درخت حوزه‌های تخصصی

This study investigated the effects of three vocabulary development strategies of keyword method, thematic clustering and developing morphological awareness on the Iranian EFL learners’ vocabulary repertoire. Adopting a quasi-experimental design, sixty high-intermediate to advanced Iranian EFL learners were randomly assigned to three experimental groups and partook six online sessions of vocabulary instruction during a week. Using a pre-test and three post-tests, the vocabulary repertoire of the subjects was measured. The pre-test was administered a week before the commencement of the treatment sessions; the first post-test was administered immediately after each treatment; the second post-test was held 24 hours after each treatment and the third post-test was held one week after the end of the treatment sessions. Paribakht and Wesche (1993) model of measuring vocabulary enhancement was used to quantify the vocabulary repertoire of the subjects. Split-plot ANOVA test revealed that the subjects in the keyword group outperformed the subjects in the other two groups in all the three post-tests. Moreover, it was revealed that the thematic clustering group outperformed the developing morphological awareness group. The findings of this research may have pedagogical implications for English teachers, learners and material developers.

This study aimed at investigating the L2 rhetorical organization of translation and free writing tasks in terms of cohesive devices used by Iraqi intermediate EFL learners in the narrative genre. To do so, 30 Iraqi intermediate EFL learners at Kufa university took part in the study. The participants were asked to translate three narrative texts from Arabic to English and write three narratives related to the general topics given to them as prompts. The narratives were coded and rated by two experts based on Halliday and Hasan’s (1976) framework. The data obtained from translation narratives were compared with a standard translation for each text. Results of the one-sample t-test performed on the scores of translation narratives indicated that Iraqi leaners produce shorter passages in the target language than in the source language; however, they used significantly more times than expected for certain types of cohesive devices. Moreover, comparisons between translated narratives and free narratives indicated no significant difference between the translated and composed narratives. It is argued that patterns of cohesive devices used in English output of the Iraqi EFL learners are compatible with properties of their first language. The findings also show that, unlike English grammatical properties, cohesive devices are not a problematic area and would not lead to fossilized errors in the performance of Iraqi EFL learners.

Incremental intelligence plays an important role in self-regulating and enhancing writing performance among language learners. The present study aimed to investigate the relationship among variables of the incremental theory of intelligence, self-regulatory writing strategies, implicit theory of writing, and writing performance in EFL learners. To do so, 320 Iranian IELTS candidates were invited to participate in the study. Three questionnaires, namely incremental intelligence, self-regulatory writing strategy, and implicit theory of writing, were utilized. The participants included male and female IELTS candidates aged 19-27 years with a minimum band score of 6.5 in their writing skill. Furthermore, their educational qualifications included BA and MA degrees. The collected data were analyzed using SPSS and structural equation modeling (SEM). The correlation analysis showed that the incremental theory of intelligence had a significant relationship with self-regulatory writing strategy, implicit theory of writing, and writing performance. Moreover, the obtained results of SEM confirmed the findings of the correlational analysis, indicating statistically significant positive correlations among the variables of the study. The findings revealed that a growth-oriented mindset could affect students’ use of four types of self-regulatory writing strategies. Self-regulatory writing strategies also played a pivotal role in guiding, stimulating, motivating, and sustaining learners’ efforts, thus predicting writing performance. The results of this study can help EFL learners learn how to regulate and manage themselves in writing skills. Learners can assess the extent of their professionalism and endeavor to identify their weaknesses in the learning process.

