سعیده آهنگری

A standard correction for random guessing (cfg) formula on multiple-choice and Yes/Noexaminations was examined retrospectively in the scores of the intermediate female EFL learners in an English language school. The correctionwas a weighting formula for points awarded for correct answers,incorrect answers, and unanswered questions so that the expectedvalue of the increase in test score due to guessing was zero. The researcher compared uncorrected and corrected scores on examinationsusing multiple-choice and Yes/No formats. These short-answer formats eliminatedor at least greatly reduced the potential for guessing the correctanswer. The expectation for students to improve their grade by guessingon multiple-choice and Yes/No format examinations is well known. The researcher examined a method for correcting for random guessing (cfg) " no knowledge" on multiple- choice and Yes/No vocabulary examinations by comparing application and non-application of correction for guessing (cfg) formula on scores on these examinations. It was done to determine whether the test takers really knew the correct answer, or they had resorted to a kind of guessing. This study represented a unique opportunity to compare scores from multiple-choice and Yes/No examinations in a settingin which students were given the same number of questions ineach of the two format types testing their knowledge over thesame subject matter. The results of this study indicated that the significant differences were highlighted between the subjects' scores when cfg formula was applied and when it was not.

Self-reflection as a crucial human activity involves assessing experiences and developing strategies to tackle challenges in language instruction and acquisition. It can be pursued through several methods. This study seeks to implement scenario-based assessment (SBA) model and dialogue journal writing (DJW) in an entire process to examine their impact on enhancing the writing self-reflection strategies of Iranian EFL learners. To achieve this objective, 60 EFL learners were selected through convenience sampling. These participants were then randomly divided into two experimental groups and one control group. The first experimental group underwent treatment using a SBA model, while the second experimental group followed the requirements of treatment through a DJW model. The control group, on the other hand, received instruction using a traditional teacher-centered method. Both the experimental groups and the control group underwent pre-test and post-test assessments to evaluate their writing performance. The gathered data were analyzed using MANCOVA and the findings revealed that the SBA group outperformed the DJW and control groups in terms of improving their writing self-reflection strategies.This study's results offer more evidence to show the positive impact of using a SBA design on the writing self-reflection skills of Iranian EFL learners as a whole. The study showed that the SBA approach had a greater impact on improving engagement in self-reflection and insight. The findings of this study suggest that SBA can generate higher levels of assistance and function to create a successful pedagogical tool as well as an assessment device for classroom teachers, experts, and parties involved.

In our modern technological world, Computer-Assisted Language learning (CALL) is a new realm towards learning a language in general, and learning L2 vocabulary in particular. It is assumed that the use of multimedia annotations promotes language learners’ vocabulary acquisition. Therefore, this study set out to investigate the effects of different multimedia annotations (still picture annotations, dynamic picture annotations, and written annotations) on L2 vocabulary learning. To fulfill this objective, the researchers selected sixty four EFL learners as the participants of this study. The participants were randomly assigned to one of the four groups: a control group that received no annotations and three experimental groups that received: still picture annotations, dynamic picture annotations, and written annotations. Each participant was required to take a pre-test. A vocabulary post- test was also designed and administered to the participants in order to assess the efficacy of each annotation. First for each group a paired t-test was conducted between their pre and post test scores in order to observe their improvement; then through an ANCOVA test the performance of four groups was compared. The results showed that using multimedia annotations resulted in a significant difference in the participants’ vocabulary learning. Based on the results of the present study, multimedia annotations are suggested as a vocabulary teaching strategy.

The role of teachers in affecting students’ attitudes and motivations to language learning and teaching cannot be denied. To improve the field of foreign language teaching and learning we need to improve the qualities of EFL teachers. To achieve this goal, recognizing and identifying the qualities of effective EFL teachers is essential. So this study attempted to investigate the view points of male and female English language students about the characteristics of effective English language teachers based on four categories: English proficiency, pedagogical knowledge, organization and communication skills, and socio-affective skills. For this purpose the researchers administered a questionnaire adapted from Park and Lee (2006) to 60 (28 female and 32 male) foreign language learners at Tabriz Islamic Azad University. The results of the U-Mann-Whitney test indicated that there was not a significant difference between the perceptions of the male and female students regarding the characteristics of effective teacher. However, the overall mean score of the female students’ perceptions was a little bit higher than the male students. For the female students the most important features of the teacher was his/her English proficiency, socio-affective skills, pedagogical knowledge and organization and communication skills, while the preferences of the male students were the organization and communication skills, pedagogical knowledge, socio-affective skills and English proficiency, respectively. The findings have some implications for EFL teachers and students.

Different methods of language teaching have tried to help EFL learners to develop good language skills based on their various perspectives. Research findings have underscored the effect of using task types in promoting language skills in terms of accuracy in written discourse. Therefore, this study set out to investigate whether there is an evidence of correct use of simple past tense (Accuracy) based on Task Complexity (Task type :Here-and now & There-and-then),Task Conditions (Gender: Male & Female), and Task Difficulty (Proficiency: Lower-intermediate & Intermediate). Sixty Iranian English learners in a language institute participated in the study and were assigned to four groups of lower-intermediate male, lower-intermediate female, intermediate male and intermediate female. Initial homogeneity of the groups was verified using two general proficiency tests; KET for lower-intermediate and PET for intermediate. All groups in here-and-now task type were asked to write a story using simple past based on a picture strip while for there-and-then task type the participants were supposed to write about their last birthday. The results from paired samples t-test, independent samples t-test and two-way ANOVA analysis of the written data revealed significant differences in performing task types, at different proficiency levels and interaction between them. The findings have significant pedagogical implications for EFL learners to understand the relationship among Task Complexity,Task Conditions, Task Difficulty and L2 written production leading to various degrees of Accuracy.

The autonomy of learners (AL) is a concept that is increasingly becoming popular in English Language Teaching (ELT). This study sought to explore the effects of in-service training on the perceptions and practices of Iranian EFL teachers in terms of learner autonomy. The use of mixed methods enabled the collection of both quantitative and qualitative data from the Learner Autonomy Questionnaire (LAQ) (Borg & Al-Busaidi, 2012) as well as classroom observations and semi-structured interviews. Twenty teachers from an Iranian EFL context enrolled in a 30-hour in-service training focusing on autonomy-supportive practices for EFL. The results of quantitative data analyzed through descriptive statistics and repeated-measures ANOVA showed significant differences on teachers’ perceptions (F = 93.57, p = .00, η2= .83) and practices (F = 237.52, p = .00, η2= .92). Thematic qualitative analysis of interviews showed that teachers’ beliefs with regard to learner autonomy became comprehensive and multi-faceted resulting in greater use of reflective practices, goal-setting, and collaborative problem solving. These findings corroborate existing literature, , while also emphasizing the need to incorporate practical training as a component in teacher development programs (TDP) in a bid to transform knowledge into practice within the classroom. These findings are relevant to curriculum development, teacher training, and future learner autonomy research in EFL contexts.