درخت حوزه‌های تخصصی

The aim of this study is to determine the effect of word clustering method on vocabulary learning of Iranian EFL learners through a case of semantic versus phonological clustering. To this effect, 80 homogeneous students from four intermediate classes at an English institute in Torbat e Heydariyeh participated in this research. They were assigned to four groups according to semantic versus phonological clustering [± semantic, ± phonological] then, based on each groups' clustering pattern, 10 selected words were taught. At the end of the treatment phase, immediate and delayed posttests of vocabulary were given to students in a multiple choice format to understand the effects of word clustering in short and long term vocabulary learning. The analysis of the research was done in SPSS through one-way ANOVA. The results in both immediate and delayed post-tests showed a statistically significant difference among groups. The obtained mean scores revealed this rank order of mean performance in both immediate and delayed post-tests: [+ semantic, + phonological], [+ semantic, - phonological], [- semantic, + phonological], and [- semantic, - phonological]. Additionally, the effect of time did not turn out to be significant. These findings and relevant implications are discussed in the paper.

The current study investigated the effect of collaborative prewriting activities on learners’ identity construction and L2 writing development. To this end, 43 sophomore upper-intermediate university students majoring in Teaching English as a Foreign Language at an Iranian university who had enrolled in a course called Advanced Writing were randomly divided into two experimental groups (groups A and B) and one control group (group C). While the students in group A were involved in group activities, the students in group B were engaged in pair activities. The students in control group (group C) worked individually. As a pre-test, a pen-and-paper writing task was given to all the students at the beginning of the semester. During the semester, all the participants were exposed to the same materials and were taught by the same teacher for one semester. The only difference was the type of activities in which the participants were engaged. At the end of one semester, a pen-and-paper writing task was given to all the three groups. The findings of the post-test revealed that all the students could significantly improve their writing skills. Nevertheless, the students in group B significantly outperformed their counterparts. Most importantly, the results of identity analysis showed that the students in group A used authorial plural pronouns along with adjectives more frequently. The findings of this study confirmed two issues: first, the significant efficacy of prewriting activities were confirmed at the end of the semester. Second, each type of prewriting activity could affect the learners’ identity construction

While teachers’ confidence in their abilities is a crucial asset in teachers’ professionalism and their identity development, their efficacy doubts are also considered useful. Given the diversity of English Language Teaching (ELT) contexts, this paper probes the dynamic nature of efficacy doubts the teachers face and are expected to resolve in English for General Purposes (EGP) and English for Specific Academic Purposes (ESAP) instruction. To this end, based on the existing theoretical frameworks in EGP and ESAP methodology and interviews with 25 university English teachers, two questionnaires were developed and administered to 170 Iranian EGP and ESAP university instructors. The results of factor analysis confirmed five factors underlying ESAP teachers’ teaching efficacy doubts and four factors for EGP teachers’ teaching efficacy doubts. The results may promise implications for ESAP and EGP teacher education programs; teacher educators may address the common efficacy doubts identified in this study and expose the current in-service and future ESAP and EGP teachers to the typical factors which may potentially hamper their efficacy and help them resolve their efficacy doubts as a means towards professional development

This study aimed at gaining insights into students’ attitudes in the learning English using the Smart Board or Interactive White Board (IWB) technology in EFL classrooms. The main goal of this paper is to evaluate students’ attitudes towards the use of Smart Board as an instructional tool on student motivation, participation, interaction and retention for learning English in Iranian schools. To achieve this aim, an observation was carried out during lessons in the classroom by the researcher. A questionnaire consisting of 20 questions was also developed by the researcher based on an extensive literature review as well as related instructional theories. The researcher also conducted an interview to find the effect of Smart Boards on student motivation, participation, interaction and retention of information in English classrooms. Analysis of these three instruments yielded patterns of responses concerning how Smart Board or IWB technology can motivate the students and increase their participation in classroom. The results of this study also indicate that students interact more in classrooms where technology is used effectively. Finally, it was found that Smart Boards enhance students' retention of information and learning process in EFL classrooms. The findings of the study will carry important implications for students, language instructors, and administrators as well.