درخت حوزه‌های تخصصی

Despite being a popular topic in language testing, cognitive load has not received enough attention in vocabulary test items. The purpose of the current study was to scrutinize the cognitive load and vocabulary test items’ differences, examinees’ reaction times, and perceived difficulty. To this end, 150 students were selected using cluster/convenience-sampling, and took the Cambridge Placement Test (CPT) and Vocabulary Size Test (VST; Nation & Beglar, 2007). After uploading the vocabulary-size test’s items in PsychoPy software, there was a behavioral stage to measure students’ reaction times and correct responses. Out of these 150 high school students, a total of 60 (20 from each proficiency level of elementary/intermediate/advanced groups) were selected. In this quantitative study, all 60 students were interviewed to determine their perceived difficulty of the international VST items and their item’s difficulty-index. The data were analyzed quantitatively via simple regression and qualitatively through the examination of the students’ perceived difficulty. The results and interview findings revealed a significant connection between cognitive load/reaction time, difficulty estimate, and perceived difficulty at intermediate level. In contrast, at elementary and advanced levels, these variables could not predict the cognitive load. The findings can help to test, course, and syllabus designers by educating them on the significance of cognitive load theory so that they can base their exam designs on its premises and alleviate students' increased cognitive-workload.

The rapid advancement of technology has opened up new avenues for language learning, and understanding the factors that impact students' behavioural intentions is crucial for the effective integration of technology in EFL classrooms. The present study investigates the influence of risk-taking behaviour and the Technology Acceptance Model (TAM) in enhancing the behavioural intention of English as a Foreign Language (EFL) students through the integration of technology. The study utilized a quantitative research approach, employing surveys and data analysis techniques to test reliability using the PLS-SEM program tool to gather and analyze data from a sample of 75 EFL college students. The participants were assessed during the continuous assessment of the course based on their risk-taking tendencies, as well as their perceptions and attitudes towards technology acceptance according to the TAM framework. The study's findings are intended to offer important new understandings of the correlation between risk-taking behaviour and TAM characteristics (perceived usefulness and perceived ease of use), and EFL college students' behavioural intention. Additionally, the research aims to identify the factors that positively influence students' intention to adopt and utilize technology in their language learning process. The implications of this study can contribute to the development of effective strategies for educators and institutions to enhance EFL college students' behavioural intention through technology integration. By understanding the role of risk-taking behaviour and TAM variables, educators can design instructional approaches that align with students' preferences and promote active engagement in the learning process.  

In the context of the rapid dissemination of information, scaffolding the readability of online content is critical. This study introduces the brainling model as a novel approach to measuring readability, which heeds readers’ cognition, senses, emotions, and cultural background in conjunction with language. To achieve the aims, two texts covering a general topic were selected, both possessing the same readability level according to the Flesch Reading Ease scale. However, one of the texts was modified in accordance with the brainling components (i.e., cogling, emoling, sensoling, and cultuling). Following each reading text, five multiple-choice comprehension questions, a 10- item Likert scale for readability, and a scale for the text’s difficulty level scale were designed. The Google Form was used to collect responses from 209 individuals with intermediate language proficiency at an educational institution in Oman. After verifying the reliability and validity of the questions and scales, significantly higher mean scores were observed for the readability scale components of clarity and engagement in the brainling-based modified text, compared to the unmodified text. Moreover, the results obtained from the text difficulty scale, readers rated the brainling-based text as easier to comprehend. Furthermore, based on the reading comprehension test, participants achieved higher scores when reading the brainling-based text. These findings demonstrate that modifying a text based on the brainling model, which integrates both brain and linguistic structures, significantly enhances clarity, engagement, text difficulty, and reading comprehension scores. Adopting the brainling approach can be a solution for fostering mutual understanding and collaboration among culturally diverse members and alleviating challenges such as misunderstanding, that may hinder goal achievement. 

There are more and more neologisms to the vocabulary of human language due to the progress of globalization, development in social life, and advancement of new technology. The object of this study is to survey the applicability of the conceptual blending theory in the analysis of neologisms in the Harry Potter series and will answer the question of which type of blended networks can be used in the new translation of neologisms. The theoretical part of this study described conceptual blending theory, and its networks and described making the meaning process based on these networks. This theory is a developing area of research in cognitive linguistics. So, those who work in the field of literary or translation analysis must be familiar with its basic operations and networks. The nature of this study is descriptive and content analysis. Data analysis will involve quantitative analysis. To address the objectives of the present study, the researcher selected 83 translated neologisms in the series of the novel. The paper mainly studies the process of conceptual blending theory (CBT) when translating those English neologisms whose Persian counterparts cannot be found. In the network of this theory, English takes up one input space and Persian takes up another. From both inputs, frameworks, and elements plan out the blend, where they are dynamically integrated. Then, the planned framework and elements construct a novel structure (translation).

