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Learners’ self-regulation is of paramount importance in online language learning. Thus, the present study was conducted to compare three online instructional methods of Technology-Mediated Task-Based Language Teaching (TM-TBLT), Problem-Based Instruction Online (PBIO), and Online Flipped Learning (OFL) with each other and with lecture-based online teaching in terms of their effect on language learners’ self-regulation.  To this end, 120 intermediate-level English learners were selected through convenience sampling, screened through the Oxford Quick Placement Test (OQPT), and assigned (randomly) to one control and three experimental groups. They received instruction according to the principles of TM-TBLT, PBIO, OFL and a conventional lecture-based method, respectively. The data were collected using an online self-regulated English learning (OSEL) questionnaire and analyzed using Analysis of Covariance (ANCOVA). The findings revealed that all three experimental treatments had significant effects on online language learning self-regulation. The comparisons showed that all three instructional methods were equally effective in improving the participants’ online self-regulation. The findings will have practical implications for teachers to choose the best-fitting online instructional methods for improving learners’ self-regulation in online contexts. These findings can also help syllabus designers and material developers to write syllabi or create materials with special attention to fostering language learners’ self-regulation.

پژوهش حاضر به بررسی تاثیر داده محور بر تشخیص و تولید هم آیی ها ی زبان آموزان با سطح توانش انگلیسی بالا و پایین متوسط پرداخت. همچنین تاثیر ثانویه داده محور بر هم آیی های ثانویه (هم آیی هایی که در واژه یاب گنجانده نشده بودند ولی به صورت مستتر در تکالیف استفاده شده بودند) نیز مورد بررسی قرار گرفت. نگرش زبان آموزان نسبت به نقش واژه یاب در یادگیری هم آیی ها و تغییر نگرش آنها در طی فرایند پژوهش نیز از طریق مصاحبه مورد ارزیابی قرار گرفت. حدود 40 زبان آموز ایرانی به دو گروه آزمایشی و گواه تقسیم شدند. هر گروه به دو زیرگروه سطح توانش بالا و پایین نیز تقسیم شدند. گروه آزمایشی به مدت 10 جلسه به واژه یاب دسترسی داشتند تا تکلیف دوباره نویسی را انجام دهند. نتایج حاکی از آن است که زبان آموزان با سطح توانش بالا بیشتر از زبان آموزان با سطح توانش پایین از تاثیر اولیه و ثانویه واژه یاب بهره مند شدند. هر دو زیرگروه، نگرش مثبتی به تاثیر واژه یاب در یادگیری هم آیی ها داشتند و این نگرش با گذر زمان پررنگتر شد.

The main purpose of this study was to find out the effects of synchronous (online) approaches on Iranian EFL learners’ vocabulary development and attitude. To this end, a population of 75 homogeneous students studying in Iranmehr English Language Institute, cooperated as participants. As for the collection of the needed data, a blended learning questionnaire was employed, The collected data were analyzed through one-way ANOVA and independent-samples t-test. The results displayed that there was a significant difference between synchronous and conventional methods of learning vocabulary in reading context. They also revealed that synchronous approach provided the learners with a chance to get the teachers’ feedback immediately, and take part in learning and self-monitoring process of their progress actively. The results also indicated that students and teachers view synchronous approaches as more effective than the conventional approach, and thus can assist language teachers to make a more creative learning atmosphere and ease the learning processes in terms of vocabulary retention and use.

This study aimed at investigating the comparative effect of using self-assessment vs. peer-assessment on young EFL learners’ performance on selective and productive reading tasks. To do so, 56 young learners from among 70 students in four intact classes were selected based on their performance on the A1 Movers Test. Then, the participants were randomly divided into two groups, self-assessment and peer-assessment. The reading section of a second A1 Movers Test was adapted into a reading test containing 20 selective and 20 productive items, and it was used as the pretest and posttest. This adapted test was piloted and its psychometric characteristics were checked. In the self-assessment group, the learners assessed their own performance after each reading task while in the peer-assessment group, the participants checked their friends’ performance in pairs. The data were analyzed through repeated-measures two-way ANOVA and MANOVA. The findings indicated that self-assessment and peer-assessment are effective in improving young EFL learners’ performance on both selective and productive reading tasks. Further, neither assessment method outdid the other in improving students’ performance on either task. These findings have practical implications for EFL teachers and materials developers to use both assessment methods to encourage learners to have better performance on reading tasks.

Individuals are controlled by tests in every advanced society when they want to be admitted in educational courses, to proceed from one stage to the next, or to be given a certificate (Shohamy, 2001b). Accordingly, the present study was carried out to construct and validate educational, social, and psychological consequences questionnaires of English Language Proficiency (EPT) as a high-stakes test in Iran. To achieve the goals, after initial piloting of the item pool, a total number of 252 non-English PhD students completed the final researcher-made questionnaires developed using a comprehensive review of the related literature, experts’ opinions, documents, and interviews. A number of statistical procedures were taken to validate the current questionnaires including Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). EFA was utilized to determine the underlying factors of the scale that affect the variables in a data structure without setting any predefined structure to the outcome and to verify the number of factors; subsequently, these results were confirmed in the CFA phase. Ultimately, the results were discussed and implications of the questionnaires were presented as follows.