درخت حوزه‌های تخصصی

This study examined how Iranian intermediate EFL learners' writing complexity, accuracy, and fluency were affected by collaborative online writing using Wikis. The language proficiency of 75 EFL learners was gauged based on their performance on the Oxford Quick Placement Test (OQPT). They were intermediate male and female EFL learners studying English at three language institutes in Shahrekord, Iran. The participants were then split into two groups at random: a Wiki group (WG), and a control group (CG). Afterwards, learners in the control and experimental group were given a cause-and-effect prompt as a pre-test, and their writing complexity, accuracy, and fluency were assessed using CAF measures. Following the pre-test, the participants in the experimental group began a six-week training period in the collaborative environment of Wiki. The same instructional materials and procedures were presented to the control group, but in a non-collaborative, face-to-face setting. Similar to the writing pre-test, a writing post-test was given to both groups at the end of the intervention, and the writings were graded. In comparison to the conventional methodology, the results obtained revealed that the instructional method via Wiki was advantageous and effective in enhancing writing skills. This result is consistent with theories supporting the use of technology-based approaches in EFL writing settings. The main outcome of this research is that the ease and viability of teaching and learning writing are significantly and meaningfully influenced by giving learners control over their learning through Wiki.

Dynamic assessment offers a holistic approach to evaluation by embedding assessment within instruction. Despite evidence suggesting the effectiveness of DA in language classrooms, there remains a reluctance among teachers to adopt DA practices. This reluctance stems from a lack of understanding of how DA models impact specific learning outcomes, particularly in speaking skills. One main contributing factor is the dominance of quantitative DA studies, which do not contextualize the differences between DA models. With an inductive thematic analysis design, this study explored the perceived effects of interactionist and interventionist DA models on speaking accuracy, fluency, and complexity among Iranian EFL students. Thirty undergraduate intermediate EFL learners from Islamic Azad University, North Tehran Branch, were recruited through purposive sampling. Each participant had received one hundred hours of speaking lessons with one of the DA models embedded before participating in a semi-structured interview. The analysis of participants' perceptions and reflections revealed that both DA models were well-received for improving speaking skills but had different effects on subskills. Learners perceived the interactionist model as an effective teaching method that improved their speaking accuracy and complexity but reduced fluency, while the interventionist model favored fluency at the expense of grammatical accuracy and complexity.

The current study aimed to investigate the effect of synchronous and asynchronous computer-mediated communication (CMC) on Iranian EFL learners’ reading comprehension and self-efficacy. To this end, 56 elementary EFL learners were assigned to one of the two experimental groups. Those trained in online video and audio instruction were assigned to the synchronous CMC group (N=27), while the participants who were taught through offline and recorded instruction were assigned to the asynchronous CMC group (N=29). Before and after the treatment, a questionnaire on reading self-efficacy and reading comprehension tests were administered. Independent samples t-test and Mann-Whitney U test were used to compare the reading comprehension and self-efficacy scores of the students in the two groups. Meanwhile, paired samples t-test and Wilcoxon test were used to do a within-group comparison of the pretest and the posttest scores. The findings showed that although both synchronous and asynchronous CMC significantly affected the reading comprehension and the self-efficacy of EFL learners, the synchronous instruction was more effective because the means of the synchronous group in the reading comprehension and self-efficacy posttests were higher than the means in the asynchronous group. This study has important implications for EFL teachers, EFL students, and syllabus designers.

The present mixed methods study examined the relationship of three constructs within applied linguistics, namely, shame, guilt, and grit among Iranian EFL learners. By considering the principles of positive psychology, the authors tried to determine the existence of any significant association between the variables. In this vein, 263 Iranian students aged between 13 to 18 participated in the study and filled out the questionnaires. Analyses of the data revealed strong negative relatedness between shame and the other two variables, while the learners’ guilt and grit were found to be positively correlated.  Expanding the quantitative results, the authors utilized a grounded theory approach and interviewed 30 students to further investigate the shame-inducing factors in L2 classroom and the analyses signaled that the ashamed learners suffer from internal and external shame-provokers. Attending to shame and other negative feelings would possibly reduce the learners’ shame and stress, help them progress in learning and enhance their well-being.

This study sought to determine the impact of self-regulation and emotional labor on reflective action among Iranian EFL teachers in online EFL classes using structural equation modeling. To achieve this, a combination of cluster sampling and stratified random sampling of 500 people was recruited. The participants were administered with the English version of Dutch questionnaire of emotional labor, Teacher Self-Regulation Scale and Teaching Reflection Inventory. After collecting data using three distinct questionnaires pertaining to latent variables, SEM analysis was conducted using IMB SPSS version 28.0 and Amos version 24.0 to analyze the path model relationships. To this end, a hypnotical model was proposed, evaluated, and specified to fit the data. The confirmatory factor analysis was employed to assess the hypothetical model by employing goodness of fit indices and analyzing all the convergences between the latent variables and the related sub-scales. According to the criteria for a good model's fitness, all of the model's values are above 0.90, indicating that the model has good fitness. And it was concluded that there was statistically significant relationships between the variables of the study.

