مطالب

This study aimed at developing and validating a new model and instrument to explore attitudes of Iranian EFL learners towards English as an International Language (EIL).In so doing, the researchers followed several rigorous steps including extensive literature review, content selection, item generation, designing the rating scales and personal information part, Delphi technique, item revision, pilot testing, reliability estimation, and finally validation. In the first phase, five dimensions were identified for the new model based on the literature and interview with a panel of experts. An initial draft of the questionnaire consisting of 33 items was designed for investigating learners’ attitudes towards EIL. Then, it was piloted with a group of 170 Iranian EFL learners. Exploratory factor analysis (EFA) of the obtained data revealed that the questionnaire consisted of a five factor structure. Consequently, confirmatory factor analysis (CFA) was carried out with another 409 Iranian EFL learners to check the fitness of the proposed model. The result of CFA indicated that the model enjoyed a satisfactory level of goodness of fit, showing that the five-factor structure including cultural realism, linguistic cultural disposition (negative), (dis)ownership of English, EIL posture, and localization was not the result of random variance in the learners’ responses.

The present study intends to probe the impediments for the practicality of Critical language pedagogy (CLP) in higher education system of Iran. To do this, 20 Iranian university instructors, holding Ph.D. degrees in TEFL, were asked to read a passage reflecting the main characteristics of transformative pedagogy. To explore the main obstacles, they were invited for a semi-structured interview. All interviews were audio-recorded and transcribed verbatim. The data were analyzed using Thomas (2006) inductive approach including frequent, dominant, or significant themes. The results revealed a number of themes that illustrate macro and micro inhibiting factors Iranian EFL instructors encounter toward implementing the principles of CLP. The findings are discussed and suggestions are provided for teachers to transform transmission approaches into transformative and dialogic ones.

The first mistaken conception is this. Some Muslim theorists argue that only God can proclaim what justice, right, and rights are; hence parliaments and other state institutions lack the sovereignty to create laws and to proclaim rights. They presume that Western states in their legislation and the UN in their Universal Declaration of Human Rights of 1948 claim such sovereignty. Many Western theorists share their view, differing only in the evaluation. But human rights imply that states must follow them and lack the sovereignty for legislation incompatible with them. The German constitution is explicit on this lack of human sovereignty. It declares in Art.1: “The following basic rights shall bind the legislature, the executive, and the judiciary as directly applicable law.” Hence, the idea of human rights implies that human rights and basic principles of legislation are valid not because states have declared them but because of their inherent qualities. It also implies that states are legitimate only if they conform to such basic principles and excludes the idea that the principles are legitimate because states or mankind have accepted them. Therefore, Western and Islam conceptions of law and sovereignty are less different than they seem. Second, it is generally accepted in Islam and the West that there is a right and even the duty of every human being to fight for justice and the protection of human rights. But there are two conceptions of such a fight both in Islam and the West. The model of the fight for human rights in the centralist conception is a bureaucracy that imposes its rules on the cases it administers. The model in the autonomous conception is a scientific community that solves its differences by principles developed in the community itself.

Second language writing instruction has been greatly influenced by the growing importance of technology and the recent shift of paradigm from a cognitive to a social orientation in second language acquisition (Lantolf & Thorne, 2006). Therefore, the applications of computer-assisted language learning and activity theory have been suggested as a promising framework for writing studies. The present study aimed to investigate the perception of Iranian EFL learners of the efficacy and affordance of activity theory integrated with computer-assisted language learning in writing improvement. To this end, sixty-seven sophomores majoring in English translation were selected as the participants of this study. The writing instruction was geared to an e-learning platform based on the six elements of activity theory--subject, object, mediating artifacts, rules, community, and division of labor--appropriate for the writing course. The students were assigned to write nine expository paragraphs on six different developmental patterns and share various relevant materials on the platform during the treatment. Their assignments were carefully monitored and evaluated by the instructor. Upon the completion of the treatment, the students completed a closed-ended questionnaire and an open-ended questionnaire and took part in a semi-structured focus group interview to express their perception. The results showed that the students held favorable perception toward the use of computer-assisted language learning within the activity theory framework. The findings of the study also revealed that there was a significant difference among the students' perception concerning the four mediating elements of activity theory.