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Showing 23 results for Learning
Shiva Kaivanpanah, Zahra Ghasemi,
Volume 14, Issue 2 (9-2011)
Abstract
This study investigated the main sources of Iranian students' demotivation in L2 learning and examined demotivation in relation to students' gender and level of education. To find the major demotivating factors, a questionnaire consisting of 32 items was developed and completed by 327 students. An exploratory factor analysis was conducted to explore the factorial structure of the questionnaire. Based on the results, five categories of demotivating factors were identified: Learning Contents, Materials, and Facilities, Attitude towards English Speaking Community, The Teacher, Experience of Failure, and Attitude towards Second Language Learning. To examine demotivating factors in relation to students' gender and educational level, two one-way analyses of variance were run. The results indicated significant differences between male and female students in terms of three demotivating factors. Significant differences were observed between students at different levels of education with regard to the three demotivating factors. Finally, a multivariate analysis of variance was performed to examine demotivating factors in relation to students' gender and educational level. Significant differences were found between male and female students across educational levels in terms of all demotivating factors except one.
Ali Roohani, Elham Amini Baghbadorani,
Volume 15, Issue 2 (9-2012)
Abstract
This study explored the effect of using Self-Regulated Strategy Development (SRSD) instruction on the persuasive writing and self-efficacy of Iranian EFL learners and compared the effectiveness of such instruction with nonstrategy-based (i.e., traditional) instruction. In so doing, this study followed the SRSD model, using a mnemonic and transition word chart, essay examples, and a graphic organizer. To achieve the objectives, 60 Iranian EFL undergraduate students at two universities participated in this study, which used a pretest-posttest control group quasi-experimental design. The analyses of covariance on the persuasive essays and self-efficacy tests in the control and experimental groups revealed that both SRSD and non-SRSD instructions had a positive impact on the participants' persuasive writing ability. But the effect of SRSD instruction was significantly greater on the participants' writing (i.e., format and content, organization and coherence, sentence construction and vocabulary in writing). In addition, the self-efficacy of the SRSD group improved, but the difference in posttest self-efficacy scores between the SRSD and non-SRSD groups was not statistically significant. The findings draw language instructors' attention to the metacognitive dimension of writing and importance of teaching self-regulatory strategies as a way for achieving autonomy and self-efficacy in writing.
Manoochehr Jafarigohar, Mahboobeh Mortazavi,
Volume 16, Issue 1 (3-2013)
Abstract
This study aimed to examine the impact of three different journal writing techniques namely, individual journal writing, collaborative journal writing with peers, and collaborative journal writing with the teacher, on the self-regulation of Iranian EFL learners. One hundred and fifty female English learners studying in a language institute were asked to answer the Academic Self-Regulated Learning Scale (ASRL-S). Out of the initial participants, sixty upper-intermediate learners whose scores on ASRL-S pretest fell one standard deviation from the mean were chosen and randomly assigned to four groups. The ASRL-S was administered again after the treatment to the participants. The results of a one-way analysis of variance of the ASRL-S posttest indicated that collaborative journals that provide the chance to benefit from their teacher’s or peer’s feedback could significantly boost learners' self-regulatory skills. The learners who kept a reflective journal but did not share it with either their teacher or their peers were also found to outperform the ones who did not use the reflective technique. Therefore, the findings of the study also confirmed the individual journal writing as a form of reflective practice to improve learners' self-regulation significantly.
Reza Pishghadam, Gholam Hassan Khajavy,
Volume 16, Issue 1 (3-2013)
Abstract
The major aim of the study was to determine the roles of psychological and sociological factors in general and social/cultural capital and cognitive/metacognitive aspects in particular in English language learning. To this end, 143 English as a Foreign Language (EFL) learners were asked to take an IQ test, a metacognitive questionnaire along with a social and cultural capital scale. Structure Equation Modeling (SEM) was utilized to analyze the data. The results demonstrated that both psychological and sociological factors contribute to foreign language achievement, however social and cultural capital was found to be more influential in English language learning. In the end, the results were discussed in the context of English language learning and some suggestions were made.
