درخت حوزه‌های تخصصی

Speaking is deemed by many scholars as a fundamental skill in second language (L2) learning. From the myriad of factors playing a role in willingness to communicate (WTC) in a foreign language, communication apprehension and self-perceived competence have attracted a good deal of interest in recent decades. Furthermore, it is generally agreed that cooperative teaching can enhance learners' linguistic and psychological variables. To unravel the aforementioned dilemmas, 60 male and female EFL learners within the age range of 19 to 25(i.e., 30 each) were selected out of 100 participants via double sampling from several English institutes in Bandar Abbas, Hormozgan province and were assigned equally to an experimental and a control group. Subsequently, the treatment started where the experimental group was taught based on cooperative teaching, while the control group received conventional treatment. Before and after the treatment, three questionnaires (WTC, communication apprehension and self-perceived competence) were given to all the participants in three different phases. After collecting the data, they were analyzed descriptively. Finally, Pearson product-moment correlation coefficient was run. The findings of the study highlighted that there is a negative correlation between communication apprehension and WTC as well as a positive correlation between self-perceived competence and WTC of Iranian EFL learners in post intervention. The findings further indicated that cooperative teaching can influence learners' WTC, self-perceived competence and communication apprehension.

This essay briefly reviews the history of emergence of south-south cooperation which started in the discourse of the development agenda in the 70s and was closely associated with the New International Economic Order discourse, aimed at overcoming asymmetries and gaps inherited from the previous decades, as a means of enhancing international cooperation among developing countries with the focus on the realization of the right to development. I also examine the recent resurgence of South–South cooperation, which has moved once again onto the center stage of world politics and global economics, leading to a renewed interest in its historic promise to transform world order. This article also provides an overview of contemporary debates on this reality, noting in particular the opportunities that lie therein and the challenges that global south faces in promoting such cooperation.  Finally, I will provide some concrete guidelines and recommendations for enhancing the cooperation between developing countries to better achieve the right to development.    

The study examined the impact of high school English teachers’ awareness of pedagogical competence on student learning. A psychometric measurement instrument of English language teachers' pedagogical competence (ELTPC) was first developed through factor analysis with 320 high school teachers in Guilan, Northern Iran. Based on the developed instrument, 36 teachers were divided into two groups of aware and unaware teachers of pedagogical competence (PC) according to Contrasting Groups Method of cut score. Then, 160 high school third graders received instruction from the aware and unaware teachers for 7 weeks. Finally, a survey regarding the teachers’ implementation of pedagogical competence in classrooms was conducted with 30 students. The findings from the experiment and survey supported the teachers in aware group. Although, based on the survey results, the aware teachers were reported to act better, they were not reported as highly practicing the pedagogical competence. The findings can be practically used by schools, education administration, and teacher educators.

The current study was an attempt to investigate the effect of performing Focus on Form (FoF), Focus on Meaning (FoM), and Focus on Forms (FoFs) instructions on the development of collocational knowledge among Iranian intermediate EFL learners, and to explore any significant difference on the achievement of the participants' collocational knowledge among three groups. In so doing, 107 female intermediate EFL learners were selected for this research. They all took the Nelson proficiency test and 90 students who had gotten the higher scores were randomly divided into three groups of FoF, FoM, and FoFs. Before the treatment they were pretested and the results of the three groups did not have any significant difference, thus all of the learners were at the same level of knowledge. After the treatment, they were posttested and their scores in FoM group were considerably higher than the learner' scores in FoF and FoFs groups but the learners' scores in FoF and FoFs groups did not have any significant difference with each other. The findings of this study offer beneficial implications for EFL teachers, learners, and materials developers which are finally discussed.