مطالب مرتبط با کلیدواژه

language proficiency


۲.

Computer assisted reading (CAR) versus traditional print format in EFL academic reading comprehension(مقاله علمی وزارت علوم)

نویسنده:
منبع: علوم تربیتی شهید چمران اهواز سال چهارم زمستان ۱۳۸۷ شماره ۴

کلیدواژه‌ها: language proficiency Gender Computer Assisted Reading Teacher’s role

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تعداد بازدید : ۱۱۲۰ تعداد دانلود : ۴۸۸
In this study two modes of reading (CAR and Print reading mode) were compared with regard to their effectiveness for L2 reading comprehension. A group of 120 English major students were divided into three classes: CAR، Print reading، and Control. Based on the English proficiency scores each class was divided into two groups (high and low levels of proficiency). Three classes were taught by the same teacher and covered the same materials in their weekly four-hour reading lesson over one semester. From the three classes only CAR and Print reading groups received reading strategies instruction. This study also investigated the effect of gender and the role of teacher in CAR class. The data came from English proficiency test، reading comprehension test (pre-test)، questionnaire، reading comprehension test (posttest)، observation، and students’ emails. The results indicated that strategy instruction had an impact on reading comprehension. In other words، CAR and Print reading mode evoked better reading comprehension than the control group and CAR resulted in better performance when compared to the Print reading mode. Interestingly، EFL students with a higher proficiency level showed a significantly higher level of reading comprehension of the text when compared with those students with a lower proficiency level. Regarding the gender the findings indicated that gender played no significant role in CAR class. Finally، based on the observation and students’ emails the researcher concluded that the nature of the EFL teacher’s role changed in CAR class when compared with the print reading and traditional classes.
۳.

Language and Identity in the Iranian Context: The Impact of Identity Aspects on EFL Learners' chievement(مقاله علمی وزارت علوم)

نویسنده:
منبع: آموزش مهارت های زبان (JTLS) تابستان ۱۳۸۹ شماره ۲ (پیاپی ۶۰)

کلیدواژه‌ها: language proficiency Aspects of Identity Collective Identity Social Identity Relational Identity Personal Identity Language Achievement

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تعداد بازدید : ۱۰۰۱ تعداد دانلود : ۴۴۷
Identity orientations refer to the relative importance that individuals place on various identity attributes or characteristics such as race, religion, culture and language when constructing their self-definitions (Chew, 2007; Cheek, 1989). Accordingly, the present study aims at identifying the impact of identity aspects on the Iranian learners' English language achievements at Shiraz University Language Center (SULC). Moreover, the study seeks for finding the impact of demographic factors on language achievement and aspects of identity among the Iranian EFL learners. To fulfill the objectives and find answers to the posed questions, a questionnaire representing aspects of identity and consisting of 45 items in the form of Likert Scale (personal: 10 items + social: 7 items + collective: 8 items + relational: 10 items + special: 10 items) was distributed among 180 language learners attending at SULC. Both descriptive statistics (Mean + SD) and inferential statistics (t-test + ANOVA+ Correlation + Multiple Regressions) were run on the data. The results demonstrated no significant relationship between language achievement and the aspects of identity; that is, none of the identity aspects is a predicting variable for language achievement in the Iranian context. Among the demographic factors, only gender can account for two aspects of identity, namely, personal and relational identities. Apparently, the results are local not universal.
۴.

