درخت حوزه‌های تخصصی

Listening effectively in a foreign language presents many challenges for students. The aims of this convergent mixed methods study were two-fold. First, to determine whether teaching listening strategies through materials tailored to apply principles related to decreasing Cognitive Load (CL) could help learners improve their L2 listening comprehension. Second, whether using such materials could reduce learners' cognitive load. In doing so, two modes of material presentation (computer-based and text-based) were selected. Eighty-eight TEFL bachelor students in three intact classes were randomly assigned to three treatment conditions: Strategy-Based Cognitive-Load-Decreasing Computer-Based Material (SB-CLD-CBM), Strategy-Based Cognitive-Load-Decreasing Text-Based Material (SB-CLD-TBM), and Strategy-Based Non-Cognitive-Load Decreasing Conventional Learning Material (SB-NCLD-CLM), and received relevant instructions. A general proficiency test was used to examine participants' language proficiency. A listening pretest and posttest, a listening achievement test, and a cognitive load questionnaire were used to collect data in the quantitative phase. A reflection paper, including two questions about students' perceptions administered during the treatment, was used to gather qualitative data. The One-way Analysis of Variance (ANOVA) and Multivariate Analysis of Variance (MANOVA) showed that CLD-CBM and CLD-TBM outperformed the NCLD-CLM in listening comprehension and experienced lower cognitive load. However, no significant difference was found between the experimental groups. The findings are valuable for teachers and materials developers, suggesting they should include Cognitive Load Theory principles and strategy instruction when designing learning materials and instructional approaches.

Over the past decades, the use of strategies by language learners has been the subject of considerable research. Yet comparatively few studies have examined the direct effects of strategy instruction on the actual writing strategy use of learners, with specific comparisons involving students at different levels of proficiency. This study examined if focused writing strategy instruction can increase the use of writing strategies by EFL learners. Using a mixed-methods design, 64 undergraduate learners in Iran were divided into experimental and control groups. The experimental group received strategy-based instruction grounded in Oxford’s (1990) framework, while the control group received conventional writing instruction. Data were collected through pre- and post-tests, stimulated recall protocols, and a validated strategy-use questionnaire. Findings from a mixed between-within ANOVA revealed significant time-group- proficiency interactions, indicating that strategy instruction benefited learners differently across proficiency levels. Qualitative analysis further highlighted how learners integrated strategies into their writing practices. The results have implications for tailoring writing instruction to proficiency-specific needs.

This study investigated the impact of newly developed English for Specific Purposes (ESP) materials on enhancing Intercultural Communicative Competence (ICC) and cultural awareness among Iranian undergraduate psychology students. Addressing the need for culturally responsive communication and limitations of conventional materials, researchers designed a 5-unit coursebook based on Byram’s (1997) ICC framework and the ICC materials development framework proposed by Mishan and Kiss (2024). Employing a mixed-methods design over a 10-week semester, 60 homogeneous students were equally assigned into two groups: an experimental group received newly developed ESP materials that integrated cross-cultural case studies, dialogic activities, and culturally diverse psychological modules, while the control group used traditional textbooks. Quantitative data from ICC questionnaires revealed a significant increase in ICC within the experimental group. Qualitative analysis of student reflections and interviews indicated enhanced intercultural attitudes, knowledge, skills, and cultural awareness, reflecting meaningful shifts in perspectives for the experimental group. These findings underscore the effectiveness of ICC-focused ESP materials in preparing psychology students for culturally sensitive practice. The study contributes to the development of ESP materials by advocating for the intentional integration of intercultural competence to cultivate globally competent practitioners.

Social identity plays a significant role in the professional life of teachers; however, the social identity of English as a foreign language (EFL) teachers is an under-investigated research area in general and in the context of Iran in particular. This study aimed to explore Iranian primary-level EFL teachers’ perceptions toward social identity. To this end, phenomenological design was adopted. Participants included 15 teachers (7 males and 8 females) from private language schools of Tehran and Tabriz who were selected through convenience sampling. Data were collected through face-to-face semi-structured interviews. Based on the results of the thematic analysis, five main themes were identified: social communication skills, professional development experiences, using collaboration, group activities, and negotiation strategies to understand students’ social identity, effect of social identity on teaching profession, and effect of social identity on teacher interactions. This study has some implications for primary-level EFL teacher educators and primary-level EFL teachers. Primary-level EFL teacher educators should use the findings to train pre-service teachers on the construction and reconstruction of their social identity. Besides, primary-level EFL teacher teachers should be attentive to the reconstruction of their social identity based on the insights taken from this study.

This study aimed to examine the mediating role of executive functioning in the relationship between parental involvement and math achievement among children with learning disabilities. A descriptive correlational research design was employed, involving 379 Malaysian parents of children aged 9 to 12 years diagnosed with learning disabilities. Participants were selected using stratified random sampling based on the Morgan and Krejcie (1970) sample size determination table. Data were collected using three validated instruments: the Parent and School Survey (PASS) to assess parental involvement, the Behavior Rating Inventory of Executive Function (BRIEF) to measure children's executive functioning, and the Math Composite of the Wechsler Individual Achievement Test–Third Edition (WIAT-III) for math achievement. Pearson correlation analysis was conducted using SPSS version 27, and structural equation modeling (SEM) was performed using AMOS version 21 to test the hypothesized mediation model and assess the model fit. Pearson correlation results indicated significant positive relationships among all variables: parental involvement and executive functioning (r = .41, p < .001), parental involvement and math achievement (r = .36, p < .001), and executive functioning and math achievement (r = .48, p < .001). The SEM revealed an acceptable model fit (χ²/df = 1.84, CFI = 0.97, RMSEA = 0.045), and confirmed that executive functioning significantly mediated the effect of parental involvement on math achievement. Both the direct effect (β = 0.26, p < .01) and the indirect effect through executive functioning (β = 0.18, p < .001) were statistically significant. The findings underscore the importance of executive functioning as a cognitive mechanism through which parental involvement enhances mathematical performance in children with learning disabilities. Educational interventions should integrate strategies to strengthen both parental engagement and children’s executive functioning skills to optimize academic outcomes.