This study intended to unveil the impact of incorporation of positive psychology theory into English instructions on the preference for anxiety-reducing strategies among Iranian EFL learners. The participants consisted of 60 EFL learners, from Safir Institute, Tehran, Iran, at the intermediate level, who were selected out of 90 EFL learners selected on convenience sampling basis. The 60 learners selected on the basis of their scores from an Oxford Placement Test (OPT), given to the 90 learners, were split into two equal 30-member groups. Both groups were given the language anxiety reducing strategies (LARS) questionnaire as pretest. Then, positive psychology-based instructions were provided to the experimental group drawing on five types of positive psychology-based instruction techniques for 20 sessions. These five instruction techniques included gratitude, optimistic intervention, positive affirmations, savouring, and strength-building measures. The control group received no intervention concerning positive psychology, and learners followed the conventional syllabus of the language school. After the treatment, the two groups took the LARS questionnaire as post-test. The results of ANCOVA indicated that teaching positive psychology techniques significantly increased anxiety-reducing strategies preference among Iranian EFL learners.

It is believed that classroom interaction is essential for learning a second language (L2). Studies on teaching second/foreign language present evidence that affirms the significance of interaction in language learning and its function in facilitating learners' attempts to gain competency in an L2. They also consider learners’ affective states and their perceptions of classroom interaction to be as significant as instruction. On the other hand, the notion of willingness to communicate (WTC) in an L2 has attracted interest in L2 research and how to accelerate L2 learners’ WTC is gaining importance day by day. Considering the significance of these two constructs in L2 learning, this article reports on an investigation into EFL learners’ perceptions of class interactions in English language and how these perceptions are related to their WTC. Applying quantitative methods, the study aims to examine how Iraqi EFL learners’ perceptions of interaction inside the class are correlated to their L2 WTC. The data obtained from 112 learners were utilized for analysis. The findings indicated different kinds of learners’ perceptions of class interactions in English, including perceptions of interaction with the teacher, perceptions of interaction with group members, perceptions of interaction in pairs, and perceptions of classroom interaction between others, are positively related to WTC. The findings have implications for research and teaching.

Rooted in the Cognitive Load (CL) and Dual Coding theories, this sequential explanatory study examined the CL levels experienced by 36 available Iranian pre-intermediate English as a Foreign Language (EFL) learners in auditory and visual Phonemic Awareness Tasks (PATs). The PATs focused on 'th' sound variations that were specifically challenging for Persian speakers of English. Participants were divided into two equal groups. The first group underwent auditory and visual PATs (i.e., picture sorting and word discrimination). The second group faced auditory PATs only (i.e., rhyme recognition and sound isolation) structured around voiced and voiceless ‘th’ sounds. In the qualitative phase, 8 participants were randomly interviewed to discover the potential reasons behind various levels of CL measured in certain PATs. A Virtual Reality (VR) cognitive pupillometry analysis was performed for two groups in an immersive VR environment using VR Head-Mounted Displays (VR-HMDs) and Tobii Nexus software, followed by thematic analysis. GazeMetrics strategies were employed to validate and ensure the reliability of the data collection process. The quantitative results demonstrated (a) no critical differences regarding the CL experienced by the participants in each group concerning voiced vs. voiceless’ th’ PATs and (b) higher levels of CL (increased pupil diameter, decreased blink rates, and increased gaze pattern or fixation duration) among participants in the auditory PATs group compared to the ones in the auditory and visual PATs group. Besides, qualitative findings identified the following factors as the most probable causes of the observed differences in CL levels among participants: (a) segmental differences, (b) phonological transfer, (c) phonological fossilization, (d) working memory constraints, (e) cognitive flexibility, and (f) task delivery methods. This study contributes to cognitive phonology, phonological processing, perceptual-motor language functions, and English material development.

Considering that foreign language (FL) learning invokes a diverse brain network with different functions, this paper aims to discuss the activities proposed in a case study with a Brazilian participant with aphasia learning Japanese as a FL. We focus on the metalinguistic processes required from him to accomplish the Japanese tasks. The participant attended weekly sessions, one-hour per session, for seven months. The sessions were recorded and transcribed. Therefore, we explore the relation among language, brain, aphasia, and metalinguistic processes and embodied simulation in the context of FL learning activities. The results of this research support the idea that learning a FL might be a valuable technique for language intervention in aphasia.To our knowledge, this is the first work to address the FL learning by people with aphasia. Several questions still remain to be answered, such as the long-term effect of FL learning and the use of a broader variety of participants. However,  the findings of this study contribute to the discussion of language learning in aphasia rehabilitation.

