درخت حوزه‌های تخصصی

Measurement invariance (MI) refers to the degree to which a measurement instrument or scale produces consistent results across different groups or populations. It basically shows whether the same construct is measured in the same way across different groups, such as different cultures, genders, or age groups. If MI is established, it means that scores on the test can be compared meaningfully across different groups. To establish MI mostly confirmatory factor analysis methods are used. In this study, we aim to examine MI using the Rasch model. The responses of 211 EFL learners to the listening section of the IETLS were examined for MI across gender and randomly selected subsamples. The item difficulty measures were compared graphically using the Rasch model. Findings showed that except for a few items, the IELTS listening items exhibit MI. Therefore, score comparisons across gender and other unknown subgroups are valid with the IELTS listening scores.

Proper use of source material in second language writing is an essential skill in the academic writing process. The present study investigates source use and plagiarism level in the essay writing process by the English as a foreign language (EFL) student in one of the international universities in Tashkent, Uzbekistan. Thirteen first-year students who failed and then retook the language program were chosen for the purpose of the study. A mixed-methods research design was used to collect the data (i.e., language programs over two subsequent academic years were analyzed for their relevance to the process-based writing). To evaluate the students' opinions on both programs and correct academic citation, a paper-based questionnaire was circulated. The data analysis revealed a positive influence of program two on organizing ideas, incorporating source-text ideas, and using more academic and error- free sentences. A comparative analysis of the plagiarism level and writing performance in students' papers in both programs was performed using the Wilcoxon signed-rank test, which showed a positive difference in the overall writing scores but an insignificant difference in the level of plagiarism. F indings of the study identified that the engagement of the EFL undergraduate students in process-based writing made a positive impact on writing from sources and overall performance.

This study aims to explore the attitudes and practices of Iraqi EFL teachers regarding formative assessment (FA). A total of 102 teachers from primary school to university filled in the Arabic version of Teachers' Conceptions and Practices of Formative Assessment Questionnaire. The questionnaire was translated from English into Arabic first and was validated using confirmatory factor analysis (Hazim Jawad, 2020). Findings showed that a 7-factor model had acceptable fit indices (GFI=0.90, CFI=0.91, RMSEA=0.05). Descriptive statistics were used to explain Iraqi EFL teachers’ attitudes and intentions regarding FA. Findings showed that the majority of Iraqi teachers believe that formative assessment is a useful procedure for measuring students’ learning and is helpful in their education. They also indicated that they have a positive attitude towards FA and are willing to use it. Correlational analysis showed that Affective Attitude, Instrumental Attitude, Subjective Norm, Controllability, and Self-Efficacy were strong predictors of intentions to use formative assessment. However, only Instrumental Attitude had a small significant correlation with the Behavior Scale. In other words, those teachers who believe that FA is useful in improving students learning tend to actually employ FA in their teaching. Findings also showed that female teachers have more positive attitudes towards FA and tend to use it more in their teaching. Implications of the findings for improving English language teaching are discussed.

Considering the facilitative role of corrective feedback in language learning, the impact of learners’ noticing on its effectiveness, and the significant contributions of individual attributes in learners’ noticing the corrective feedback, this study is designed to examine how learners’ implicit theories of intelligence (Mindset), an individual attribute, predict their preferences for oral corrective feedback (henceforth, OCF). A total of 143 Iranian EFL learners participated in the study. The participants were assigned to groups of fixed mindset (N=26) and growth mindset (N=26) based on their scores on Language Mindset Inventory (LMI) scale. The data obtained from the questionnaires were analyzed quantitatively. The results indicated that there were significant differences between the fixed-mindset and the growth-mindset groups in their beliefs toward some aspects of OCF. All in all, it can be claimed that language mindset (henceforth, LM) has a significant role in EFL learners’ beliefs about OCF. Pedagogical implications for considering learners’ LM in providing OCF are also discussed.

