مطالب مرتبط با کلیدواژه

EFL Learners


۴۱.

On the Development of a Model of Cultural Identity and Language Achievement among Iranian Advanced EFL Learners(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۷, Issue ۲۶, Summer ۲۰۱۹ 117-135

کلیدواژه‌ها: culture Cultural Identity EFL Learners Language Achievement Language learning

حوزه‌های تخصصی:
تعداد بازدید : ۴۴۶ تعداد دانلود : ۴۳۵
Culture is an inseparable part of a language. In other words, mastering a language and being able to communicate through it inevitably entails integrating with the culture of the speakers of that language which is the reflection of people's identity. The aim of the present study was designing a model of Iranian cultural identity. Initially, to select a homogeneous sample of learners at the advanced level, 300 language learners at the advanced level took TOEFL and 180 learners were chosen as the participants of the study. The cultural identity model was designed by the use of interviews and literature review to come up with main components of cultural identity. Afterwards, participants were interviewed about their identity and four components comprising Iranian cultural identity were identified. The results of the factors analysis showed that raw data converged to a pattern with four components which fit the hypothesized model of cultural identity. Then, the cultural identity questionnaire was given to participants. The results of statistical analyses indicated that there was a significant negative relationship between cultural identity and language achievement of the participants.
۴۲.

Validation of a Preliminary Model of Cultural Identity for Iranian Advanced EFL Learners: A Structural Equation Modeling Approach(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۸, Issue ۳۰, (Special Issue) ۲۰۲۰ 115-137

کلیدواژه‌ها: culture EFL Learners Identity model Validation

حوزه‌های تخصصی:
تعداد بازدید : ۵۰۱ تعداد دانلود : ۳۱۲
This study was an endeavor to develop a model of cultural identity among Iranian advanced EFL learners. To achieve this end, a multiphase design was implemented. Initially, it was attempted to investigate different factors of cultural identity to propose and validate a model. Thus, 20 EFL learners studying in Safir English language institute in Tehran were interviewed about their views of their cultural identity in the qualitative phase. After extracting four factors of cultural identity including: “religion, culture, nationality, and language”, a questionnaire was constructed which reflected these factors. Then, in the quantitative phase, the 30-item questionnaire went through an exploratory factor analysis for the sake of validity and after its validity and reliability were corroborated through a pilot study with 183 learners, it was distributed among 384 EFL learners. In addition, Structural Equation Modeling (SEM) analysis was run through LISREL 8.8. to confirm that the final proposed model enjoyed validity for future research. To do so, a confirmatory factor analysis was run and the model of cultural identity was developed. Eventually, the possible relationship between 384 EFL learners’ cultural identity and their English language achievement scores was examined and the results of this phase indicated that there was a significant and positive relationship between learners’ cultural identity and their English language achievement scores. The findings of this study can enhance awareness among English teachers, materials developers, and syllabus designers to equip themselves with the updated techniques to handle the possible challenges that may occur in EFL learning contexts.
۴۳.

Investigating Foreign Language Enjoyment and Public Speaking Class Anxiety in the EFL Class: A Mixed Methods Study(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۳۹, Issue ۱, Spring ۲۰۲۰ 115 - 152

کلیدواژه‌ها: EFL Learners EFL Classroom Foreign Language Enjoyment Public Speaking Class Anxiety

