Journal of English Language Pedagogy and Practice - پژوهش های آموزشی و کاربردی زبان انگلیسی (زبانشناسی کاربردی سابق)

This study examines the effect of the 4/3/2 technique on Iranian EFL learners' speaking fluency while also investigating the moderating role of working memory (WM). The study involved sixty EFL learners attending a language institute in Shiraz. The participants, aged 14 to 18, all shared Persian as their first language and had pre-intermediate proficiency in English. A pretest-posttest control group design was employed, with participants randomized into experimental and control groups. The 4/3/2 technique was implemented in the experimental group (EG), where learners performed a monologue task thrice, each under increasing time constraints. The control group (CG) received teacher-fronted sessions. Pre- and post-test measures of L2 oral fluency were collected using syllables per minute, with WM span assessed using a reading-span test. The results demonstrated a significant improvement in oral fluency in the EG compared to the CG. Furthermore, learners with higher WM demonstrated greater gains in fluency following the intervention. The findings suggest that the 4/3/2 technique holds promise for enhancing speaking fluency in EFL learners, with individual differences in WM span influencing the effectiveness of the intervention. These findings have implications for language teaching pedagogy and underscore the importance of considering cognitive factors in language learning interventions. The implications of this study extend to various stakeholders in language education, including language teachers, learners, materials developers, syllabus designers, policymakers, and teacher educators. By integrating these insights into language instruction and teacher training programs, educators and policymakers can work towards fostering more effective and engaging language learning experiences for learners

This study is aimed at investigating the effect of reading-based vs. discussion-based pre-writing activities on the writing ability of Iranian EFL learners. To this end, a quasi-experimental study was conducted with 40 Iranian intermediate EFL learners within16 to 20 age range who were selected based on their performance on an Oxford Solution Proficiency Test. They were divided into two experimental groups: Reading Group and Discussion Group. The former group was made to involve in some reading activity prior to doing the main writing task, and the latter group was made to participate in a discussion activity before the main writing task. After the treatment for 10 sessions, both groups were post-tested. The findings indicated that both groups’ writing ability improved over the course of the study, but the difference between the performances of the groups on the post-test was not statistically significant, although the Reading group’s mean score was greater than the Discussion group. The results of this study have some implications for students, language teachers, syllabus designers and material developers.

This study aimed to investigate the effects of scaffolding genre knowledge and metacognitive strategy use on English as a foreign language (EFL) learners’ academic writing skills. The initial population was 100 EFL students from M.A. English language teaching (ELT) students who took academic writing course at Islamic Azad University, Tehran and Alborz branches. To homogenize the sample, Oxford placement test (OPT) was administered, and based on its results, 75 advanced learners were selected for the purpose of the study. After that, they were divided into 3 groups, namely the experimental group A (scaffolding genre knowledge), the experimental group B (metacognitive strategy use), and the control group. IELTS academic writing task 2 was administered as the pretest and posttest. The treatments lasted for 16 sessions. To explore the learners’ perceptions regarding the instructions qualitatively, the semi-structured individual interviews were administered to 20 students who were chosen from the experimental groups. The results showed that scaffolding genre knowledge and metacognitive strategy use had significant impacts on the Iranian EFL learners’ academic writing skill. In addition, the findings indicated that there was a significant difference between the effects of scaffolding genre knowledge and metacognitive strategy use on the Iranian EFL academic writing skill in which scaffolding genre knowledge had more significant effects on Iranian EFL academic writing skill than metacognitive strategy use. Furthermore, the qualitative findings showed that the learners adopted positive views towards scaffolding genre knowledge and metacognitive strategy use in developing their academic writing skill.

