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Showing 66 results for Age
Anis Askarpoor, Mansoor Ganji, Ali Beikian,
Volume 25, Issue 2 (9-2022)
Abstract
Teacher professional development plays a critical role in enhancing educational outcomes, with Teacher Training Courses (TTCs) serving as a primary avenue for improving teaching quality. This study evaluates the effectiveness of an English TTC conducted at the Iran Language Institute (ILI) by employing a concurrent mixed-methods approach. Data were gathered from TTC candidates, attendees, and ILI teachers to assess their expectations, immediate evaluation, and delayed evaluation of the TTC. Seven interviews with TTC candidates were conducted to capture expectations, while 69 questionnaires from attendees and 85 from ILI teachers provided immediate and delayed evaluations respectively. Both interviews and questionnaires were structured around the five standards of the California Standards for the Teaching Profession (CSTP), and the data were analyzed using content analysis and descriptive statistics. The findings indicate that candidates expected the TTC to focus on modern teaching techniques, syllabus design, classroom management, and supporting diverse learners. Besides, satisfaction levels were higher among female teachers and TTC attendees compared to male teachers and ILI teachers respectively. All in all, areas such as supporting diverse learners and professional development emerged with the lowest levels of satisfaction. These findings underscore the importance of tailoring TTCs to address specific needs, particularly in areas where satisfaction levels are suboptimal, to ensure the continued improvement of teaching quality and student outcomes.
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).
Parvaneh Shayestefar ,
Volume 26, Issue 1 (3-2023)
Abstract
This study posits that an important key component of political discourse derives from its heavy reliance on persuasion strategies to support the ideological bases. Throughout the argument, the study positions an emphasis on the US Democratic Party’s (DP) success in receiving the public consent and acceptance. Their victory is more likely the result of the power of their democratic ideologies that are constructed through the strategic use of rhetorical devices and linguistic structures. In an attempt to investigate which particular discursive strategies and rhetorical devices are instrumental in constructing a particular type of ideology, we adopted a CDA approach and analyzed Barak Obama’s public speeches to the US nation. The analytic categories found in his speech are: rhythmic paralleled structures and repetition; nominalization; and metaphorical framing. Moreover, in our macro-analysis of Obama’s discourse, special attention is paid to the effective role of devices such as topoi, or fallacies in his political argumentations and positive representation of DP.
Naser Rashidi, Mehrnoosh Dehbozorgi,
Volume 26, Issue 1 (3-2023)
Abstract
In recent years, there has been increasing interest in understanding how cognitive skills influence second language acquisition. Cognitive control, a set of mental processes that include attention, inhibition, and working memory, has been shown to play a significant role in language learning. This study examines the impact of cognitive control skills on language development among adult Iranian English learners, comparing it both in online and in person settings. Forty adult EFL learners were divided into two groups and underwent a 9-week instructional period, with cognitive control skills assessed using the Attention Network Task (ANT), working memory tasks, and a Raven’s IQ test. Data were analyzed using Pearson correlation, regression, and ANCOVA to determine relationships between variables. The results of the study revealed that while aspects of cognitive control like orienting and altering do not have a significant impact on language development, the more complex, controlling aspect exhibits a positive relationship (F=4.937, p=0.033). This relationship was contingent upon controlling for differences between post-examination and primary examination of ANT results, indicating that controlling attention is a stronger predictor of language outcomes. Furthermore, the study demonstrated that the mode of instruction—online or in-person—has no significant impact on this relationship (F=0.009, p=0.925), suggesting that cognitive control operates independently of teaching mode. The study’s findings suggest that educators and curriculum developers should emphasize activities targeting the controlling component of cognitive control in language learning, as this is linked to better language development. Additionally, since the mode of instruction does not significantly impact this relationship, effective language instruction can be delivered in both online and in-person settings, providing flexibility in course design.
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.
