درخت حوزه‌های تخصصی

Today, technological applications provide language learners with many possibilities to improve their learning. Online learning environments create opportunities for more flexibility, interaction, and collaboration in a way different from face-to-face learning environments. This study attempted to investigate the effects of synchronous distance education on the oral comprehension of Iraqi English language learners. The participants were 19 Iraqi English as a foreign language (EFL) learners in a language institute in Karbala, Iraq. All learners were following the same language course at the B1 level. These learners were randomly divided into three groups: the face-to-face control group, the experimental group taught via the Adobe Connect platform, and the experimental group taught via the Skype application. The data were collected through pre- and post-oral proficiency tests. The findings showed significant differences in the improvement of oral comprehension among the three groups. Experimental groups scored significantly higher than the control group. Moreover, the results indicated that the Adobe Connect-based instruction had a better effect on the learners’ oral comprehension in comparison to the Skype-based instruction. Concerning the performance of males and females in the experimental groups, the findings showed a significant difference between females and males in the Adobe Connect condition, with females showing more improvement. However, no significant difference was observed between males and females in the Skype group. The study stresses the mediation of virtual classrooms in enhancing EFL learners’ learning achievements. Relevant pedagogical implications for classroom practice in EFL education are presented and discussed and some suggestions are made for future research

This study investigated the effects of corrective feedback (CF) and the Flipped Teaching Model (FTM) on English language learners’ overall and categorical grammar accuracy. The study was conducted at Payame-Nour University (PNU) of Mahabad, Iran. A total of 80 Iranian EFL learners participated in the study. The participants were randomly assigned into two flipped and two non-flipped groups of 20: one in each pair of groups receiving explicit and the other implicit CF. Data were collected across two time periods (pre-intervention and post-intervention). Two measures of Multivariate Analysis of Covariance (MANCOVA) were conducted. The results revealed no significant differences in the effect of CF type in the flipped classes, and both led to the learners’ higher level of overall grammar accuracy. However, the explicit group outperformed the implicit one in the non-flipped classes. Explicit feedback in flipped and non-flipped classes led to the learners’ outperformance in acquiring specific grammatical structures, such as adjective/reduced adjective clauses, but not in others, like comparative/superlative adjectives, gerund/infinitive, word forms, word order, and apposition. These findings have implications for language educators seeking to enhance learners’ grammatical accuracy in both flipped and non-flipped classrooms, particularly in relation to the use of explicit feedback for certain types of grammatical structures.

Emphasizing the significance of students' attitudes and emotions in the learning process, this study utilized Structural Equation Modeling (SEM) to investigate the roles of sapio-emotionality, angloemotionality, and sensory motivation in learners' academic accomplishments. The key aim was to devise a scale for measuring students' anglo-emotionality (a blend of native speakers' characteristics and emotionality) using SEM, while also scrutinizing the relationships between sapio-emotionality (intelligence entwined with emotionality), angloemotionality, and sensory motivation. Data was collected from 292 EFL students (156 males and 136 females) across both social and non-social sciences fields who filled in three questionnaires, namely sapio-emotionality, anglo-emotionality, and sensory motivation scales. The SEM analysis indicated that the anglo-emotionality scale has robust psychometric properties. Furthermore, it facilitated the revelation that sapio-emotionality is positively correlated with sensory motivation. However, no significant statistical correlations were discerned between anglo-emotionality and sensory motivation via SEM. Intriguingly, when mediated by angloemotionality, SEM revealed that sapio-emotionality cannot predict sensory motivation and English Language Acquisition (ELA). Also, none of the dependent variables emerged as predictors of ELA. The study concludes with a discussion of the results and their implications for future research, underscoring the utility of SEM in elucidating these intricate relationships.