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Volume 17, Issue 2 (9-2014)
Abstract
Incidental vocabulary learning is often seen as superior to direct instruction on many occasions. Meanwhile, upon the emergence of the World Wide Web, second language (SL) learners have been introduced to 'podcasts' (recorded audio and video online broadcasts) which could be authentic sources of vocabulary learning. The relatively recent phenomenon of video podcast (vodcast) might be considered as a reliable complementary source of input to the written text or the audio track which are predominantly used to represent the platforms of SL instruction. To examine this assertion, three groups of Iranian EFL learners (n=63) were independently exposed to different modes of input (the reading text, audio track, and vodcast) during a series of classroom sessions under highly controlled circumstances. Immediate and delayed passive recall tests of vocabulary were administered to investigate their incidental gains. A multivariate analysis of variance revealed that both dependent variables (immediate and delayed recall) were significantly affected by the input modes. The post-hoc tests indicated no significant difference between the written and the audio groups while the vodcast group significantly outperformed the other two. The rich contextual clues made available by this audiovisual source seem to account for its superiority.
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Volume 18, Issue 2 (9-2015)
Abstract
Motivation can be conceptualized as a dynamic process which is a key contributor to mastering a second language. This study used the L2-Motivational Self System as the basis for a conceptual framework for studying the effects of external factors on learners' motivation. In particular, the role of teachers and parents was studied as the external facets of predicting learners' motivation. One hundred and twenty EFL teachers along with 1,270 of their students participated in the study. To measure motivation, the Persian version of Dörnyei's L2 Motivation Self-System Scale was utilized. Three key components of the scale, namely, criterion measure, attitudes to L2 learning, and instrumentality promotion were employed in measuring motivation. To assess the role of family in motivating learners, another subscale of Dörnyei's questionnaire, i.e., family influence was used. To gauge teacher burnout, the educator version of the Maslach burnout inventory (MBI-ES) was used. Structural equation modeling (SEM) was run to analyze the causal relationships among the variables. The results revealed that teacher burnout negatively influenced learners' criterion measure and their attitudes to learning English. However, the path leading from teacher burnout to instrumentality promotion was not significant. Furthermore, three direct, positive, and significant paths leading from family influence to learners' criterion measure, instrumentality promotion, and attitudes to learning English were detected. Finally, findings are discussed with reference to the context of Iran.
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.
Faezeh Nemati, Bahram Bagheri, Gholamreza Abbasian,
Volume 26, Issue 1 (3-2023)
Abstract
Research has highlighted the essential role of teachers in facilitating effective learning, yet there remains a critical need to enhance understanding of assessment literacy, particularly within the context of learning-oriented assessment. To address this gap, the researcher conducted a comprehensive literature review to identify relevant theoretical constructs related to teachers' assessment literacy. Following this, semi-structured interviews were conducted with EFL teachers to gather insights into their perceptions of key components, including designing learning tasks, involving students in assessment, and providing effective feedback. The qualitative data from the interviews were analyzed thematically, leading to the development of the Teachers' Assessment Literacy Questionnaire (TALQ), which was then subjected to rigorous reliability and validity testing. In a subsequent phase, the TALQ was administered to a larger sample of 230 EFL teachers, in addition to being piloted with a group of 30 teachers. The questionnaire yielded a strong Cronbach's alpha of 0.791, indicating good reliability. Factor analysis revealed three primary components of assessment literacy: Involving Students in Assessment, Designing Learning Tasks, and Effectiveness of Feedback. The findings indicate that while many teachers feel they possess adequate assessment literacy, there are no significant differences across various academic backgrounds. This underscores the need for targeted professional development to enhance assessment practices among Iranian EFL teachers. Ultimately, this study contributes valuable insights into the concept of assessment literacy, equipping teachers with the necessary tools to foster more effective learning environments.
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.
Hadi Azimi, Zeinab Jahangiri, Mohammad Barzegar Rahatlou,
Volume 26, Issue 2 (9-2023)
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.
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.
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