حوزه‌های تخصصی:
تعداد بازدید : ۵۸۱ تعداد دانلود : ۴۹۵
Foreign language enjoyment and speaking anxiety in the classroom are two potential emotion-inducing factors for foreign language learning. This sequential mixed methods study investigated whether and to what extent Iranian EFL students experienced foreign language enjoyment and public speaking anxiety in their English classrooms, and how they characterize the sources of the enjoyment and speaking anxiety in such a context. To these ends, 128 learners of English as a foreign language (EFL) from several English language institutes, selected based on convenience sampling, took part in this research. They completed Dewaele and MacIntyre’s (2014b) Foreign Language Enjoyment and Yaikhong and Usaha’s (2012) Public Speaking Class Anxiety questionnaires, and write down about an episode in which they had experienced enjoyment and speaking anxiety in the EFL classroom. Quantitative and qualitative statistical data analyses were applied to examine foreign language enjoyment and public speaking class anxiety. Descriptive data analysis showed that the learners had a medium-to-high foreign language degree of enjoyment and a low level of public speaking anxiety. Besides, they reported more enjoyment than public speaking anxiety in class. Further qualitative data analysis revealed 12 sub-themes and four main themes of Teacher, Learning, Class Activities, and Class Atmosphere in explaining their enjoyment, as well as eight sub-themes and four main themes of Exam Phobia, Reaction/Feedback, Personal Failure, and Lack of Self-Confidence for speaking anxiety. The findings provide implications for language teachers and policymakers to gain better insights into factors underlying enjoyment and speaking anxiety in the field of foreign language learning.
۴۴.

Effects of Audio-Visually Prompted Collaborative Dialogue on EFL Learners' Listening Comprehension Development(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۳۹, Issue ۲, Summer ۲۰۲۰ 1 - 42

کلیدواژه‌ها: Collaborative dialogue Scaffolding expert peer co-equal peer listening comprehension EFL Learners

حوزه‌های تخصصی:
تعداد بازدید : ۵۵۹ تعداد دانلود : ۳۸۳
This study investigated the comparative effects of audio-visually prompted collaborative dialogue on the listening comprehension development of symmetrical, asymmetrical, and asymmetrical teacher-fronted EFL learner groups. Besides, it explored the attitude of the participants of the groups concerning the effectiveness of collaborative dialogue for their listening comprehension improvement. The participants of the study were 120 Iranian female EFL learners who were conveniently chosen from several English language institutes and put into three experimental and one control groups, each with 30 learners. In the first experimental group, coequal learners engaged in collaborative dialogue. In the second experimental group, the expert peer(s) and less knowledgeable peers applied collaborative dialogue, and in the third experimental group, in addition to the peers, the teacher was involved in collaborative dialogue with the group members. As for the control group, the collaborative dialogue was abandoned and the participants worked individually. Quantitative and qualitative analyses revealed that collaborative dialogue in asymmetrical teacher-fronted, asymmetrical peer and symmetrical peer groups were respectively the most effective procedures for listening comprehension development of the EFL learners. Also, it was found that the participants of the asymmetrical teacher fronted group had a more positive attitude towards the efficacy of audio-visually prompted collaborative dialogue compared with asymmetrical and symmetrical peer groups. The findings underscore the cognitive and affective efficiency of a more knowledgeable source, either a teacher or a peer, in asymmetrical dyadic interactions for the less knowledgeable partners' ZPD sensitive development.   
۴۵.

The Important Role of Lesson Plan on Educational Achievement of Iranian EFL Teachers' Attitudes

نویسنده:
منبع: International Journal of Foreign Language Teaching & Research, Volume ۲, Issue ۵, Spring ۲۰۱۴ 27 - 34

کلیدواژه‌ها: Lesson Plan Educational Achievement EFL Learners 039; attitudes

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تعداد بازدید : ۴۱۹ تعداد دانلود : ۳۲۴
Lesson plan is a written description of education process in which it is shown what, when, where and with which method learners should learn and how they should be assessed. Lesson plan is one of the key factors in the educational process. According to the literature available, unfortunately few studies have been conducted on this issue in the context of Iran. Therefore, the effect of EFL teachers' attitudes towards lesson planning on improving teaching process seems to be neglected to some extent. With regard to this gap, the present study was an attempt to survey 93 English teachers' views concerning lesson plan at secondary high schools and institutions. Participants in this study answered a Modified Questionnaire, adopted from Ramaila et al. (2014). This Questionnaire was used to measure teachers' attitudes towards lesson planning and the degree of educational differences among them. Data analysis was done by utilizing descriptive statistics and T-test. The results showed that English teachers agreed with utilizing lesson plan. No significant difference was observed among teachers' views concerning the given variable. The findings revealed that due to the importance of lesson plan, holding specialized workshops may provide information for developing better course plans.
۴۶.

