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Showing 29 results for Learning
Soroor Ashtarian, Saman Ebadi, Nourodin Yousofi,
Volume 21, Issue 2 (9-2018)
Abstract
| This study aimed to investigate the application of Group Dynamic Assessment (GDA) to writing accuracy of EFL learners and explore whether secondary interactants could benefit from interactions between mediator and primary interactants. The idea of implementing DA (Dynamic Assessment) in dyads seems unworkable since teachers are required to teach the whole class (Guk & Kellog, 2007). Moreover, Lantolf and Poehner (2004) suggest a new approach to DA that is GDA, which involves applying DA with a large number of learners rather than individuals. Following a multiple case study design and interactionist DA, the development of ten students in a class of twenty five was tracked during the eight sessions of DA program. Data were collected though written artifacts, video-recording of interactions, interview, and observation. The results indicated that GDA was an effective way of helping learners overcome their linguistic problems and there were signs of microgenetic as well as macrogenetic development within the same DA session and across sessions. The present findings provide further insight into understanding how secondary interactants benefit from the interactions between mediator and primary interactants. |
Mehran Mohammadi Moghadam, Alireza Ahmadi,
Volume 22, Issue 1 (3-2019)
Abstract
| The purpose of the study was to investigate the effect of mediation on the development of a novice teacher and in turn the effect of transformation of the teacher on the behaviors and emotions of the learners using Vygotskian sociocultural view of learning. For this purpose, a novice teacher teaching the general English course at an Iranian university was selected. To develop an understanding of the instructional setting and to diagnose her weaknesses and strengths, she was observed by a teacher educator during the first five sessions. Different instruments and tools like the teacher and students’ narratives, stimulated recall of voice-recorded actual teaching, and observation were also used during the study to trace the teacher’s cognitive and emotional development. As most of her practices displayed over-reliance on translation and deductive teaching of grammar, and her oral narration showed instances of cognitive/emotional dissonance, strategic mediations, both implicit and explicit, based on her needs were offered after the fifth session in a face-to-face interaction to help her develop gradually. Analysis of the results showed the gradual development of her and the positive attitudes and active engagement of the learners during she was being mediated. Implications of the findings are presented and discussed. |
Zohreh Nafissi, Farnoosh Karimi, Elaheh Sotoudehnama,
Volume 22, Issue 2 (9-2019)
Abstract
| The present research aims to examine the effects of using culturally oriented texts in project-based classes on the views of EFL university students regarding their L1 culture. To this end, three experimental groups of intermediate EFL freshmen, assigned to classes A, B and C, participated in this study. Each of the classes were presented with reading passages focused on L1 culture, L2 culture, and a combination of both L1 and L2 culture, respectively. A written two-question structured interview was designed by the researchers to gain in depth detailed information about the students' views regarding L1 culture in each class. The interviews were then examined using content analysis. Findings revealed the effectiveness of the combined approach (i.e. the use of reading materials focused on L1 and L2 culture) in establishing more positive views about L1 culture in students. The results can provide insightful recommendations and implications for EFL instructors, educational materials developers and educational policy makers. |
Saeed Nourzadeh, Jalil Fathi, Majid Soltani Moghaddam,
Volume 23, Issue 1 (3-2020)
Abstract
The aim of this study was to provide evidence on the construct validity of the ‘What is Happening in this Class’ (WIHIC) questionnaire in the context of teaching English as a foreign language (EFL) in Iran. The field of language teaching has made a number of claims about the role of language learning environments (particularly the classroom) in L2 acquisition and use, but it does not provide teachers and researchers with reliable and valid instruments to assess the accuracy of these claims. To serve the purpose of the study, a sample of 607 Iranian EFL learners from both university and institute contexts was requested to complete the WIHIC questionnaire, and the obtained data were then submitted to exploratory and confirmatory factor analysis for construct validation. The results indicated that the deletion of one dimension and several items from the original WIHIC questionnaire enhanced its psychometric properties, thus confirming the validity of the questionnaire with six factors. In addition, the psychometric properties of the validated questionnaire were found to be invariant across the teaching context (i.e., university versus institute contexts). The implications of these findings for research on language learning environments are discussed, and some suggestions are made for further validation studies.