The present investigation aimed to examine the impact of dynamic assessment on the acquisition of passive voice in a speaking context among Iranian intermediate EFL learners. To this end, forty intermediate-level learners from a Language Institute in Lahijan were randomly chosen to participate in the study through the administration of an OPT. The study employed a pre/post-test design with two participant groups: experimental and control. Speaking proficiency was assessed using four instruments: EIT, TGJT, UGJT, and a focused communication task, all administered orally. The experimental group engaged in task-based interactions with their interlocutors while receiving dynamic assessment interventions. Conversely, the control group completed the same tasks, but their instruction focused on explicit form correction. After the intervention phase, participants in both groups were administered a post-test of speaking proficiency. This post-test utilized the identical four measures employed in the pre-test. A battery of statistical analyses, encompassing t-tests and ANOVA with Pearson correlation coefficients, was conducted to assess group differences. The results yielded statistically significant differences in mean scores between the groups. These findings suggest that Dynamic Assessment (DA) may be a more effective intervention strategy than the Focus on Form approach. The study concludes by exploring the broader implications of these results for language learning pedagogy.

Inspired by Halliday and Hasan’s (1976) framework, this study delved into the impact of lexical cohesion training on the writing prowess of English language learners. Drawing upon an experimental design, this study investigated the effect of lexical cohesion instruction on IELTS Academic Writing Task Two performance. Over an eight-week course, a total of 60 IELTS candidates were screened based on their performance in the Quick Oxford Placement Test and these individuals were assigned to either the experimental or control group. Each participant was required to complete two writing assignments during the study. A sequence of six writing tasks was developed and put into practice. The participants’ compositions were evaluated on two instances: pre-test and post-test. A meticulous tapestry of independent-samples t-tests was woven to unveil the distinctions in performance between the cohorts. A quantitative evaluation of the learners’ written work demonstrated that instruction in lexical cohesion had a statistically significant effect on their writing scores. Possible explanations for this exceptional performance are explored, and recommendations are offered for second language (L2) writing instructors and researchers.

This study aimed to compare the use of the apology speech act and other semantic formulas among Iranian EFL learners, American native speakers of English, and Iranians living in America for four years. We conducted a transcultural investigation on the use of apology strategies in the two cultures, and then assessed the effects of living in the target language context. The data were collected using a Discourse Completion Test (DCT), and then coded based on the Cohen and Olshtain’s (1981), and Istifçi (2009) classification of apology speech act. The results showed significant differences between the use of apology strategies by Iranian EFL learners and American speakers in apology verbs. Also, we found that the Iranians who had lived in America were successful in reaching the target language’s cultural norms. This improvement was mainly because of living in the target language context and learning through interaction. We also found that the act of flattery among Persian users which is a subcategory of a cultural habit called ta’arof is a strategy to amend their mistakes. The results of this study might be useful for sociolinguists, transcultural researchers, and foreign language teachers.

Self-assessment, a form of alternative assessment focusing on learner-centered curricula, autonomy, and needs analysis, has gained prominence recently. Via individual and cooperative self-assessment, EFL learners notice and apply the established standards and criteria that would decide on the accuracy and fluency of their productions, particularly in challenging areas like writing that require detailed forms of assessment. Here, learners’ capacity to self-assess and peer-assess their writings could contribute to their developmental functions. The objective of this study was to explore a specific number of Iranian EFL learners’ perceptions of criteria-referenced self-and-peer assessment in writing through a mixed-method survey. Sixty EFL learners were asked to answer a questionnaire on self-and-peer assessment. Additionally, 15 learners were requested to answer semi-structured interview questions to express their perceptions toward criteria-referenced self-and-peer assessment. For the quantitative phase of the study, a self- and peer-assessment questionnaire developed by Cornelius and Kinghorn (2014) was utilized. The questionnaire's reliability was assessed using Cronbach’s alpha, and content validity was confirmed. For the qualitative phase of the study, the researcher developed and conducted a semi-structured interview with five open-ended questions with validated content. The data related to the quantitative and qualitative phases were analyzed through descriptive statistics including the frequency percentage and content analysis methods, respectively. Results revealed learners had positive perceptions towards criteria-referenced self-and peer assessment in language classes. The findings offer beneficial implications for EFL teachers, learners, test developers, and administrators.