The study scrutinized the probable significant relationship between Emotional Intelligence (EI) and Translation Competence (TC) in the Iranian students of Translation Studies. The first stage of the study followed a conventional statistical approach, in which the significant relationship between the variables as well as the predicting role of emotional intelligence for translation competence of the participants was examined through Pearson correlation and linear regression analyses. Two questionnaires of emotional competence, derived from Bar-On (1997), and translation competence, derived from Alavi and Ghaemi (2013), were utilized in the study. The findings of the initial phase revealed the significant relationship between the participants’ emotional intelligence and translation competence. In the second stage, modeling approach was employed to probe the relation between emotional intelligence and translation competence through structural equation modeling, using LISREL. The results demonstrated a significant relationship between EI and TC, justifying the results of the first non-modeling stage. The findings are of significance as the association between translation competence and emotional intelligence has been scarcely explored. Moreover, the relation between two variables was deeply explored through using non-modeling as well as modeling approach, adding the novelty of research. The results reflected that emotional intelligence plays a significant role in predicting the language learners’ translation competence. The results have some implications for language teaching. Language teachers can promote language learners’ emotional intelligence to reach successful learning outcomes. Through using useful techniques such as discussion, group-work activities, answering questionnaires, the learners' emotional intelligence can be significantly improved, leading to effective translation achievement.

The purpose of this study was twofold: to determine pre-university talented students’ perceptions, strategy use, and challenges of reading comprehension section of the university entrance exam and to investigate the difference between low and high-achieving talented readers in strategy use and attitudes to reading. The participants were 121 EFL students at pre-university centers for talented students in Borujen, Iran. The instruments were three questionnaires on reading strategy, reading attitude, and reading difficulty followed by five open-ended questions. The results revealed that talented students used metacognitive strategies more than affective and cognitive strategies; most talented readers had positive attitude to reading; and their most frequent challenges were insufficient vocabulary knowledge, inability to adapt their speed to allotted time, decentralization, and ineffective study. The results of backward stepwise binary logistic regression also indicated that high and low achieving talented readers were different in retrieval and anxiety-coping strategy use and reading self-efficacy. The findings have implications for teachers of talented students to consider their diversities and orient their teaching toward individual characteristics through providing instructional varieties.

Consecutive interpreting (CI) requires a lot of parallel cognitive and affective processes, which are challenging for the interpreter who has to deal with them concurrently . This study focuses on the problems trainee interpreters encountered intheir CI sessions. An analysis of the strategies they used to weigh whether they have been successful in completing their task is also given. The sample of the study consists of 50 senior students of Translation enrolled in CI course (English-Arabic) in the Fall Semester 2018/2019 at the Translation Department at Yarmouk University, Jordan. The Source Text (ST), which was divided into one-minute period for each time, was given to students for interpretation and then the Target Text (TT) was recorded. Most of the challenges encountered by trainee-interpreters were linguistic problems, memory problems, note-taking and reproducing the ST into the TL. It is imperative therefore that interpreter training should be as effective as possible and interpreters shoulddevelop a series of skills and strategies such as chunking and joining, shadowing, anticipating, listening and recalling and paraphrasing that can be used to solve the problems encountered.

The present study compares the elements and main elements of the sentence (subject, predicate, and linking verbs) in Persian and Arabic languages to prove the hypothesis of many rhetorical similarities in the science of semantics of these two languages. Using a descriptive-analytical method, the researcher directly goes to the contents and expresses them, then concludes by analyzing these direct data. The main goal of the research is to answer the question of what is the main structure of the sentences and the position of the subject, and the predicate from the point of view of the semantics of Persian and Arabic languages. Further, it proved the hypothesis of the plurality of rhetorical commonalities. In general, what can be stated as the final and summary result of all the discussions in this paper is the correctness of the hypothesis of a large number of rhetorical correspondences in the discussed subject in Persian and Arabic languages; however, sometimes, differences are observed in the topics or existing materials. Also, in this research, the writer discusses issues such as article and indefinite article, addition, and omission, position and different forms of subject and predicate in Persian and Arabic languages, along with their commonalities and differences.