The Impact of Explicit Instruction of Metadiscourse Markers on EFL Learners' Writing Performance(مقاله علمی وزارت علوم)

نویسنده:
منبع: آموزش مهارت های زبان (JTLS) تابستان ۱۳۸۹ شماره ۲ (پیاپی ۶۰)

کلیدواژه‌ها: language proficiency Metadiscourse Markers Writing Ability Explicit Instruction

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تعداد بازدید : ۹۳۱ تعداد دانلود : ۴۸۲
The current study is an attempt to investigate the impact of explicit instruction of metadiscourse markers on advanced, intermediate, and elementary EFL learners’ writing performance. The participants of the study were 94 undergraduate students majoring in English Literature at the University of Isfahan. To elicit the relevant data, participants were given a pretest of writing ability to check their initial knowledge and unprompted use of metadiscourse markers. All the three groups were then exposed to explicit instruction of metadiscourse markers for six successive sessions. Finally, a post test measuring their writing ability with metadiscourse markers in focus was administered. The findings indicated generally that explicit instruction of metadiscourse markers significantly improves EFL learners’ writing ability. It was however unpredictably revealed that learners at the intermediate level improved significantly greater than those at the advanced and elementary levels. These findings firstly call practitioners to pay more serious attention to metadiscourse markers in making EFL curricula. Secondly, they ask for the reinforcement of metadiscourse markers through explicit instruction in EFL courses for the improvement of the learners' writing ability.
۵.

The Factor Structure of a Written English Proficiency Test: A Structural Equation Modeling Approach(مقاله علمی وزارت علوم)

نویسنده:
منبع: مطالعات کاربردی زبان سال سوم ۲۰۱۱ شماره ۲

کلیدواژه‌ها: language proficiency University of Tehran English Proficiency Test (UTEPT) Factor Structure Structural Equation Modelling

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تعداد بازدید : ۱۴۶۷ تعداد دانلود : ۸۴۵
The present study examined the factor structure of the University of Tehran English Proficiency Test (UTEPT) that aims to examine test takers’ knowledge of grammar, vocabulary, and reading comprehension. A Structural Equation Modelling (SEM) approach was used to analyse the responses of participants (N= 850) to a 2010 version of the test. A higher-order model was postulated to test if the underlying factor structure, obtained in a data-driven manner, corresponds with the proposed structure of the test. The results revealed an appropriate model fit with the data, pointing to the fact that the three sections of UTEPT, i.e., structure, vocabulary, and reading, and their sub-components, except for the restatement section of reading, are good indicators of written language proficiency as assessed by the UTEPT. It was also found that the three sections assess distinctive constructs. The findings suggest that UTEPT is a valid measure of the written language proficiency of Ph.D. applicants to University of Tehran.
۶.

EFL Learners’ Preferences for Error Correction and Its Relationship with Demotivation and Language Proficiency in the Iranian Context(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۱, No. ۲, December ۲۰۱۲

کلیدواژه‌ها: language proficiency EFL Learners preferences for error correction demotivation

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تعداد بازدید : ۷۵۰ تعداد دانلود : ۴۲۶
The present study is an attempt to explore any significant relationships between learners’ preferences for error correction, demotivation, and language proficiency (LP). One hundred Iranian EFL students, including both males and females, studying at the departments of foreign languages of Shahid Bahonar University of Kerman and Tehran University took part in this study. In order to obtain the required data, two questionnaires and a proficiency test were utilized: the learners’ preferences for error correction questionnaire (Fukuda, 2004) to measure learners’ preferences for error correction, the demotivation questionnaire (Sakai & Kikuchi, 2009) to measure demotivation, and Michigan Test (1997) to measure the learners’ language proficiency level. The findings of this study revealed that first, there was a significant negative relationship between the learners’ preferences for error correction and demotivation (- 0.79): the more satisfied learners are with the error corrections they receive, the less demotivated they will be; second, there was a significant positive relationship between learners’ preferences for error correction and LP (0.69): the higher the learners’ satisfaction with error corrections they receive, the higher their level of LP; third, there was a significant negative relationship between demotivation and LP (- 0.59): the more demotivated learners are, the less their scores of LP will be.
۷.