Objective: The effectiveness of Lexical Bundle (LBs) instruction for facilitating writing skill development has been a controversial issue in language teaching. This study examined the impact of LBs instruction on English for Specific Purposes (ESP) learners’ performance on IELTS writing task 2. Methods: To this end, first, 60 male and female ESP learners were randomly selected from among 150 ESP learners of Tabriz University of Medical Sciences as participants. Second, these participants were assigned to the experimental group and the control group, each with 30 learners. Both groups were then administered IELTS writing task 2 as a pretest. The experimental group was provided with ten sessions of IELTS-Task 2-related LB instruction.  The control group, however, did not receive this kind of instruction. Finally, the researchers administered IELTS writing task 2 to both of the groups anew as a posttest. Results: The results suggest that teaching the relevant bundles had significant positive impacts on ESP learners’ general performance of the relevant writing tasks, task achievement grammatical range and accuracy, vocabulary knowledge, as well as observing cohesive ties and coherence in their writing. Conclusions: The results may provide some useful insights regarding the instruction of LBs in IELTS preparation courses for the ESP learners.

This study represents the inaugural attempt at assessing the authenticity of the tasks encompassed in the IELTS Speaking Module. The evaluation is conducted from the vantage points of applied linguistics and general education, and serves to enhance comprehension of authenticity and authentic assessment. In order to achieve this objective, an analysis was conducted on the Speaking Module tasks using Bachman and Palmer's (1996; 2010) model of test usefulness from the discipline of applied linguistics, as well as Herrington and Herrington's (1998; 2006) inventory of the fundamental attributes of genuine assessment from the realm of general education. The results of both task analyses revealed low indices of authenticity of the tasks. The high degree of the convergence of the results from the analyses could open new horizons to experts in applied linguistics to exchange ideas about authentic language assessment with those in general education. Furthermore, such characteristics as problem-solving skills, higher-order thinking skills, integrated assessment, and multiple indicators of learning, are not included in Bachman and Palmer’s framework.

What we know about the vision of an ideal Young Learners of English (YLE) classroom environment is only limited to a number of small-scale qualitative studies that have explored the development of teachers’ vision throughout their careers. This gap prompted the researchers of this study to pursue the development of a psychometrically valid measure of the factors involved in teachers’ vision of an ideal YLE classroom environment. To this end, an item pool was developed based on an extensive literature review, expert opinion, and interviews with 60 YLE teachers. Next, the first version of the questionnaire was administered to 366 YLE teachers from different cities of Iran. Confirmatory factor analyses through structural equation modeling procedures were applied to the data obtained to test the validity of the hypothetical model. Rounds of statistical analyses and the follow-up remodeling led to a final measurement model of a questionnaire with 23 items tapping into five factors of learner characteristics, attitudes toward the course, teacher characteristics, classroom environment, and organizational impact. The results of this study empirically support the multidimensionality of YLE teachers’ vision of an ideal classroom environment and yield a relatively concrete measure of the construct.

Reviewing the literature, there is an evident lack of appropriate research on the potential difficulties of assessing speaking skill and the urgent need of more rigorous assessment of speaking skill and its intricacies. Therefore, this study aimed to develop a collaborative local rubric for assessing Iranian high school students’ speaking skill constructed through the school-university members' collaboration. The participants of this study were 3 high school English teachers and 3 university instructors. They had at least 5 years of experience in English teaching and familiarity with rubrics and how to use and develop them.To gather data, a semi-structured interview was conducted with the participants. After coding and analyzing the data, it was revealed that the participants mentioned some similar criteria such as the importance of pronunciation, grammar, vocabulary, fluency and the use of a 0-4 assessment scale. However, some contradictions arose between the participants about the scores and the strictness/flexibility of those levels. The currently-developed speaking rubric, which is a simulation of the IELTS and TOEFL speaking rubrics, intended to help high school teachers undertake a more thorough assessment resulting in students’ enhanced learning of speaking. This study proposed practical implications for teachers and instructors in particular test constructors and examiners.