The Role of Pre-listening Activities on EFL Learners’ Listening Comprehension(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۳, Issue ۱۰, Summer ۲۰۱۵ 35 - 43

کلیدواژه‌ها: Pre-listening activities listening comprehension EFL Learners Gender

حوزه‌های تخصصی:
تعداد بازدید : ۴۵۹ تعداد دانلود : ۳۲۶
Listening plays a significant role in daily communication and educational processes. In spite of its importance, listening has long been the neglected skill in second and foreign language acquisition, research, teaching, and assessment. However, on account of the entire challenges EFL learners encounter in classrooms due to the listening complexity, some pre-listening activities as supports in the procedure of teaching listening are proposed by experts in the field. This research investigated 80 male and female learners in 2 groups of 40, who were selected randomly, to determine whether pre-listening activities have a significant effect on listening comprehension of English texts. It also investigated whether there was a significant difference between male and female learners on pre-listening activities in terms of their effects on the comprehension of English texts. To do this, subjects first took a TOFEL test, which served as a pre-test, to make it possible to have homogeneous learners in a control group and an experimental group. In the experimental group, some pre-listening tasks, through which the learners received general prior information about the content of the listening texts, were performed. Then, they listened to and answered some multiple-choice comprehension questions which asked for the specific information in the listening texts. However, the control group’s listening comprehension tasks were destitute of pre-listening activities. The results of the analysis of the data obtained at the end of the experiment revealed that the experimental group performed significantly better than the control group. It also showed that females outperformed the male group. In other words, the treatments appeared to have a significant effect on the performance of the experimental group (and especially female learners therein) in listening comprehension.
۴۷.

The Impact of Teaching Corpus-based Collocation on EFL Learners' Writing Ability(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۳, Issue ۱۰, Summer ۲۰۱۵ 53 - 62

کلیدواژه‌ها: lexical collocation instruction writing skill EFL Learners collocation pre- teaching

حوزه‌های تخصصی:
تعداد بازدید : ۴۷۸ تعداد دانلود : ۲۶۶
The present study explores the impact of corpus-based collocation instruction on intermediate Iranian EFL learners' writing ability. For this study, 84 Iranian learners, studying English as a foreign language in Bayan Institute, Iran, were selected and were randomly divided into two groups, experimental and control. Conventional methods of writing instruction were taught to the control group while the experimental group received corpus-based collocation instruction in writing essays for 15 sessions. The design of the research was based on pre- and posttest method. The tests were employed to measure the writing fluency of the two groups. Test results were scrutinized to answer a major question for correlation between the participants’ variety of corpus-based collocations and their writing. The results illustrated that there was a significant difference between the mean scores of control and experimental groups in writing elements (p<0.05). Actually, lexical collocation instruction expanded the writing elements of vocabulary and mechanics rather than grammar and fluency in writing essays. The study findings indicated that there is a significantly positive correlation between the participants’ use of various lexical collocations and their writing proficiency.
۴۸.

The Relationship between EFL Learners’ Anxiety and Writing Complexity(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۴, Issue ۱۴, Summer ۲۰۱۶ 47 - 67

کلیدواژه‌ها: Anxiety writing complexity Writing Ability EFL Learners

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تعداد بازدید : ۵۰۶ تعداد دانلود : ۲۷۸
The present study was an attempt to investigate the relationship between EFL learners’ anxiety and writing complexity. For the purpose of the study, 70 female learners, between 17 and 24 years old (mean=20) from Najm language school in Tehran participated in the study. The participants’ level of anxiety was measured using Horwitz, Horwitz, and Cope’s Anxiety Questionnaire (1986) and their writing complexity was measured through writing a narrative text based on their course book. The results revealed that there was a significant positive correlation between anxiety and writing complexity (p=.00). In addition, the results of examining the predictability of writing complexity by anxiety showed that anxiety significantly predicted writing complexity (F(1, 68)=16.67, p<.01). The results of this study have implications for students, teachers, and all those involved in the area of teaching and learning.
۴۹.

