درخت حوزه‌های تخصصی

This experimental study attempts to see whether incorporating supplemental podcasts into the blended module of second language (L2) vocabulary teaching and learning leads to better learning outcomes in comparison with other common teaching and learning methods as self-study and conventional. To that end, undergraduate students from Ahvaz Jundishapur University of Medical Sciences were summoned up via an announcement to take part in the study. Volunteers were homogenized via Vocabulary Levels Test (VLT) and were then randomly divided into three groups to learn English vocabulary items via three different scenarios during 32 sessions. The collected data from the participants’ answers to the attitude questionnaire and interview as well as the data from assessing their performance throughout the course were analyzed both descriptively and inferentially. The analysis of the data revealed that the podcast-mediated blended L2 learning scenario appeared as the most successful scenario in L2 vocabulary learning. Consequently, it could be concluded that providing miscellaneous practicing opportunities for students would facilitate learning process and contribute to learning improvement.

Veryfew attempts have been made in the past to develop instruments to measure pragmatic knowledge of second language (L2) learners. The absence of such instruments in the literature of English language teaching (ELT) underscores the need for the researchers to develop new tests that are specifically designed to assess this crucial but less explored aspect of language learners’ (LLs) knowledge. In line with this objective, the present study was conducted to develop and validate four tests of pragmatic knowledge that measured LLs’ knowledge of speech acts. The following steps were taken in this study to develop the written discourse completion tests (WDCTs) and the multiple-choice discourse completion tests (MCDCTs) that respectively measured the test takers’ ability to produce and comprehend request speech act. During the “prototype step” the researchers identified the content and the number of items for each designated test battery. At the “test construction step” the sociolinguistic variables of power (P), social distance (D), and absolute rank of imposition (R) were inserted into the content of the test items. Finally, at the “validation step” the reliability of the tests was examined. The finding of the study showed that the constructed test batteries were sufficiently reliable and valid for measuring pragmatic knowledge of L2 learners.

The role of teachers in the educational context could go beyond simply teaching the subject matter. It is not uncommon for some students to be greatly influenced by certain teachers and even consider them as their role models. An interesting and novel way of inferring the impact a teacher has on the students is through revealing the status of the teacher as perceived by the students. The present study pursued two goals: first, to construct and validate a teacher status scale (TSS); and second, to reveal the relative status of English language teachers as compared to other school teachers in students’ perceptions. Regarding the first goal, an 18-item teacher status scale was designed and, using the data collected from 200 students, its construct validity was substantiated through Rasch model. As for the second goal, 650 junior high school students rated their 300 teachers. The data was then analyzed using Chi-square test. In addition, 135 students participated in short interviews and a total of 530 minutes of recorded interviews constituted the qualitative data. Based on the results, English teachers were found to have the highest status of all school teachers as perceived by the students. Finally, statistical results were discussed, and implications were provided for English language teaching in the formal context of education.

Abstract: The widespread use of test scores for different educational and social decision making purposes has made the washback effect of tests a distinct educational phenomenon (Cheng, 1997).The high school third grade final exam in the general educational system of Iran has for long been a high stake test designed to assess the achievement of high school graduates in different school subjects. The present study aimed to investigate the washback effect of this nation-wide exam on EFL teachers’ teaching methodology, assessment procedures, and attitudes towards different aspects of the educational system. For this purpose, a researcher made, validated questionnaire was administered to 160 EFL teachers. The results indicated that the third grade nation-wide final exam adversely affects EFL teachers’ teaching methodology and increases teaching to the test effect quite noticeably as they try to teach according to the content and format of the test. The results further showed an even stronger negative effect of the exam on EFL teachers’ assessment procedures. However, the teachers’ attitude towards different aspects of the educational system was not found to be as strongly affected as the other two variables. The findings of the study are of importance for testing and assessment bureaus in charge of extensive high stake tests development. Moreover, raising teachers’ awareness of the drawback of teaching-to-the test effect of such a high stake test might help them improve their teaching and evaluation practices.