Parinaz Khayatan, Ahmad Reza Lotfi, Bahram Hadian,
Volume 23, Issue 2 (9-2020)
Abstract
This study focused on the pedagogical application of priming in an EFL context. Structural priming refers to the speakers’ tendency to produce the structure they encountered in recent discourse in subsequent production compared to an alternative form. Given the limited number of studies in the literature with a focus on the application of priming in L2 teaching and the problems that L2 learners face during speech production, the present study aimed at investigating whether the implication of priming leads to a more frequent oral and written production of the relative clause (RC) structure compared to adjectival modification of nouns (AN) in long- and short-terms as an instance of implicit learning. Participants consisted of 60 EFL female L2 learners, aged between 18-25 years old. Two experimental and 1 control groups were defined and 20 participants were allocated to each group. By applying a pretest, a treatment, an immediate posttest, a delayed posttest design, a picture description task, and a grammaticality judgment test (GJT), the data were gathered. Results of the descriptive and inferential analyses revealed that the implication of priming led to an improvement in the rate of the RC construction when the participants were involved in the written production of the L2, as compared to oral modality. Results are discussed based on structural complexity and procedures involved in L2 production. Theoretical and practical implications of the study are considered, too.
Fahimeh Hokmabadi , Omid Mazandarani, Behzad Ghonsooly, Ghasem Barani,
Volume 25, Issue 2 (9-2022)
Abstract
Despite the fact that there exists a considerable amount of literature on pedagogically-oriented stylistics, a significant number of the often-cited articles turns out to be based on trust and intuition. This is what has been accentuated by prominent figures as Hall (2007), Carter (2007, 2010), Zyngier and Fialho (2010), among others, while calling for more robust empirically-based studies. The present study is undertaken to review 13 studies published from 2015 to 2022. In doing so, an adaptation of a coding framework was employed to serve as guideline for this review study. In this vein, three overarching themes were detected: 1) stylistics as accessible toolkit for teacher training, 2) stylistics' significance in curriculum and syllabus development and 3) stylistics as an opportunity for cooperation between higher education and language teachers. By detecting these emergent themes some uncharted areas of stylistics-inspired pedagogies as well as some rectified issues were revealed. Despite this, there still remains the issue of underreporting which is indeed undermining to the credibility of pedagogical stylistics. Thus, a set of recommendations were accordingly provided for further advancement in studies concerning pedagogical stylistics.
Zahra Naderifarjad, Nourodin Yousofi,
Volume 25, Issue 2 (9-2022)
Abstract
An intervention study was conducted to investigate whether individuals with Down syndrome would benefit from teaching alphabetic skill and single word reading in foreign /second language despite their phonological, cognitive, memory, and intellectual disabilities. This study is a part of a longitudinal case study focusing on developing a program for reading English done at three stages which comprised teaching English alphabet, vocabulary, and reading. The study focused on a Persian speaking girl with Down syndrome who demonstrated phonological deficit prior to intervention. Data were collected by video recording, documentation, and keeping diaries. Assessments of progress were made at the beginning of a new session following the last teaching session and maintenance of gains was held three months after the last teaching session. The result showed significant gains in reading monosyllabic words. The findings demonstrated that Down syndrome individuals can learn basic reading skill in second / foreign language using "combined approach of phonics and reading" along with multisensory language learning approach (MSL).
Fateme Pirbeig,
Volume 25, Issue 2 (9-2022)
Abstract
The process of foreign language syntactic development regarding learners’ L1 literacy level is different among adult learners. Many studies have shown that illiterate and low-literate learners follow the same path in the L2 morphosyntax development despite their L1 literacy level. However, little research has been carried out to focus on differences in the new language literacy development among learners with varying first language proficiency. Therefore, the current study was carried out to investigate the differences in learning English adjectival and prepositional phrases among three Kurdish adult groups of literate, low-literate, and illiterate learners in one term. Additionally, it probed the major difficulties they faced through the English phrase acquisition process. Mixed methods were used for data collection including observations of the classes supplemented by audio recording and English phrase tests. Through the application of three tests of recognition, matching, and multiple-choice type, the outcome knowledge of adjectival and prepositional phrases was assessed and compared among groups. The obtained data were analyzed through the Kruskal-Wallis test. Some tangible results were detected from tests that did not ascribe the differences in learning English absolutely to background schooling and literacy. In fact, they showed that there were significant differences among groups in matching and multiple-choice type post-tests, while there were no considerable differences in recognition-type post-test. Furthermore, results also revealed that illiterate and low-literate learners encountered further complicated difficulties and made an unusual combination of pronunciation and grammatical errors in their production.