English and Persian Undergraduate Students’ Perceptions of the Construct-(ir)Relevance of Language Proficiency in the Assessment of Literary Competence(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۹, No. ۲, ۲۰۱۷

کلیدواژه‌ها: language proficiency Assessment Literary Competence

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تعداد بازدید : ۳۲۶ تعداد دانلود : ۲۹۵
Of the many dilemmas facing the assessment of literary competence, one is the extent to which language should constitute part of the target construct intended to be measured. Some argue for the construct-irrelevance of language and hence recommend that it be eliminated or minimized in favor of an exclusive focus on literary competence. In practice, this does not seem to be the case, as language proficiency considerations seem to creep into assessment, clouding assessment outcomes. The current study sought to examine students' perceptions of the degree to which knowledge of language constitutes part of the construct of literary competence in two departments of English and Persian literature. To this end, a total of seventy students in two poetry courses, one in the English department and the other in the Persian, responded to a questionnaire designed to gauge their perceptions of the extent to which language competence constitutes a component of the literary competence. Data were analyzed through one sample and independent samples t-tests. It was found that language competence is somehow construct-irrelevant in testing literary competence. Interestingly, measurement-invariance was observed regarding Persian and EFL students’ stance on the construct-irrelevance of language in tests of literary achievement and competence.
۸.

Short- And Long-Term Word Clustering Effect on Vocabulary Learning of EFL Learners: A Case of Semantic Versus Phonological Clustering(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۳۶, Issue ۴, winter ۲۰۱۸ 1 - 31

کلیدواژه‌ها: factor structure invariance language proficiency multigroup confirmatory factor analysis university entrance examination

حوزه های تخصصی:
تعداد بازدید : ۶۲۳ تعداد دانلود : ۲۹۷
The aim of this study is to determine the effect of word clustering method on vocabulary learning of Iranian EFL learners through a case of semantic versus phonological clustering. To this effect, 80 homogeneous students from four intermediate classes at an English institute in Torbat e Heydariyeh participated in this research. They were assigned to four groups according to semantic versus phonological clustering [± semantic, ± phonological] then, based on each groups' clustering pattern, 10 selected words were taught. At the end of the treatment phase, immediate and delayed posttests of vocabulary were given to students in a multiple choice format to understand the effects of word clustering in short and long term vocabulary learning. The analysis of the research was done in SPSS through one-way ANOVA. The results in both immediate and delayed post-tests showed a statistically significant difference among groups. The obtained mean scores revealed this rank order of mean performance in both immediate and delayed post-tests: [+ semantic, + phonological], [+ semantic, - phonological], [- semantic, + phonological], and [- semantic, - phonological]. Additionally, the effect of time did not turn out to be significant. These findings and relevant implications are discussed in the paper.
۹.

On The Factor Structure (Invariance) of the PhD UEE Using Multigroup Structural Equation Modeling(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۳۶, Issue ۴, winter ۲۰۱۸ 141 - 170

کلیدواژه‌ها: factor structure invariance language proficiency multigroup confirmatory factor analysis university entrance examination

حوزه های تخصصی:
تعداد بازدید : ۳۷۲ تعداد دانلود : ۳۱۶
The aim of the current study was twofold: (1) to validate the internal structure of the general English (GE) section of the university entrance examination for Ph.D applicants into the English programs at state universities in Iran (Ph.D. UEE), and (2) to examine the factor structure invariance of the Ph.D. UEE across two proficiency levels. Structural equation modeling (SEM) was used to analyze the responses of a random sample of participants (N=1009) who took the test in 2014 to seek admission to English programs at Iranian state universities. First, four models (unitary, uncorrelated, correlated and higher-ordered) were estimated and compared to find the model that best represented the data. Then, the factor structure invariance of the test across two proficiency levels was explored using multigroup confirmatory factor analysis. The higher-order and correlated three-factor model showed the best fit to the data. The result also showed that the structure of the test remained invariant across both proficiency levels. These results supported the multi-componential view of language proficiency. It was found that there is no relationship between levels of language proficiency and the structure of the test. However, the results called into question the score-reporting policy for the PhD UEE and led to the conclusion that a single total score does not reflect the structure of the test.
۱۰.

