t = 6.22, p < 0.001). The study also examined the impacts on the claim and qualifier elements, as per the Toulmin model, revealing differential improvements, with qualifiers showing larger gains (p < 0.001). The SRL intervention significantly enhanced students' self-reported SRL skills, particularly in motivation, planning, learning assessment, and self-directedness (p < 0.001). Overall, the findings offer insights into optimizing FL with SRL for AW development in medical education.

Citation practices play a critical role in academic writing, yet non-native writers frequently face challenges in effectively incorporating various citation forms and functions into their texts. Drawing on Thompson and Tribble’s (2001) framework, this study investigated citations in 90 research articles by English, Iranian, and Afghan scholars. The findings indicated that Afghan writers demonstrated a strong preference for integral citations compared to their English and Iranian counterparts. In contrast, English and Iranian authors often favored non-integral citation forms. In addition, it was found that Iranian and Afghan writers showed a notable reliance on verb-controlling citations while English writers used verb controlling and naming citations almost equally. The analysis revealed significant differences in citation practices among the three groups, as confirmed by Chi-Square tests, which indicated significant differences. Regarding non-integral citations, source was the most frequently used citation pattern and reference was the least used citation practice by the three groups. Moreover, the results of Chi-Square tests revealed significant differences in the citation practices of the three groups regarding non-integral citations including  source ,  identification ,  reference , and  origin. The findings highlight the diverse citation strategies employed by writers from different L1 backgrounds and contribute to a deeper understanding of citation practices, underscoring the need for tailored instructional approaches that address these specific patterns to more effectively enhance academic writing skill among non-anglophone writers.

The current study aimed to investigate EFL teachers’ use of different corrective feedback types in face-to-face and online classes across levels of proficiency, as well as their perceptions of the use of corrective feedback (CF) in their classrooms. To this end, six teachers (three face-to-face and three online) from two language schools were selected as the participants based on convenience sampling. It’s worth noting that in terms of design, the current investigation qualifies as a case study. In an attempt to triangulate data collection, both observation and interview were used as the instruments for data collection. In so doing, each teacher’s class was observed for two sessions, and the interaction between learners and each teacher was audio-recorded. Furthermore, structured interviews were conducted with the participants following observations. The study was guided by Lyster and Ranta’s (1997) and Sheen’s (2011) framework for CF types. As the findings revealed, recast was the most commonly used CF type in elementary and intermediate levels in both classroom modes, as well as the advanced face-to-face class, with the only exception being the advanced online class in which elicitation featured as the most preferred feedback type. Furthermore, the results of the interview data revealed that all teachers had positive perceptions of using CF in EFL classrooms. The findings offer some fruitful implications for EFL teachers who are engaged with face-to-face or online modes of instruction, particularly as they highlight the importance of offering more explicit CF types to bring about more noticing and uptake.

Lexical bundles are recurrent multi-word sequences that play a crucial role in academic discourse. This article presents an analysis of lexical bundles in book reviews across the disciplines of human and natural sciences. Drawing from a corpus of 737 book reviews, the study investigates the functional roles and structural patterns of these recurrent linguistic units. The research aims to bridge a gap in the literature by exploring how lexical bundles vary across disciplines. Employing a quantitative-qualitative approach, the study first quantitatively identifies the most common 4-word lexical bundles and compares their distribution between the two disciplines. The researchers then qualitatively analyzed the context in which these bundles are used, observing that they often serve to refer to or evaluate the structure, content, audience, or scope of the book under review. Findings reveal that while both human and natural sciences book reviews share some lexical bundles, they exhibit variations in their distribution, structures, and functions. Notably, natural sciences book reviews employ a greater frequency of lexical bundles signaling an evaluative context, particularly contexts related to the assessment of a book. The study also uncovers differences in the structural preferences of lexical bundles between the two disciplines. This research contributes to a deeper understanding of the genre-specific utilization of lexical bundles and underscores their role in conveying evaluative meaning in scholarly discourse. Furthermore, the study suggests avenues for further exploration, providing a foundation for future investigations into the intricate interplay between linguistic features and disciplinary preferences.

Highlighting the inseparable link between language, culture, and technology in English as a foreign language education, this qualitative exploratory study examined the impact of cultural and multicultural awareness on Iranian EFL teachers’ professional development within augmented virtual reality (AVR)-based and conventional teacher education programs. Thus, 28 EFL teachers participated in semi-structured interviews and reflective inquiries following eight-week training courses. Data analysis was done manually via qualitative thematic analysis and by MAXQDA according to Guskey’s (2002) professional development model. Consequently, seven themes for the conventional group (maintaining a culturally responsive environment, enhanced teachers’ behavior, curriculum improvement, creative ideas, enhanced skills, efficient communication, and preparing students for effective communication) and five themes for the AVR group (experiencing authentic material and environment, accessibility features, less interactivity in the classroom, teachers’ passion and confidence improvement, and less cultural boundaries) were extracted. The study highlighted the crucial role of cultural and multicultural immersion and adaptive teaching strategies in creating culturally responsive environments. This approach equipped EFL instructors to address diverse student needs and foster inclusive learning spaces effectively. Moreover, the AVR technology deepened cultural immersion and supported modern teaching approaches, enhancing educators' ability to engage with diverse cultural classrooms. Despite the observed improvements in trainees’ passion and confidence, a need for reconsidering technological aspects in contemporary teacher education was identified. Ultimately, the findings offered pedagogical implications for EFL teacher education and teacher trainers to equip teachers with the necessary skills to address cultural and multicultural challenges in EFL teaching and stimulate their professional growth.

Assessing learners’ writing is one of the primary responsibilities of English language teachers. Nevertheless, research on teachers’ writing assessment literacy (WAL) is scarce. To this end, this study a) explored Iraqi Kurdish EFL teachers’ writing assessment knowledge, beliefs, and practices and b) examined assessment strategies they employ to assess learners’ writing ability and the feedback they provide on learners’ writing performance. Data were collected from language teachers in the Kurdistan Region of Iraq (N=80), who taught at universities, institutes, and schools, utilizing a modified version of the WAL questionnaire consisting of five sections, including teachers’ demographic information, assessment strategies, knowledge of WAL, beliefs about WAL, and practices concerning WAL. Semi-structured interviews were conducted with a group of volunteer teachers (N=10). The findings highlighted teachers’ insufficient knowledge of writing assessments. A significant mismatch was found between teachers’ stated beliefs and their practices in the use of formative and summative assessment. The teachers had positive beliefs toward formative assessment; however, they preferred using summative assessment. The qualitative findings further pointed to a significant knowledge gap among teachers regarding specific terminologies, such as formative and summative assessment, as well as scoring rubrics. Finally, the results indicated that teachers used various feedback types to improve learners’ writing skills. The findings emphasize the need to improve teachers’ writing assessment literacy in order to bridge the gap between teachers’ beliefs and their practices of writing assessment.