Seyed Javad Ghazi Mirsaeed, Homa Jafarpour Mamaghani, Zohreh Mohammadi,
Volume 26, Issue 1 (3-2023)
Abstract
Problem-based language learning approaches can prove advantageous in fostering meaningful language learning and enhancing language proficiency. The present sequential explanatory mixed-methods study aimed to explore the perspectives of Iranian EFL teachers regarding problem-based learning (PBL), and the challenges they confronted in its application. To this end, forty male and female Iranian EFL teachers from high schools and language institutes in Alborz province were selected using convenience sampling. In the course of the study first, a questionnaire was employed to gauge teachers' perceptions of problem-based language learning. To collect the required data, the Teachers' Perceptions of Problem-Based Learning (TPPBL)questionnaire was developed and validated. Afterwards, an interview was conducted to triangulate the data and provide nuanced insights into the challenges faced in implementing PBL. The gathered data were analyzed both quantitatively and qualitatively. The findings unveiled that the participants held positive perceptions regarding PBL implementation in language classes. However, they addressed various challenges including role adjustment, inadequate training and experience, lack of suitable instructional materials, and time constraints while implementing PBL techniques. The implications of these findings extend to EFL teacher educators, teachers, learners, and researchers, offering valuable insights for enhancing language teaching practices and addressing challenges associated with PBL implementation.
Gholamhossein Shahini, Mohammad Hakani,
Volume 26, Issue 1 (3-2023)
Abstract
Given the link between parental involvement and children’s academic outcomes, the current research set out to redress the imbalance created by the almost nonexistence of research evidence on the impacts of simultaneous presence of mothers beside their children in an EFL class. To this end, following a mixed-method approach (a quasi-experimental design and semi-structured interviews), 35 starter-level female children, aged 4-6, selected via convenience sampling were randomly assigned into an experimental group (N=18) in which mothers attended the class with their children, and a control group (N= 17) in which mothers did not. Findings unraveled that mothers’ in-class presence enhanced children’s English language vocabulary, increased their class attendance, provided a feeling of affection and safety to help them relax and get motivated, caused their in-class behaviors to be closely monitored, and created rapport and solidarity between home and school. Mothers’ in-class presence also provided a unique opportunity for mothers to co-teach with the teacher the new vocabularies to their children. The findings also suggested that teaching English to mothers prior to their children’s course of instruction assisted them in scaffolding their children in classes. The implication is that as a result of their ongoing in-class presence, mothers may become more vigilant influential agents in educational meetings and school board decision-makings. Also, stakeholders need to be encouraged to devise plans allowing them to harness more efficiently the positive impacts of mothers’ in-class presence and provoke parents’ active participation in classrooms.
Kobra Tavassoli, Naime Khedri, Maryam Rahmatollahi ,
Volume 26, Issue 1 (3-2023)
Abstract
The current study aimed to explore the impact of content and language integrated project (CLIP)-based instruction on electrical engineering students’ vocabulary knowledge. To this end, a sample of 60 electrical engineering students was selected based on their performance on the Cambridge English Objective Proficiency Practice Test (CEOPPT). The participants were subsequently divided into two groups including an experimental and a control group. The study comprised five main stages: administering the proficiency test, conducting a vocabulary pretest, implementing the treatment, administering a vocabulary posttest, and administering a Content and Language Integrated Learning (CLIL) questionnaire. Both groups received CLIP/CLIL instructions over the period of eight sessions. The experimental group, however, received their instructions enriched by the assistance of co-teachers following a team model and supplemented by video-based instructions. At the end of the treatment, the vocabulary posttest and a questionnaire were used to collect the data. The results of a repeated-measures two-way ANOVA revealed that CLIP instruction delivered through co-teaching had a substantial positive effect on the electrical engineering students’ vocabulary knowledge. This finding was further corroborated by the results obtained from the CLIL/CLIP questionnaire, showing the participants’ positive attitude toward CLIP instructions.
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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