The Effect of Dogme Language Teaching (Dogme ELT) on L2 Speaking and Willingness to Communicate (WTC)(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۴, Fall & Winter ۲۰۱۹ 261-288

کلیدواژه‌ها: Dogme ELT CLT L2 speaking language proficiency willingness to communicate (WTC)

حوزه های تخصصی:
تعداد بازدید : ۳۴۳ تعداد دانلود : ۲۶۹
Dogme Language Teaching (Dogme ELT) is an innovative learner-centered methodology and a movement for teaching English (or any other L2) that primarily focuses on face-to-face interaction between teacher and learners and among the learners themselves (Thornbury, 2009) without using any preplanned and established instructional materials, syllabuses, or preset activities. Despite many claims by the proponents, research evidence for Dogme ELT is very limited; accordingly, this sequential explanatory mixed-method study sought to examine the effect of Dogme ELT on L2 speaking andwillingness to communicate (WTC)across different proficiency levels among Iranian EFL learners at a private language institute. Participants included 14 intermediate, 12 upper-intermediate, and 12 advanced level learners from both genders in three intact classes as the experimental groups. Three other intact classes comprising 13 intermediate, 13 upper-intermediate, and 11 advanced level learners, respectively were selected as control groups who received the mainstream communicative language teaching (CLT) for their L2 instruction. The treatments continued for two subsequent semesters including thirty 1.5-hour sessions. Quantitative data analysis using two-way ANCOVA revealed that Dogme ELT was more effective than CLT only for the advanced but not for the intermediate and upper-intermediate learners’ speaking and WTC. Qualitative data analysis revealed that most advanced and only some upper-intermediate learners had positive attitudes about Dogme ELT. The findings of the current investigation suggest that Dogme ELT should be used for advanced EFL levels and its application should be done with more caution.
۱۱.

Elaboration on Foreign Language Anxiety in L2 Speaking: A Study of Iranian EFL Learners

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۷, Issue ۲۶, Summer ۲۰۱۹ 137-156

کلیدواژه‌ها: language learning anxiety English speaking skills English speaking anxiety language proficiency anxiety factors

حوزه های تخصصی:
تعداد بازدید : ۳۵۰ تعداد دانلود : ۱۷۰
The study examined language learning anxiety factors, hindering EFL learners’ process of learning, particularly in speaking settings and recommended useful approaches to cope with it. Using the quantitative approach as well as a qualitative semi-structured interview and focus-group discussion method, this study tried to examine the factors behind language anxiety among Iranian language learners both in the classroom and in the social context. 100 TEFL students participated in this study. The language proficiency was measured by TOEFL IBT test to make sure that the students were homogeneous. The findings suggested a variety of approaches to cope with language anxiety. It also revealed that there was a significant relationship between the participants’ language anxiety and their language proficiency. The results of the interviews showed that the teachers had a key role in increasing and decreasing the students’ language anxiety concerning psychosocial linguistic factors. The findings of the study can be helpful for providing some teacher-training courses, teaching language teachers some effective psychological techniques to decrease language learning anxiety factors, improving language learning process. Keywords: language le
۱۲.

Relationship between Iranian EFL High School Students’ Knowledge of Universal Grammar and their Performance on Standardized General English Proficiency Tests

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۷, Issue ۲۸, Winter ۲۰۱۹ 57-73

کلیدواژه‌ها: Generative SLA UG principles and parameters language testing language proficiency learner variable