Acquiring a new language necessitates adeptness in mastering its lexicon. Language learners must possess a broad lexicon to effectively decipher texts in their target language. Among the array of skills imperative for foreign language learners, reading comprehension reigns supreme, influenced by myriad factors, including vocabulary breadth. This study endeavors to scrutinize the impact of vocabulary breadth on the reading comprehension of Iranian male and female learners of English as a Foreign Language (EFL). Engaging 80 EFL learners at the intermediate level, the study employed two assessments: the Vocabulary Levels Test (Nation, 1990) to gauge learners' lexical proficiency and the Reading Comprehension Test (TOEFL version, 2004) to assess their reading acumen. Utilizing a Two-way ANOVA for data analysis, the findings underscored the substantial positive influence of expansive lexicon on reading comprehension. Notably, gender differentials in reading comprehension were not discerned among the participants. These findings carry implications for language pedagogy, assessment practices, educator preparation, and curriculum development.

Despite growing interest in diagnostic assessment tools in second language writing, limited empirical research has addressed their development for EFL contexts. Responding to this need, this study aimed to develop and validate a diagnostic-oriented rating scale designed to deliver targeted feedback on Iranian EFL learners’ academic writing. Using a mixed-methods approach, essential descriptors reflecting core writing skills were identified through think-aloud protocols and expert feedback, followed by quantitative analyses to ensure reliability and validity. The findings indicate that the 21 empirically derived descriptors capture essential aspects of academic writing—content fulfillment, organizational knowledge, and language use—enabling instructors to assess learner proficiency with greater precision. The scale’s validation process, including inter-rater reliability, content validity, and criterion-related validity checks, supports its effectiveness as a diagnostic tool closely aligned with expert evaluations. This tool is a valuable resource for both large-scale assessments and classroom applications, supporting a learner-centered approach and empowering students to address specific writing challenges.

The purpose of this study was to compare the functioning of five restrictive CDMs, including DINA, DINO, A-CDM, LLM, and RRUM, against the G-DINA model to identify the best-fitting CDM which can better explain the interaction underlying the attributes of the reading comprehension section of an Iranian high-stakes language proficiency test. To achieve this aim, item responses of 1152 examinees to the items of the test were examined. The six CDMs were initially compared in terms of relative and absolute fit statistics at test-level to choose the best model. It was found that the G-DINA model outperformed compared to the restrictive models; thus, it was selected for the second phase of the study. Concerning the second purpose of the study, the G-DINA was used to identify strengths and weaknesses of the examinees. The results revealed that making an inference and vocabulary are the hardest attributes for examinees of the test, and understanding the specific information is the easiest attribute. Finally, the models were also compared at item-level. The presence of a combination of L2 reading attributes was found.

While different models and questionnaires have been devised and used to measure learners’ willingness to communicate in a second language (L2 WTC), to date, few scales, if any, can be found to measure foreign language teachers’ L2 WTC (FLT WTC). Therefore, the current project was designed to address this gap in the literature through an empirical investigation of the factors affecting FLT WTC. Consistent with an inclusive review of the literature and expert panel consultations, a model of contributing factors to FLT WTC was hypothesized, a representative questionnaire was devised and went through Exploratory Factor Analysis and Confirmatory Factor Analysis. A large scale of 1044 foreign language teachers participated in different stages of the study. The statistical indices of the study confirmed that the model was fit and the questionnaire established appropriate levels of reliability, and face, content, construct, convergent, and discriminant validity. It was found that teacher perceptions, student traits, classroom atmosphere, classroom settings, and discussion topics play significant roles in FLT WTC. The study can draw the teachers’ / institutes’ attention to the factors affecting FLT WTC, and the validated questionnaire can be used as an instrument to measure FLT WTC in future studies.