Collaborative Planned Form-focused Activities Vs Collaborative Incidental Form-focused Activities: Elementary EFL learners' grammar learning in focus(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۴, Issue ۱۴, Summer ۲۰۱۶ 89 - 96

کلیدواژه‌ها: Collaborative form-focused activity planned form-focused activity incidental form-focused activity Grammar learning EFL Learners

حوزه‌های تخصصی:
تعداد بازدید : ۴۱۵ تعداد دانلود : ۲۴۳
This study was an attempt to investigate the effect of collaborative form-focused activities on grammar learning of elementary EFL learners. To this end, 58 adult male Iranian EFL learners at elementary level of proficiency in three classes of language institutes were chosen. They formed the three groups of the study. The grammar section of Cambridge Michigan Placement test was used to ensure the homogeneity of the groups. Then, a grammar pre-test was administered to all groups to ensure that the participants were unfamiliar with the target grammatical items (irregular past tense of the verbs). At this stage, the treatment started and while one experimental group received collaborative planned form-focused activities, the other experimental group received collaborative incidental form-focused activities. The control group underwent regular classroom patterns and methods. After the treatment sessions, all the groups took a grammar post-test and their knowledge of the target irregular past tense was checked. Finally, SPSS software was used to run t-test. The results revealed that there was a significant difference between the three groups regarding grammar learning, and that the group who experienced collaborative planned form-focused activities outperformed the other two groups.
۵۰.

Autonomous and Non-Autonomous EFL Learners’ Strategies and Practices(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۴, Issue ۱۴, Summer ۲۰۱۶ 107 - 121

کلیدواژه‌ها: autonomous learner non-autonomous learners learning strategies learning activities EFL Learners

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تعداد بازدید : ۴۰۹ تعداد دانلود : ۲۵۶
The present study aimed at discovering the practices and strategies autonomous EFL learners pursue in their endeavor to master English. It thus set out in the Iranian context, with 60 EFL learners, both autonomous and non-autonomous, as participants. The gathered data through a questionnaire and an interview were subjected to content and descriptive analysis. The results showed that both autonomous and non-autonomous learners preferred to apply receptive activities rather than productive ones. However, autonomous learners practiced more productive activities such as composing emails, writing articles, chatting with native speakers and their friends, as compared with non-autonomous learners. Regarding the use of strategies, autonomous learners used more metacognitive strategies, while non-autonomous learners preferred social strategies.
۵۱.

Effects of Cooperative Learning on Vocabulary Achievement of Reflective/Impulsive Iranian EFL Learners(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۴, Issue ۱۶, Winter ۲۰۱۶ 11 - 24

کلیدواژه‌ها: cooperative learning EFL Learners impulsive reflective STAD vocabulary achievement

حوزه‌های تخصصی:
تعداد بازدید : ۶۰۴ تعداد دانلود : ۲۸۰
This study examined the effects of cooperative learning techniques (CLT) on vocabulary achievement of reflective/impulsive Iranian EFL Learners. From among 130 students at Fajr institute in Dehdasht, Kohkiloyeh and Boyer Ahmad Province, Iran, 90 participants were selected based on their performance on the Oxford Placement Test (OPT). The participants were then divided into two experimental groups (comprising reflective learners and impulsive learners) and one control group labeled as conventional instruction (CI) group. The instrument used to divide the participants into reflective and impulsive groups was the Eysenck’s (1990) Impulsivity Questionnaire. The experimental groups were taught with the student team achievement division (STAD) technique, while the control group was taught through the traditional method for ten weeks. To measure the vocabulary knowledge of the learners in different groups at the beginning and at the end of the experiment, a pretest and a posttest, each consisting of 40 items on new English words based on their book were used. Independent-Samples and paired-samples t tests were used to determine whether there were significant inter- and intra-group differences. The statistical analysis of the results showed that the experimental groups (reflective and impulsive) performed better on vocabulary achievement posttest than the control group (CI), and also it was revealed that reflective learners performed better on vocabulary achievement than impulsive learners. In sum, cooperative learning enhanced learners’ vocabulary performance, especially the reflective ones.
۵۲.