La langue et la culture sont indissociables, car la culture se manifeste dans la langue et grâce à cette dernière, pourrait être fournie la base nécessaire à la manifestation de la culture. La traduction est un discours socioculturel où les sociétés humaines pourront afficher leur identité culturelle en invoquant l'autre. La problématique principale autour de laquelle s’organise cette recherche est celle de savoir comment dans la traduction, les culturèmes provoquent le déplacement des frontières sémantiques et comment l’union entre le nous et les autres, comme l’explique Y. Lotman dans la théorie de la sémiosphère, serait possible.  Cette recherche aura pour objectif de montrer que dans la traduction du roman Papillon, la transmission du sens des culturèmes dépend des situations discursives fondées sur deux systèmes sémantiques convergents et divergents. La présente étude est fondée sur l'analyse du corpus c’est-à-dire le roman Papillon d’Henry Charrier traduit par Parviz Naghibi. Ainsi les données principales de la recherche seront collectées à partir du corpus. Après avoir analysé les stratégies du traducteur, nous chercherons à apporter des solutions pour la bonne transmission du sens des culturèmes dans le processus de traduction. Enfin, nous essayerons de déterminer les typologies de traduction des culturèmes du point de vue de J. Fontanille. Les résultats de cette recherche indiquent que le traducteur n’a pas réussi à transférer le sens des culturèmes, car en adoptant des stratégies qui ne sont pas convenables pour traduire des éléments culturels d’une langue à l’autre, il n’a pas essayé de réduire les distances entre le nous et l’autre.   

Writing by which students can be assessed plays an important function in the education process. By considering this fact, investigating the impact of graphic organizer strategy on improving Iranian intermediate EFL learners’ complexity of written performance was the main goal of this study. 40 intermediate EFL learners were selected as the participants of the study on the basis of findings of Preliminary English Test. After that, they were randomly divided into two experimental and control groups. To assess the initial writing ability of participants, two groups were given a pre-test prior to the treatment. After applying traditional method to the control group and the graphic organizer strategies to the experimental group, both groups received a post-test to examine the effect of materials. To examine the effectiveness of the treatment, an independent samples t-test was conducted. To see the progression amount between pre-test and post-test of the experimental group, a paired samples t-test was also employed. The findings of the study indicated that graphic organizer strategies improved the learners’ complexity of written performance. The results have some implications for EFL/ESL teachers, students, test and materials developers, and syllabus designers.

This study tried to inspect and compare any possible effects of immediate and delayed metalinguistic and indirect feedback on the level of WTC of Iranian EFL learners in task performance. This research was a quasi-experimental work with 120 Participants (63 males and 57 females) who were divided into four groups: 30 students as the direct-immediate feedback group, 30 students as the direct-delayed feedback, 30 students as the indirect-immediate feedback, and 30 students as the indirect-delayed feedback. Different instruments were utilized to collect the required data, including the Oxford Placement Test (OPT), the WTC scale (McCroskey, 1992), and a set of two-way exchange tasks. After homogenizing the participants, based on the OPT test, the participants took the WTC scale as a pretest. As the treatment, the indirect immediate feedback group participants reformulated the errors into the correct form as soon as they committed errors. In the indirect delayed feedback group, the teacher noted the errors and the student’s name to provide feedback for that specific student. In the direct metalinguistic immediate feedback group, the participants were provided with both explanations and examples of the correct form of errors they committed. In the metalinguistic delayed group, the teacher wrote notes on the error types and the students’ names to provide explanations andcorrect examples for specific students. The WTC scale was readministered in the post-test and the scores were recorded. Two-way ANOVA was used to analyze the pre-and post-test data. The result of the data analysis showed there was an interaction between the timing and the type of feedback regarding their effect on Iranian intermediate EFL learners’ WTC.

Though an entrenched and well-established domain of investigation, inquiry-based learning seems to have remained a partly under-researched concept in pedagogy and language learning. Informed by this dearth of research on the issue, the researchers in the current study probed into the effectiveness of inquiry-based approach for bettering intermediate EFL learners’ argumentative writing. Utilizing a quasi-experimental design, the current researchers selected three intact classes comprised of 45 institute learners aged between 18 and 20 and assigned them to two experimental groups and a control group. To conduct the study, a homogeneity test, and pretest and posttest of argumentative writing (each containing a 250-word essay adopted from IELTS Task 2) were administered to all he participants. Two kinds of Inquiry-based approach, teacher-led vs. student-directed, were carried out with the two experimental groups. Data analysis through one way ANOVA and Tukey test pointed to a significant difference among the three groups on the posttest. In addition, it was found that both teacher-led and guided modes of inquiry-based learning were equally helpful for boosting learners’ writing ability. The implications of the results are discussed in detail throughout the paper.