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Showing 29 results for Learning
Forough Rekabizadeh , Mavadat Saidi,
Volume 26, Issue 1 (3-2023)
Abstract
The study aimed to examine the mediating role of self-efficacy beliefs in the relationship between coping strategies and language learning anxiety using Structural Equation Modeling (SEM). A total of 783 language learners participated in this research and completed Coping with Language Anxiety Scale, Foreign Language Anxiety Scale, and Self-Efficacy Belief Scale. The data were analyzed using SEM to test the hypothesized mediation model. Results indicated that coping strategies were negatively associated with language learning anxiety. Furthermore, self-efficacy beliefs partially mediated the relationship between coping strategies and language learning anxiety. Specifically, higher levels of self-efficacy were found to enhance the negative effect of coping strategies on language learning anxiety. These findings highlight the importance of promoting coping strategies and self-efficacy in language learning contexts to reduce anxiety. The implication of these findings for language learners, educators, and researchers are discussed, along with suggestions for future research in this area.
Kobra Tavassoli, Marjan Oskouiefar, Masoumeh Ghamoushi,
Volume 26, Issue 2 (9-2023)
Abstract
This study aimed to investigate the impact of mobile-assisted learning-oriented assessment (LOA) on the writing ability of English as a Foreign Language (EFL) learners. A total of 60 intermediate Iranian EFL learners were selected through convenience sampling and divided randomly into two groups: control and experimental. Both groups completed pretests and posttests, and the experimental group received nine 90-minute sessions focused on teaching descriptive essay writing using LOA syllabi and mobile applications related to the tasks. The control group followed a traditional writing syllabus without any LOA-related treatments. Both groups used the Adobe Connect mobile application for their online classes. Two open-ended questions were administered to the experimental group at the beginning and end of the course to measure their attitudes toward mobile-assisted language learning (MALL). The data were analyzed using a repeated-measures two-way ANOVA, revealing that mobile-assisted LOA significantly improved the EFL learners’ writing ability. The results of the two open-ended questions indicated that the learners had a positive attitude toward MALL in general but a somewhat negative attitude toward online classes. The findings have important implications for teachers, materials developers, and teacher educators.
Hadi Azimi, Zeinab Jahangiri, Mohammad Barzegar Rahatlou,
Volume 27, Issue 1 (4-2024)
Abstract
The current study was conducted to examine the effect of receptive and productive types of learning medical terminology and vocabulary on medical students' reading comprehension to understand which one is more useful to improve reading comprehension of medical texts. Participants included 70 students (male= 36, female= 34) at the School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, who were assigned into control and experimental groups where medical terminologies and words were taught receptively and productively, respectively. Four standardized tests were administered to measure students' medical reading comprehension as well as receptive and productive medical terminology and vocabulary knowledge. Later, participants were asked to write a short medical report to understand the possible difference in the effects of the two productive and receptive vocabulary teaching strategies on their actual language production. The study concluded that all the participants who completed the productive and receptive tasks had higher scores on the posttest. In other words, the results of the study, following the related descriptive statistics and independent sample t-tests, indicated that both receptive and productive learning can be effective methods of improving reading comprehension skill of medical texts although the productive method was observed to be slightly, but not significantly, more effective.
Hamed Badpa,
Volume 27, Issue 2 (9-2024)
Abstract
The most significant problem for Iranian learners is that they are unable to effectively use their knowledge in communicating their messages. This research was both descriptive and quantitative. The participants were 15 pre-intermediate and 14 intermediate EFL learners between 16-23 years old who had enrolled in Talk Language School in Arak, Iran. The Nelson Proficiency Test was administered to determine the language proficiency level. The researcher recorded 36 sessions to make a permanent record of the learners ‘oral performance for later analysis. Eight sessions of each level were randomly selected, transcribed and then coded in order to provide answers for both questions. The coding categories included 22 types based on an integrated model of taxonomies presented by Dornyei and Scott (1997), which was originally adopted from Tarone‘s (1980), Faerch and Kasper‘s (1983) taxonomies. To answer the first question, the researcher calculated the frequency and means of strategies used by the subjects. For the second question, the relationship between learners' proficiency level, a chi-square test was employed. The findings showed that learners at both pre-intermediate and intermediate levels relied most often on fillers and hesitation devices, code-switching, asking for assistance, and repeating themselves. In contrast, strategies such as creating new words (word coinage), using foreign-sounding terms (foreignizing), and verifying listener understanding (comprehension checks) were the least commonly employed. These findings suggest that Iranian EFL learners heavily rely on basic communication strategies like fillers and code-switching, indicating a need for targeted instruction to expand their strategic competence. Additionally, the lack of significant correlation between proficiency level and strategy use implies that fluency development should focus on practical communication skills rather than solely on linguistic accuracy.
Sahar Zahed Alavi, Mohammad Reza Ghorbani,
Volume 27, Issue 2 (9-2024)
Abstract
In educational settings, a common concern is whether instructional materials and assessments are cognitively aligned to foster deeper learning. This study investigates the alignment between the learning objectives presented in the Select Readings textbook and those evaluated in university-standardized achievement tests at Shiraz University, using Bloom’s Revised Taxonomy (2001) as the analytical lens. Drawing on Razmjoo and Kazempurfard’s (2012) coding methodology, both the textbook and two versions of related achievement tests were systematically analyzed. The results revealed a clear dominance of lower-order thinking skills, particularly factual knowledge within the Remembering and Understanding domains. Notably, the achievement tests emphasized Understanding to a greater extent than the textbook. Although the textbook incorporated some higher-order cognitive domains (Analyzing, Evaluating, Creating), these appeared infrequently in the tests. The findings point to a misalignment between instructional intent and assessment focus, raising concerns about the depth and validity of the evaluation tools. Contextual variables such as instructional intent, learner proficiency, and curricular constraints may also contribute to this imbalance, warranting further examination. The study underscores the need for assessment designers to adopt more cognitively diverse items that reflect the full spectrum of learning objectives embedded in teaching materials.