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تعداد بازدید : ۳۳۷ تعداد دانلود : ۱۷۹
This study investigated the relationship between Iranian high school students’ Universal Grammar knowledge and their performance on such standardized general English proficiency tests as PET and FCE internationally administered by Cambridge University. To this end, 108 students were randomly chosen from some high schools located in Malayer from Hamedan. Since this study was correlational in nature, and descriptive and hypothesis-testing by definition, the research participants were given no treatment. Three tests were administered to them instead. To measure UG knowledge, a researcher-made UG test was given to all participants. This test which was made both reliable and valid included pied-piping and preposition stranding principle, binding principle, pro-drop parameter, that-trace effect, projection principle, resumptive pronoun and subjacency principle. To assess the participants’ general English proficiency, PET and FCE tests were run. All participants took the three tests consecutively at two-week intervals after they were given clear and detailed instructions. The findings were manifold. Firstly, there was a significant relationship between UG knowledge and performance on the proficiency tests. Secondly, there existed no significant difference between the proficiency tests as far as the UG test was concerned. Finally, the UG test scores were, through the Cubic regression model, proved to predict the scores gained on both proficiency tests. Most importantly, this study led to some suggestions regarding the learner variables and the under-explored issue of integration of generative SLA and language testing, more specifically standardized general English proficiency tests.
۱۳.

Cohesive Readability of Expository Texts and Reading Comprehension Performance: Iranian EFL students of Different Proficiency Levels in Focus

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱, Issue ۳, Autumn ۲۰۱۳ 23 - 35

کلیدواژه‌ها: Cohesion Expository Text readability Reading Comprehension language proficiency

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تعداد بازدید : ۲۸۴ تعداد دانلود : ۱۸۳
The present study is an attempt to investigate the relationship between cohesive readability of expository texts and reading comprehension in EFL students with different proficiency levels. One hundred students formed the participant of this study. They were undergraduate students majoring in English at University of Isfahan. To collect the relevant data, participants were divided into three groups of low proficient, intermediate and high proficient based on their scores on an OPT proficiency test. A series of expository reading comprehension tests were prepared and their cohesive readability was measured through related programs. They were divided into two groups of authentic and manipulated texts, with the cohesive readability of manipulated texts reduced. The participants answered the related tests in one session. As a result of data analysis, the findings indicated that manipulation, i.e. cohesive readability reduction has a direct impact on the students' performance in reading expository texts. It was further revealed that text manipulation, i.e. reduction of cohesive readability, was more influential on the intermediate group, i.e. positive relationship between the students’ proficiency level and their reading comprehension of expository texts with different cohesive readability levels. 
۱۴.

Oral Communication Strategies Used by Iranian EFL Learners: Focus on Language Proficiency and Cultural Background

نویسنده:
منبع: International Journal of Foreign Language Teaching & Research, Volume ۵, Issue ۱۷, Spring ۲۰۱۷ 113 - 134

کلیدواژه‌ها: Oral Communication Strategies language proficiency cultural background EFL Learners L2 interlocutors

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تعداد بازدید : ۳۱۵ تعداد دانلود : ۱۸۱
Oral Communication Strategies are conscious techniques that L2 interlocutors employ to overcome the communication breakdowns in the target language. Hence, they can help to promote the effectiveness of communication ability. However, it must be noted that many variables can influence the use of these strategies. The present study, therefore, aimed to investigate the role of language proficiency and cultural background variables on the use of oral communication strategies. After piloting the Oral Communication Strategy Inventory and Cultural Milieu and examining the reliability analysis as well as the construct validity, the questionnaires were administered to 320 participants majoring in the English language at B.A and M.A levels. Then, SPSS 18.0 computer program was used to analyze the collected data. Next, an interview was held to gain more information on the use of strategies by the Iranian EFL learners. The results of this inquiry revealed that there is no significant difference between learners at different language proficiency levels in terms of oral communication strategies use, while there is a significant difference between different cultural backgrounds in the use of OCSs. The findings of this research can be useful for developing the use of oral communication strategies among EFL learners, particularly with Persian and Turkish cultural backgrounds.
۱۵.