While the issue of intercultural competence has received considerable attention in second language learning and teaching over recent decades, the lack of a practical, valid, and dependable instrument to cross-culturally measure intercultural competence is strongly felt. For this reason, the current study aimed at developing and validating an inventory to examine EFL learners’ intercultural competence within the context of Iran. Following a qualitative-quantitative descriptive method research design, an instrument consisting of items adapted from intercultural competence-based survey instruments was generated. Accordingly, the study recruited 200 Iranian EFL learners to fill out the inventory. Furthermore, nine Iranian university professors in Applied Linguistics received an earlier draft of the Intercultural Competence Inventory (ICI) after it was prepared. The experts were requested to provide feedback on the developed Inventory’ content and face validity. After expert/content validation, the construct validity of the inventory was checked using R software running Mokken Scale Analysis. The analyses aimed to determine the structure of the inventory and verify the effectiveness of a five-point Likert response scale. The results concerning item attributes and the quality of the response scale provided confirmation of the scale's internal validity. Hopefully, the presence of this inventory in the Iranian context, characterized by strong internal consistency, internal validity, and construct validity, can contribute valuable insights to the study of intercultural competence among language learners.

In the increasingly interconnected world, English proficiency has become essential for developing technical skills and opening up global career opportunities. However, Iranian technical and vocational education (TVE) suffers from adequate attention to the English language for students’ specific fields of study and occupations. Accordingly, the present study aimed to bridge the existing gap in Iranian TVE through a comprehensive needs analysis and the development of a blended TBLT-based ESP course tailored to second-year vocational school students specializing in photography. Initially, needs analysis was conducted through interviews with TVE administrators at the Ministry of Education in Iran, experienced photography teachers, and photography students to develop the course. After the accurate investigation of fundamental course components, the course was implemented and its effectiveness and possible challenges were evaluated. The findings showed that photography students found the blended course effective in terms of learning photography terminology and tools in English, practicing photography and editing techniques, using multimedia and interactive games, and enhancing motivation and self-confidence. However, the students also encountered some linguistic and technological challenges. Ultimately, by contributing to the ongoing discourse on ESP course development, this study emphasizes the need for ESP courses and the preparation of students for future careers.

Valid online formative assessments are crucial for accurate measurement of students' progress and effective pedagogical decision-making in digital learning. This quantitative-based study followed two primary aims. First, it aimed to investigate the extent to which Iranian EFL teachers working in universities and language institutes apply indicators of online formative assessment validity. Twenty-one online classrooms were observed in three sessions using a checklist. The second aim of this study was to determine the effect of EFL teachers’ place of living on the validity of online formative assessment. To this end, 316 Iranian EFL teachers from diverse EFL settings, including public schools, private schools, language institutes, and universities were asked to fill out online formative assessment validity scale developed by Maleki et al. (2023). The sample included both male and female teachers with varying age group ranges and academic degrees. The findings of the study indicated that Iranian EFL teachers in universities and language institutes tend to overlook indicators associated with the learner-centered aspects of online formative assessment validity. Furthermore, it was revealed that EFL teachers’ place of living could impact the validity of online formative assessment. This study has several implications for online EFL teachers and policymakers. The findings of this study emphasize the context-bound nature of validity in online formative assessment. Besides, it helps Iranian EFL teachers identify specific areas that need more attention and improvement in order to enhance the validity of their online formative assessments.

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 was an effort to investigate the role of participatory structure and output modality in enhancing Iranian EFL learners’ speaking, and examine their perceptions toward participating in speaking activities. The population of this study included all female EFL learners (90 language learners of English) at intermediate level studying at Avayeh Daneshvaran Language Institute in Tabriz and the sampling procedure was convenience sampling. From among these language learners, 63 learners, in four intact classes, were selected as the sample group after conducting a sample of the PET. The instruments that were used in this study included two samples of the English language proficiency test of PET, the speaking section of which was conducted as the pre-test and posttest of the study, and an open-ended questionnaire. The data which were collected were analyzed through one-way ANOVA and two-way ANCOVA. The researchers analyzed the responses of the intended participants to the open-ended questionnaire qualitatively. The findings revealed that output modality was effective in improving speaking skill and that participatory structure and the interaction of these two had no significant effect on this skill. Regarding the qualitative section, the findings presented that the participants had optimistic attitude toward the use of podcasts and summary telling and writing in improving their speaking. The findings of the present study are valuable for teachers, English language learners, teacher educators, curriculum designers and researchers.