Native Language Interference in Writing: A case study of Thai EFL learners(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: International Journal of Foreign Language Teaching & Research, Volume ۵, Issue ۱۷, Spring ۲۰۱۷ 25 - 36

کلیدواژه‌ها: Native language interference EFL Learners writing Foreign Language Language Learning Strategies

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تعداد بازدید : ۴۱۶ تعداد دانلود : ۲۷۰
AbstractThe interference of the native language in acquiring a foreign language is unavoidable. In an attempt to explore the phenomenon why this occurs, the study was conducted in English as a foreign language writing. The study also investigated how the native language interference occurred in the writing process. In fact, this qualitative study explored the reasons and the process of native language interference in writing performances of EFL learners. The data were collected from Thai undergraduate students through semi-structured interviews. Results obtained from the analysis of this study suggested that the reasons of native language interference in EFL writing were found in three main themes: learning strategies of language learners, inadequate knowledge of the target language, and attitude towards English. Furthermore, the interference of the native language appeared in the initial stage and repeatedly occurred throughout the entire writing process. Finally, the suggestions related to the teachers’ awareness of the problematic area, the use of English as the classroom language, and the use of monolingual dictionary are offered to the EFL writing instructors in order to help their EFL students to minimize the errors caused by the native language interference.
۵۳.

The Effect of Metacognitive Instruction through Dialogic Interaction on the Reading Comprehension Performance and the Metacognitive Awareness of Iranian EFL Learners(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: International Journal of Foreign Language Teaching & Research, Volume ۵, Issue ۱۷, Spring ۲۰۱۷ 99 - 111

کلیدواژه‌ها: Dialogic interaction Metacognive Strategy Reading Comprehension Language awareness EFL Learners

حوزه‌های تخصصی:
تعداد بازدید : ۴۰۷ تعداد دانلود : ۳۳۱
The purpose of this study was to probe the effect of metacognitive strategy instruction through dialogic interaction on the reading comprehension performance and metacognitive awareness of Iranian EFL learners. The data were collected through the Survey of Reading Strategies (SORS) and a reading test to examine changes in metacognitive awareness and reading performance before and after the intervention. The participants were 60 intermediate EFL learners in two groups. The experimental group (n = 30) went through an intervention program in which the learners were taught metacognitive strategy instruction through dialogic interaction for ten sessions. The control group (n=30) went through a conventional reading instruction program and covered the same materials without receiving metacognitive instruction. The results revealed that metacognitive strategy instruction through dialogic interaction helped learners develop their reading ability and raise their metacognitive awareness.
۵۴.

Oral Communication Strategies Used by Iranian EFL Learners: Focus on Language Proficiency and Cultural Background(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: International Journal of Foreign Language Teaching & Research, Volume ۵, Issue ۱۷, Spring ۲۰۱۷ 113 - 134

کلیدواژه‌ها: Oral Communication Strategies language proficiency cultural background EFL Learners L2 interlocutors

حوزه‌های تخصصی:
تعداد بازدید : ۴۵۹ تعداد دانلود : ۲۵۳
Oral Communication Strategies are conscious techniques that L2 interlocutors employ to overcome the communication breakdowns in the target language. Hence, they can help to promote the effectiveness of communication ability. However, it must be noted that many variables can influence the use of these strategies. The present study, therefore, aimed to investigate the role of language proficiency and cultural background variables on the use of oral communication strategies. After piloting the Oral Communication Strategy Inventory and Cultural Milieu and examining the reliability analysis as well as the construct validity, the questionnaires were administered to 320 participants majoring in the English language at B.A and M.A levels. Then, SPSS 18.0 computer program was used to analyze the collected data. Next, an interview was held to gain more information on the use of strategies by the Iranian EFL learners. The results of this inquiry revealed that there is no significant difference between learners at different language proficiency levels in terms of oral communication strategies use, while there is a significant difference between different cultural backgrounds in the use of OCSs. The findings of this research can be useful for developing the use of oral communication strategies among EFL learners, particularly with Persian and Turkish cultural backgrounds.
۵۵.