Dr. Ebrahim Samani, Dr. Mohammad Rahim Bohlooli, Dr. Abdolhossein Heydari,
Volume 27, Issue 2 (9-2024)
Abstract
The COVID-19 pandemic compelled universities worldwide to adopt Learning Management Systems (LMS) as the primary medium for emergency remote teaching. While these platforms ensured continuity of instruction, many students encountered significant technological, pedagogical, and equity-related challenges that limited their learning experiences. This study draws on qualitative data from 249 Iranian university students’ reflections during the pandemic to explore both barriers and opportunities in LMS use. Thematic analysis revealed recurring issues such as unstable internet connectivity, difficulties with uploading assignments, limited digital literacy, insufficient instructor support, and inequitable access to digital resources. Students also reported increased workloads, lack of feedback, and emotional fatigue. However, some identified benefits, including improved digital skills, flexibility in learning, and opportunities for self-paced study. Beyond documenting these emergency-period challenges, the study highlights how student voices can provide valuable guidance for the post-pandemic development of digital education. The findings underscore the importance of institutional policies, digital equity strategies, and culturally responsive pedagogy in shaping sustainable and inclusive higher education. By foregrounding student experiences, this research contributes to ongoing discussions on how hybrid and blended learning models can strengthen resilience and ensure meaningful engagement in future digital learning environments.
Mozhgan Mostafavi, Prof Moussa Ahmadian,
Volume 27, Issue 2 (9-2024)
Abstract
With the tremendous breakthrough in technology and its pivotal role, some EFL teachers are inclined toward applying technology in their classrooms. Given this, the present research aimed to discover the relationship between the use of Anki by language learners and the improvement of their vocabulary learning. Another focus of the study is to explore what self-regulated learning strategies are applied by English language learners to enhance their vocabulary learning through using Anki. To find whether they enable learners to improve their language learning or not. To do so, a survey was conducted among 60 young Iranian students aged from 16 to 20, forming two homogeneous groups from Jahesh Institute of Mohajeran, Arak. The instructor selected 120 target words from two intermediate-level coursebooks for the experimental group to practice using Anki, alongside instruction on self-regulation strategies. The control group continued with regular classes. Both groups took a pre-test and a post-test, while the experimental group also completed an MSLQ questionnaire after the program. Following 14 treatment sessions, the participants' scores were compared. Quantitative analysis revealed that the Anki users showed significant improvement in vocabulary retention compared to the control group, demonstrating the app's effectiveness. The second finding demonstrated the type of self-regulated learning strategies employed by the learners to improve their vocabulary learning. In conclusion, using Anki can effectively enhance EFL learners’ vocabulary acquisition. This finding suggests that TEFL teachers should integrate technology-assisted learning tools like Anki into their instruction while also guiding students in self-regulation strategies to foster greater autonomy. Combining self-regulated learning techniques with mobile-based learning technologies offers significant potential for improving EFL students’ vocabulary retention and overall language development, ultimately leading to more successful learning outcomes.
Nima Yousefi, Dr. Majid Nemati, Dr. Seyed Reza Dashtestani,
Volume 28, Issue 1 (4-2025)
Abstract
While the previous studies showed the impact of the music on the words’ learning and retention, this study explores the effect of traditional music as an input mode on Iranian upper intermediate learners’ learning and retention of difficult English words. Eighty participants were divided into four groups. Two groups were exposed to western music while other two groups were exposed to Iranian traditional music. Each group received a pretest first, followed by instruction on selected difficult vocabulary items, and then posttest and delayed posttest. Repeated measures ANOVA indicated significant main impacts of time on vocabulary learning and retention. Descriptive statistics showed that those who were exposed to western music were outperformed by the ones who were exposed to Iranian traditional music in both immediate and delayed tests, although no significant interaction between time and music type was found. These results show that culturally familiar musical input may ease vocabulary learning and retention in L2 contexts. For language teaching and curriculum design implications are discussed.
Dr Parviz Ahmadi,
Volume 28, Issue 2 (9-2025)
Abstract
This qualitative study explored how mentoring and reflection can really support the development of preservice EFL teachers’ pedagogical content knowledge (PCK) at a public teacher training university in Iran. The research which is grounded in an interpretive paradigm tried to understand the lived experiences of eight preservice teachers in their final year of undergraduate study. The data for the study were gathered through semi-structured interviews, reflective journals, and classroom observations. The analysis tried to follow Strauss and Corbin’s coding procedures. It included open, axial, and selective coding. After the analysis, five main themes emerged: the integration of theory and practice, the reflective transformation of teaching beliefs, the impact of mentorship on professional identity, challenges within teacher education programs, and the importance of peer collaboration and communities of practice. The findings clearly showed that mentoring and reflection could be vital in helping preservice teachers to connect pedagogical theory with classroom application, and to create context-sensitive teaching strategies, and to gain confidence in their instructional decisions. However, the study also highlighted the existing shortcomings in the current teacher education system, such as insufficient ongoing mentoring and limited opportunities for peer reflection. The research concludes that developing structured mentorship, reflective engagement, and collaborative professional communities can strengthen preservice EFL teachers’ PCK to a great extent and help close the gap between theory and practice which are apparent in Iranian teacher education.
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