The increasing use of computer-based mode in language testing raises concern over its similarities with and differences from paper-based format. The present study aimed to delineate discrepancies between TOEFL PBT and CBT. For that objective, a quantitative method was employed to probe into scores equivalence, the performance of male-female participants, the relationship between completion time and test score, and test mode’s effects on participants’ performance. Totally, 124 undergraduates partook in the current research whose ages ranged from 19 – 21 years (M = 20, SD = .66). To analyze the data, MANOVA, Pearson correlation, and regression tests were run. The findings uncovered that: (1) PBT and CBT were equivalent in scores; (2) male and female’s scores were not significantly different; (3) there was a moderately negative correlation between completion time and score; (4) computer familiarity, habit in using computers, and perception toward CBT did not affect performance in TOEFL. For researchers, the implication of this study concerns the interchangeability of the two-test modes. For CBT test designers, it concerns the appropriate inclusion of visuals, time related measurement, and procedures to design computer-based tests.

As a controversial subject, globalization has affected various aspects of our lives. Today, the intertwined world is run through complicated relationships and the education of competent human capitals has gained more significance than before. Recently, there has been a movement, known as Global Citizenship Education (GCE), toward a pervasive orientation to education in which issues such as Quality Education are the critical goals. The main aim of this study was to explore the extent to which The Iranian National Curriculum, The Doctrine of General Formal Education System and The Fundamental Reform Document of Education promote the GCE goals in formal English language education. Using a multi-concept model based on the GCE goals, the documents were the subject of scrutiny through document analysis. A survey questionnaire and a semi-structured interview were also utilized. Among 198 participants, 12 individuals accepted to be interviewed. The results of the document analysis and the questionnaire approved the documents’ theoretical promotion of the GCE goals. However, they were criticized for being idealistic and incoherent in the interviews and literature review. Also, their appropriate implementation, practical efficiency and convincing educational achievement were disapproved. The study emphasizes global-oriented approaches in the country’s formal education. 

The significance of assessment as a learning component has led to the development of a sound assessment system that supports the teaching and learning objectives. Achievement of learning assessment should prioritize assessment as learning (AaL) and assessment for learning (AfL) rather than the assessment of learning (AoL). The appropriate AaL and AfL have influenced the process of AoL. Almost all teachers in Indonesia have faced the challenge of implementing Aal and AfL. This study used a qualitative study to report English as a Foreign Language (EFL) teachers' perceptions and challenges regarding technology-based AfL and AaL. The design of the study was content analysis using the coding procedure and the grounded theory framework as the analytical foundation. Data gathered involved conducting structured interviews with 60 EFL teachers from three central provinces within Indonesia. The findings revealed that EFL teachers in Indonesia had different perspectives about technology-based AfL and AaL as flourishing assessment approaches. Most of the EFL teachers' perceptions said that due to a lack of time, large classes, and lack of knowledge and training on technology-based AfL and AaL principles and practices in EFL contexts, implementation of technology-based AfL and AaL was viewed as challenging. The study has implications for EFL teachers and trainers in developing an instructional model of technology-based AfL and AaL.

The teacher, his instructional method, and indeed his characteristics are considered to be the decisive factors for the success or failure of education. The current study was carried out to determine the Iranian EFL teachers’ perception of immunity in their occupational contexts, that is in English language institutes and public schools. To achieve this objective, one hundred EFL teachers teaching in public schools (N = 50) and language institutes (N = 50), in Isfahan, were selected through convenience sampling to participate in this study. Then, the Teachers’ Immunity Level questionnaire was administered to them, and they were interviewed as well. The teachers were asked about their perception of immunity in their own occupational setting. All the teachers working in language institutes believed that teachers in these educational centers are suffering from low levels of job immunity. The teachers were also asked about the reasons underlying the high and low levels of job immunity in these two educational contexts. The teachers in language institutes believed that the dearth of monitoring by the government, the large number of unemployed educated people, employers’ greed, and lowering the value of education in the society are among the most important reasons underlying this catastrophe in language institutes. These findings can have some implications for the decision-makers in the Iranian Ministry of Education to provide language institutes with more support and attention with an eye to eliminating the mentioned problems.