Functions of Code-Switching Strategies among Iranian EFL Learners and Their Speaking Ability Improvement through Code-Switching

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۵, Issue ۱۸, Summer ۲۰۱۷ 97 - 109

کلیدواژه‌ها: code-switching Speaking ability Functions of code-switching language proficiency EFL Learners

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تعداد بازدید : ۲۴۶ تعداد دانلود : ۱۵۲
This study investigated the impact of code-switching on speaking ability of Iranian low proficiency EFL learners. Moreover, it was an attempt to show what functions existed behind code-switching strategies used by the EFL learners. To this end, 60 male and female Iranian EFL learners age-ranged between 20 and 30 participated in the study. Data collection instruments which were used were the Interchange Objective Placement Test, a pretest, a teaching material, and a posttest. The speech of 60 Iranian EFL learners was recorded while they were performing some picture-description tasks. Then, their speech was transcribed and analyzed. The collected data were subjected to independent-samples t-test. The results indicated the two main functions of code-switching were equivalence and floor-holding. Furthermore, the findings of the t-test demonstrated that code-switching was an effective strategy among low proficiency level EFL learners and it could increase their motivation and interaction in the class discussions. Thus, they can speak in a positive environment and speaking is not an inhibitory factor anymore in their English learning.
۱۶.

Pragmalinguistic and Sociopragmatic Recognition of High and Low Level EFL Learners

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۵, Issue ۱۹, Autumn ۲۰۱۷ 111 - 124

کلیدواژه‌ها: EFL language proficiency pragmalinguistic recognition sociopragmatic

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تعداد بازدید : ۴۶۵ تعداد دانلود : ۴۶۷
This study investigated the effects of English as foreign language (EFL) proficiency on what the authors of this study called pragmalinguistic and sociopragmatic recognition of EFL learners. To elicit the data, the study used two types of pragmatic measures: a pragmalinguistic recognition (PLR) test and a sociopragmatic recognition (SPR) test. Both tests were developed by the researchers of this study based on the distinction made by Leech (1983) between pragmalinguistics and sociopragmatics. Subsequent to the development of the tests, 80 Iranian EFL students were divided into two groups based on their EFL proficiency level: the low level group (n = 41) and the high level group (n = 39). Each participant group was tested on the two pragmatic measures. Pearson correlation results indicated construct differences between PLR and SPR of speech acts. Moreover, independent samples t-test results revealed that there were developmental differences in pragmalinguistic and sociopragmatic recognition of speech acts by EFL learners. The findings offer insights to EFL teachers and testers regarding pragmatic instruction and assessment.
۱۷.

EFL Teachers’ Language Proficiency, Classroom Management, and Self-Efficacy

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۶, Issue ۲۲, Summer ۲۰۱۸ 89 - 102

کلیدواژه‌ها: ELT teacher variables language proficiency Self-Efficacy effective classroom management

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تعداد بازدید : ۴۲۰ تعداد دانلود : ۱۹۳
This study explored the relationship among EFL teachers’ self-efficacy, language proficiency, and classroom management. A total of 110 Iranian EFL teachers of different levels of high schools and private language schools in Tehran participated in this research. The data were collected through two questionnaires and one test: the Teacher Self-Efficacy Scale and a sample TOEFL were administered in two different sessions while two sessions of each teacher’s class were observed by two raters who used the Murdoch(2000) checklist to score the effectiveness of each teacher’s teaching. To find out the relationship among the three variables of this study, that is the teachers’ self-efficacy, language proficiency, and classroom management, a Pearson correlation was carried out. The results revealed that teachers’ self-efficacy was correlated with their language proficiency and that language proficiency and effective classroom management were not correlated. The study provides useful insights into the need to help teachers develop their language proficiency that, in turn, has relevance for their self-efficacy.
۱۸.

