درخت حوزه‌های تخصصی

Self-reflection as a crucial human activity involves assessing experiences and developing strategies to tackle challenges in language instruction and acquisition. It can be pursued through several methods. This study seeks to implement scenario-based assessment (SBA) model and dialogue journal writing (DJW) in an entire process to examine their impact on enhancing the writing self-reflection strategies of Iranian EFL learners. To achieve this objective, 60 EFL learners were selected through convenience sampling. These participants were then randomly divided into two experimental groups and one control group. The first experimental group underwent treatment using a SBA model, while the second experimental group followed the requirements of treatment through a DJW model. The control group, on the other hand, received instruction using a traditional teacher-centered method. Both the experimental groups and the control group underwent pre-test and post-test assessments to evaluate their writing performance. The gathered data were analyzed using MANCOVA and the findings revealed that the SBA group outperformed the DJW and control groups in terms of improving their writing self-reflection strategies.This study's results offer more evidence to show the positive impact of using a SBA design on the writing self-reflection skills of Iranian EFL learners as a whole. The study showed that the SBA approach had a greater impact on improving engagement in self-reflection and insight. The findings of this study suggest that SBA can generate higher levels of assistance and function to create a successful pedagogical tool as well as an assessment device for classroom teachers, experts, and parties involved.

Attitude plays a pivotal role in language learning as it influences learners’ motivation, engagement, and, ultimately, their proficiency. Recognizing the significance of attitude in language learning and toward language teaching methodologies, particularly Communicative Language Teaching (CLT), this study aimed to develop and validate a scale tailored to Iranian learners’ attitudes toward CLT, termed the CLTQ (Communicative Language Teaching Questionnaire). Using a correlational study, we constructed the CLTQ and checked its psychometric properties to ensure the CLTQ’s accuracy and appropriateness in an EFL context. The developed questionnaire was administered among a sample of 295 EFL learners and validated by means of principal component analysis (PCA) and structural equation modeling (SEM). Results obtained revealed a 6-factor CLTQ with 31 items. The statistical findings also showed that the CLTQ enjoys acceptable psychometric properties in terms of reliability and validity. The research outcomes underscore the importance of locally relevant instruments such as the CLTQ in assessing attitudes toward CLT among Iranian learners, offering valuable insights for educators, policymakers, and researchers aiming to enhance language teaching practices in Iran.

Written corrective feedback (WCF) becomes an essential part of students writing development. The efficacy of WCF for EFL learners has been the subject of numerous studies. However, the studies neglected the idea of the feedback literacy. Thus, this study aimed to investigate how two English teachers provide WCF, what students expect from their teachers, and whether or not both students and teachers share common grounds seen from the feedback literacy framework. Thus, thirty EFL students and two teachers from EFL writing classes of one Indonesian Islamic university participated in this study. The data related to students' expectations of WCF and teachers' practices were gathered through open ended questionnaire, interview, and observations. Positive attitudes toward WCF were shared by students and teachers. It was discovered that students place a higher value on direct feedback rather than indirect feedback. Students perceived their learning motivation is best preserved through a positive tone of feedback, such as interaction with teachers and teachers' compliments on their strength instead comments on deficiencies. The study indicated that there was a gap between students’ expectation and teacher practices about the type and relevance of feedback. Students perceived indirect feedback as less helpful in addressing their specific writing issues. While teachers have demonstrated feedback literacy in their practices, students' readiness and ability to fully engage in feedback literacy may vary depending on their proficiency levels and developmental stages. To bridge this gap, both students and teachers need to have good literacy in feedback. The findings highlight the potential significance of further exploring the impact of cultural factors in driving WCF decisions.

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.

Objective: The effectiveness of Lexical Bundle (LBs) instruction for facilitating writing skill development has been a controversial issue in language teaching. This study examined the impact of LBs instruction on English for Specific Purposes (ESP) learners’ performance on IELTS writing task 2. Methods: To this end, first, 60 male and female ESP learners were randomly selected from among 150 ESP learners of Tabriz University of Medical Sciences as participants. Second, these participants were assigned to the experimental group and the control group, each with 30 learners. Both groups were then administered IELTS writing task 2 as a pretest. The experimental group was provided with ten sessions of IELTS-Task 2-related LB instruction.  The control group, however, did not receive this kind of instruction. Finally, the researchers administered IELTS writing task 2 to both of the groups anew as a posttest. Results: The results suggest that teaching the relevant bundles had significant positive impacts on ESP learners’ general performance of the relevant writing tasks, task achievement grammatical range and accuracy, vocabulary knowledge, as well as observing cohesive ties and coherence in their writing. Conclusions: The results may provide some useful insights regarding the instruction of LBs in IELTS preparation courses for the ESP learners.

Request is used quite often in Malaysian Chinese people’s daily life. Most previous researchers focused on request speech act in mainland Chinese language. However, very little attention is paid to the request speech act in Malaysian Chinese. This study aims to investigate the request speech act in Malaysian Chinese Mandarin. Role play method was employed to elicit data needed for this study. 25 Malaysian Chinese participants and 1 Malaysian Chinese interlocutor were recruited to role play 12 scenarios. The collected data underwent analysis using a revised framework for coding. The results unveiled that the most commonly utilized strategy was conventionally indirect strategy, followed by direct strategy. The least frequently used one was non-conventionally indirect strategy. More external modifiers were used than internal modifiers. Variables of social distance, and ranking of imposition had impacts on request speech act in Malaysian Chinese Mandarin. Social power did not influence the use of ‘query preparatory’ and ‘want statements’ strategy. This study can be of great value with regard to theory and practice. Theoretically, it revises and validates the CCSARP theoretical framework with Malaysian Chinese Mandarin data. Practically, it can improve communication skills in Malaysian Chinese people’s everyday interactions and help them maintain positive relationships.

Corpus linguistics has developed a new avenue of research in the field of language teaching. One important aspect of corpora is concordancing. Drawing on the concept of concordance, this study aimed to explore whether concordancing can effectively improve the vocabulary learning and retention of Persian EFL learners. To this end, 50 homogenous learners were randomly assigned to experimental and control groups. Vocabulary pre-test and post-test, and interviews were employed to collect the data. The results of this mixed method study revealed a statistically significant difference between the control and experimental groups on post-test scores; furthermore, the experimental group’s retention of these items was weaker in the delayed post-test. Finally, the results of interviews showed that this approach increased learners' enjoyment and interest in learning, led to a greater appreciation of particular uses of words in various contexts, enhanced learners' command of the target language's linguistic rules and patterns, facilitated the development of autonomy, and improved learners' language awareness.