International Journal of Research in English Education

Consolidating the students’ L1 permits instructors to supply clear clarifications and moderate potential challenges in comprehension. By recognizing the esteem of L1, instructors can advance more successful dialect instruction. Hence, this ponder investigated the essential variables influencing Iranian instructors’ utilization of L1 in EFL classrooms. The members of the think-about group were chosen through comfort inspection. A pairwise survey was conducted, and 32 tall school English instructors from Gorgan, Golestan, Iran, reacted to the questions. Along these lines, 20 instructors out of 32 were chosen based on their level of instruction and the consistency of their reactions. They were counseled on how the pairwise survey was answered to get more reliable reactions. After analyzing the information utilizing the Master Choice computer program and Explanatory Chain of command Handle (AHP), it was uncovered that instructors, for the most part, favored utilizing L1 to decrease negative full of feeling channels in a classroom environment, such as making less tense environment, additionally improving positive emotional channels like motivating the learners. It was also concluded that the other reasons behind the teacher's L1 utilization were for classroom administration purposes, social targets, and cognitive engagement of the understudies. The discoveries of this thinking suggest that EFL instructors and TEFL approach producers join L1 in teaching-learning and prepare more viably and intentionally.

Tasks are as useful devices for identifying learners’ needs and thus for designing specific purpose courses. Hence, the present study aimed at examining the viable effects of three varieties of task manipulation, i.e., oral reproduction, role-play, and group discussion, on the accuracy and fluency components of Iranian EFL learners’ oral speech. For the sake of homogeneity of the participants, 60 L1 Persian EFL students were selected through Oxford Placement Test (OPT) and divided into three 20-participant comparison groups: Oral Reproduction Group (ORG), Role-play Group (RPG), and Group Discussion Group (GDG). Each of the three comparison groups was treated just through a single task. ORG, RPG, and GDG were treated by oral reproduction, role-play, and group discussion tasks, respectively. The participants were pretested and posttested by the speaking part of Preliminary English Test (PET). The three groups were exposed to ten sessions of treatment, each of which lasted one hour and thirty minutes. The results of the study, obtained through ANOVA and Post Hoc analyses, revealed that the three types of task manipulation had significant influence on the fluency and accuracy of the participants’ speech. It was also revealed that GDG, treated through group discussion type of task manipulation, outperformed the other groups in terms of accuracy and fluency achievement. Tasks are hence recommended to be used in EFL teaching and testing contexts in that they are assumed to be effective tools to enhance the accuracy and fluency of English learners’ oral speech.

This research investigated the impact of varying planning conditions and task types on the accuracy of pupils' speaking abilities. Utilizing the Oxford Placement Test (OPT), 80 intermediate female participants nominated for the research and assigned to four untouched classes. These classes were planned as the individual-planning personal task class (IPPT class), the individual-planning decision-making task class (IPDT class), the class-planning personal task class (CPPT class), and the class-planning decision-making task class (CPDT class). Two concurrent decision making tasks were planned to be conducted both at the beginning and at the end of the experiment, while a six-week intervention was scheduled in between. Three sessions were dedicated to administering the OPT test, the pretest, and the posttest; and the students accomplished two dissimilar task types under two diverse planning situations throughout the other three treatment meetings. The results from the one-way ANOVA discovered that pre-task planning conditions and task types significantly influence the accuracy of speaking. These outcomes reinforce the notion that planning conditions have meaningful results on pupils' accomplishment in personal and decision-making tasks. Consequently, both planning conditions proved real in enhancing students' performance in speaking tasks. It is suggested that educators should give considerable attention to pre-task planning to alleviate EFL pupils' challenges in attaining upper ranks of accuracy in their speaking abilities.

As a dynamic and multifaceted entity, motivation is prone to constant change under the influence of a great many factors including context, task, group dynamics and learner characteristics. Informed by the dearth of research on motivational fluctuations among the teacher community, the researchers in the current study strove to investigate the factors giving rise to Iranian EFL teachers’ motivational oscillations during the practice of online teaching. Thus, opting for a mixed methods research design, the researchers explored the role of emotional intelligence (EI) and seniority (teaching experience) in determining teachers’ motivational status and intensity in the quantitative phase. However, in the qualitative phase the researchers tapped into the teachers’ perceptions concerning the overriding factors bringing about their motivational fluctuations. A total of 55 teachers with varying degrees of teaching experience ranging from one year to 28 years participated in the study. To gather data for the quantitative phase, Bar-On’s (1997) emotional quotient inventory (EQ-i), and Motometer were utilized. However, in the qualitative phase, the data from teacher narratives and interview responses were consulted. The quantitative results via applying Mann Whitney U test revealed that though emotional intelligence and seniority both played a role in teachers’ motivational level, their influences were not statistically significant. Also, as regards the results of data analysis for the qualitative phase, several factors were pinpointed to underlie the teachers’ motivational changes during online teaching experience, including teaching materials, time intervals during the session, instructional topics, learner factors and internet connection problems. The findings are thought to have fruitful implications for EFL teachers, particularly in sensitizing them toward the role of different factors in their motivational changes.

Task-based language assessment (TBLA) is a framework for language testing that takes the task as the fundamental unit for assessment and testing. This study was designed to investigate the impact of TBLA on Iranian Male and Female EFL learners’ idiomatic knowledge. To fulfill the objective, 40 learners ranging from 18 to 25 in age and studying at Bayan English Institute in Rasht, Iran, were selected from among 100 participants based on their performance on quick placement test (QPT). The study employed a true-experimental design in which the participants were randomly assigned to two experimental groups and two control groups. First, a pretest of idioms was administered. Then, the experimental groups received a sixteen-session treatment that was the treatment of Task-Based Assessment. Meanwhile, the control groups received a sixteen-session placebo. A posttest of idioms was then administered to all the participants. The use of UNIANOVA revealed that the experimental groups outperformed the control groups in learning idioms. Based on the findings of the present study, all stakeholders, particularly material developers and teachers are proposed to include idioms in language teaching so that remarkable opportunities for improving idiomatic knowledge among learners would be provided.

The study aims to investigate the influence of image-based and text-based concept maps on the reading comprehension abilities of Iranian Intermediate EFL learners. A total of 90 learners participated in the study, consisting of 55 females and 35 males, all between the ages of 18 and 32. Participants were selected from intact classes at three English language schools in Sabzevar, Iran. This research was organized as a quasi-experimental study, in which the participants were segmented into two experimental groups and one control group. The intervention lasted for five weeks, with two sessions each week, each session running for one hour and thirty minutes. The outcomes from the assessments were analyzed using an independent sample t-test and ANOVA test, revealing that the image-based concept map instructional approach improved learners' reading comprehension. In terms of cognitive understanding and creativity, students who utilized image-based concept mapping outperformed their peers in the text-based mapping group. Additionally, the findings indicated that the image-based concept map teaching strategy could assist students in obtaining a more profound understanding of reading materials. Teachers might consider integrating visual mapping techniques to encourage deeper comprehension and facilitate more meaningful learning experiences, which could ultimately lead to better academic performance in language learning contexts.