Ali Beikian, Mansoor Ganji,
Volume 26, Issue 1 (3-2023)
Abstract
In order to cater for the ever-increasing demand for learning English, private language institutes have mushroomed across Iran. These institutes adopt different policies such as designing their own Teacher Training Course (TTC), following the syllabus of Certificate for Teaching English to Adults (CELTA), or localizing it for the Iranian context to train competent English teachers. Surprisingly, there exists little research evaluating these TTC's or investigating if localizing CELTA is an effective strategy for the Iranian context. This study aimed to fill this gap by delineating the steps taken by a widely-known Iranian language institute in localizing CELTA for the Iranian context, and secondly to determine if the teachers were satisfied with this localized TTC. Data collected through the websites and interviews were subjected to conceptual content analysis; while the data mined through evaluation questionnaires were analysed through quantitative descriptive statistics. The findings revealed that the Iranianized TTC suffered from discrepancies such as unreliable selection of the participants, lack of opportunities for teaching practices, not observing experienced teachers' classes, and focusing on received rather than experiential knowledge. These findings are discussed, and a number of practical suggestions are offered to improve the Iranian TTC.
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.
Sharareh Sadat Sarsarabi, Zeinab Sazegar,
Volume 26, Issue 2 (9-2023)
Abstract
In a world with globalization and communication development as its main features, arriving at a common understanding and correct transition of meaning is an unavoidable necessity. Here the responsibility and duty of the people who hold the task of translation is of great importance and one of the issues that should be considered in translation is using euphemism. The current research seeks to find the relationship between translators’ gender, education, and age and their use of euphemisms in translation. The study consists of four hypotheses, this is descriptive research and a questionnaire is used to find the relationship between translators’ gender, education, age, and their use of euphemisms in translation. It has been distributed among the research population which consists of translators who are members of the Iran Translation Association. The results show that euphemism exists at a suitable level in the translation of the translators who are members of the Iran Translation Association. Moreover, the translators’ gender affects their use of euphemisms in translation. There is a direct relationship between translators’ age and their use of euphemisms in translation. Finally, the translators’ level of education does not influence their use of euphemisms in translation.
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.
Mohammad Shahin Taghaddomi, Mahdi Madadkar Shandi,
Volume 26, Issue 2 (9-2023)
Abstract
English cartoons have become increasingly popular as a resource for language learners worldwide. While the literature has primarily focused on their impact on English language skills and sub-skills in EFL education, less attention has been given to their influence on cognitive and affective aspects such as emotion regulation and self-efficacy. This study employed a mixed-methods approach with a pre-test/post-test quasi-experimental design to explore the impact of watching English cartoons on the emotion regulation and self-efficacy of adolescent Iranian EFL learners. 120 Iranian learners, aged 12 to 18, were recruited from English institutes in Tehran and randomly assigned to either the experimental or control group. The experimental group watched two 30-minute episodes of selected American-produced animated cartoons per week for eight weeks, totaling 16 episodes, while the control group did not. The MANCOVA analysis revealed significant differences in self-efficacy and emotion regulation between the experimental and control groups, indicating that exposure to English cartoons positively influences learners' emotional responses and self-efficacy. Thematic analysis of the interview data highlighted positive evaluations of the experience, identifying five themes: enhancement of language skills, positive emotions leading to increased motivation, the prominence of comedy, contribution to sustained learning, and varying effects on self-efficacy. These findings hold valuable theoretical and practical implications for the field.