The Relationship among Learning Strategy, Autonomy and Language Proficiency of Chinese EFL Learners

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۶, Issue ۲۳, Autumn ۲۰۱۸ 23 - 34

کلیدواژه‌ها: learning strategy language proficiency learner autonomy China EFL Learner

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تعداد بازدید : ۳۳۴ تعداد دانلود : ۲۴۳
This study attempted to investigate the relationship among learning strategy, autonomy and language proficiency of Chinese university EFL students. To achieve this objective, purposive sampling and cluster sampling methods were used to select 422 non-English major students as participants in three universities, Henan province, China. Oxford’s (1990) Strategy Inventory for Language Learning (SILL) and Xu’s (2004) Learner Autonomy Questionnaire (LAQ) were adopted to investigate the participants’ strategy use and learner autonomy, respectively. The participants’ language proficiency was measured by their CET-4 scores. Results of the Pearson correlation analysis indicated that there existed interrelationships among the three variables: learning strategy and learner autonomy were significantly and positively correlated with each other, and both of them had significant positive relationships with language proficiency. Multiple Regressions Analysis results suggested that learner autonomy could best predict the variance in language proficiency. Pedagogical suggestions are offered to English language teachers in assisting their students with regards to the improvement of language proficiency.
۱۹.

Developing EOP materials for Pre-service Cabin Crew: A text-driven approach

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۴, Spring ۲۰۲۱ (۱) 41 - 68

کلیدواژه‌ها: cabin crew EOP Flight attendants language proficiency Materials Development

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تعداد بازدید : ۳۳۷ تعداد دانلود : ۲۱۵
One prominent criterion to achieve efficient learning and instruction in an educational setting is the appropriate material(s) specifically developed for that particular group of learners, particularly in an English for Occupational Purposes (EOP) context. This study aimed at developing new EOP materials for pre-service cabin crew in an aviation school. To do so, initially the researchers performed the evaluation of the current EOP textbook through a checklist and interviews with 20 English teachers who did not express much satisfaction about it. Consequently, having been convinced about the unsatisfactory results, the researchers developed new materials for this group of learners. The new materials was later implemented on 30 learners as the experimental group as opposed to another 30 as the control group being instructed by the current material. The findings demonstrated significant differences in the experimental group achievement of language proficiency at the end of the course compared to their language proficiency at the beginning of the course. Moreover, the results expressed significant differences between the achievement of control and experimental groups at the end of EOP courses, in favor of the experimental group. The newly developed EOP materials for flight attendants could be widely instructed in the airlines and aviation schools based on the obtained findings.
۲۰.

Language Proficiency and Identity: Developing a Structural Equation Modeling (SEM) of Identity for Iranian EFL Learners

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۴, Spring ۲۰۲۱ (۱) 81 - 101

کلیدواژه‌ها: Identity language proficiency EFL context structural equation modeling (SEM)

حوزه های تخصصی:
تعداد بازدید : ۳۳۱ تعداد دانلود : ۲۶۹
This study was an endeavor to develop a model of identity among Iranian EFL learners. To achieve this end, a multiphase design was implemented. Initially, it attempted to investigate different factors of identity to propose and validate a model. Thus, 120 EFL learners studying in different English language institutes in Iran were randomly selected, and 36 learners were interviewed about their views of their identity in the qualitative phase. After extracting six factors of identity, including: second language acquisition and social status, cultural attachment, Persian language adhesion, pronunciation posture, technology involvement, and language identity, and second language knowledge, a questionnaire was constructed which reflected these factors. Then, in the quantitative phase, the questionnaire went through an exploratory factor analysis for the sake of validity. After its validity and reliability were corroborated through a pilot study with 20 learners, it was distributed among 120 EFL learners. Besides, Structural Equation Modeling (SEM) analysis was run to confirm that the final proposed model enjoyed validity for future research. To do so, the confirmatory factor analysis was run, and the model of identity was developed. Eventually, the possible relationship between 120 EFL learners’ identity and their English language achievement scores were examined, and the results of this phase indicated that there was a significant and positive relationship between learners’ identity and their English language achievement scores. The findings of this study can enhance awareness among English teachers, materials developers, and syllabus designers to equip themselves with the updated techniques to handle the possible challenges that may occur in EFL learning contexts.