Dr Hossein Siahpoosh, Phd Candidate Elnaz Hoseinpour,
Volume 27, Issue 1 (4-2024)
Abstract
Abstract
Due to the significance of assessment in language education, this investigation aimed to inspect the influence of models of dynamic assessment (DA) on intermediate EFL learners' interactional and interactive metadiscourse use regarding TOEFL independent writing task fluency. The participants were 105 EFL learners Jahad university in Ardabil. Based on the random assignment, two experimental and one control group were established. To measure TOEFL iBT independent writing task fluency, during eight sessions, the first experimental groups received interactional metadiscourse instruction using interventionist interactionist DA and the second experimental group received interactive metadiscourse instruction using interventionist interactionist DA. The control group was instructed conventionally. After the treatment, all participants were administered a modified version of the TOEFL iBT independent writing task as the post-test. The obtained data were examined through Kruskal-Wallis tests. The outcomes indicated notable variations across the different groups in terms of writing fluency. The interventionist group outperformed the other two groups showing that interactional metadiscourse contributed to writing fluency. However, regarding the contribution of interactive metadiscourse to writing fluency, both interventionist and interactionist groups performed better than the control group. This means that DA plays a facilitative role in improving TOEFL iBT independent writing task fluency considering metadiscourse use, irrespective of DA classifications. This study may suggest some implications for educators, learners, and curriculu
Dr Asghar Moulavinafchi,
Volume 27, Issue 1 (4-2024)
Abstract
This mixed-methods study explored the relationship between teacher commitment and classroom justice among Iranian EFL instructors, utilizing both quantitative and qualitative approaches to provide comprehensive insights. The quantitative phase involved 198 EFL teachers, selected through convenience sampling, and employed the English Language Teacher Commitment Scale (ELTCS) and Teacher Classroom Justice Scale (TCJS) to assess the constructs. Pearson correlation analysis revealed a significant positive relationship (r = .777, p < .05) between teacher commitment and classroom justice, underscoring the interconnectedness of these constructs. The qualitative phase, involving 9 purposefully sampled participants, employed semi-structured interviews analyzed through Braun and Clarke’s (2006) thematic analysis framework, facilitated by NVivo software. Findings highlighted teacher commitment as a multifaceted construct shaped by emotional, professional, and contextual factors, with themes such as emotional connection to teaching, professional identity, and motivation for growth emerging as key drivers. Classroom justice was similarly found to be multidimensional, encompassing strategies for fairness, challenges in implementation, and its impact on teacher-student relationships. Cultural influences played a significant role in shaping teachers’ perceptions and practices in both constructs, reflecting the sociocultural context of Iranian EFL classrooms. This study emphasizes the reciprocal relationship between teacher commitment and classroom justice, suggesting that fostering one enhances the other. It advocates for teacher training programs and institutional policies that address both ethical and professional dimensions of teaching, while also calling for future research to explore these dynamics longitudinally and across diverse cultural contexts.
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.
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.
Dr. Mostafa Shahiditabar, Dr. Mohammad Amin Mozaheb, Ms. Motahareh Daghighi,
Volume 27, Issue 2 (9-2024)
Abstract
Discrimination in the education system and curricula is not limited to disadvantaged groups, and this issue is also evident in textbook content. The important role of textbooks in classrooms is undeniable. In this regard, the present study examined Iranian high school English textbooks named the “Vision” and “Prospect” series, as well as one of the localized English textbook series in Iran, the “Eight” series, focusing on the images contained in these books. In this study, Multimodal Critical Discourse Analysis (MCDA), proposed by Machin and Mayr (2012), was employed as the theoretical framework to critically examine the images in these textbooks. The findings of this study showed that a form of neoliberalism, as conceptualized by Fairclough (1993), is present in these books, the consequence of which is the depiction of luxurious and lavish schools instead of ordinary schools; this does not benefit underprivileged groups, as they are unable to afford the costs of privatization and are dependent on government support. In addition, in the “Eight” series, images based on the target-language culture are more frequently observed. This can prompt greater attention to images rooted in Iranian culture, which would help learners better understand the content and make it more tangible for them. This study can offer suggestions for improving and enhancing the “Eight” series.
Ms. Negin Moscochi, Dr. Mohammad R. Hashemi,
Volume 28, Issue 1 (4-2025)
Abstract
This qualitative study employs the activity theory framework to investigate learners’ perceptions of engagement in a technology-based language learning environment. The participants were English language learners from a private language learning institute in Tehran that, during the covid-19 pandemic, worked with students in different cities in Iran through online classes. The primary data were gathered through observation of classes held on the Adobe Connect platform and a semi-structured interview with 20 learners, which were categorized using a typology study design to understand different aspects of engagement and the influencing factors on them, to justify the data and identify possible contradictions within the activity theory framework. Findings revealed that learners’ perception of engagement and language learning is related to interaction patterns, technology acceptance, and the quality of communication in the classes. Moreover, contradictions were found in the main elements of interaction patterns and how they are integrated with learners’ engagement and language learning.
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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