Functions of Code-Switching Strategies among Iranian EFL Learners and Their Speaking Ability Improvement through Code-Switching(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۵, Issue ۱۸, Summer ۲۰۱۷ 97 - 109

کلیدواژه‌ها: code-switching Speaking ability Functions of code-switching language proficiency EFL Learners

حوزه‌های تخصصی:
تعداد بازدید : ۴۰۶ تعداد دانلود : ۲۵۱
This study investigated the impact of code-switching on speaking ability of Iranian low proficiency EFL learners. Moreover, it was an attempt to show what functions existed behind code-switching strategies used by the EFL learners. To this end, 60 male and female Iranian EFL learners age-ranged between 20 and 30 participated in the study. Data collection instruments which were used were the Interchange Objective Placement Test, a pretest, a teaching material, and a posttest. The speech of 60 Iranian EFL learners was recorded while they were performing some picture-description tasks. Then, their speech was transcribed and analyzed. The collected data were subjected to independent-samples t-test. The results indicated the two main functions of code-switching were equivalence and floor-holding. Furthermore, the findings of the t-test demonstrated that code-switching was an effective strategy among low proficiency level EFL learners and it could increase their motivation and interaction in the class discussions. Thus, they can speak in a positive environment and speaking is not an inhibitory factor anymore in their English learning.
۵۶.

Effect of Telegram Application on Iranian Advanced EFL Learners' Vocabulary Knowledge and Attitude(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۵, Issue ۲۰, Winter ۲۰۱۷ 96 - 109

کلیدواژه‌ها: attitude EFL Learners Social networking Telegram Vocabulary Learning

حوزه‌های تخصصی:
تعداد بازدید : ۶۰۲ تعداد دانلود : ۳۲۹
The study intended to examine the effects of Telegram on Iranian EFL learners' vocabulary knowledge and the attitude of them towards vocabulary learning. To this end, a group of 100 Iranian advanced EFL learners participated in an experimental design project. The participants were selected after they took the Oxford Quick Placement Test and they were divided into experimental and control groups. The participants of both groups had a three-week vocabulary instruction. The treatment was similar for both groups except for exercises done after the class. The participants in the experimental group were asked to fill out an attitudinal questionnaire after the treatment. Then, a vocabulary test was administered among the participants of both groups. Results of the independent-samples t-test run on the collected data indicated that participants of the experimental group outperformed those of the control group. The findings of the attitudinal questionnaire showed that the participants had positive attitude toward using Telegram. The conclusion drawn is that those in the experimental group were free in using the online group to interact with each other. Within this framework, learners in the experimental group indicated that they enjoyed this instruction as it was fun to embark on new technological learning methods
۵۷.

The Potential Role of Tasks in Iranian Pre-university Textbooks(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۶, Issue ۲۳, Autumn ۲۰۱۸ 99 - 114

کلیدواژه‌ها: learner-centered instruction EFL Learners pre-university textbook tasks task-supported language learning textbook evaluation

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تعداد بازدید : ۴۹۱ تعداد دانلود : ۲۵۲
The present study investigated the potential role of tasks in engaging Iranian EFL learners in task-supported language learning, affecting on learner-centered instruction and the correspondence between the objectives and contents in current pre-university English course book (Learning to Read English for Pre-University Students). To do this, 100 Iranian EFL teachers of pre-university grade were invited to participate in this study. They were asked to fill out a 5-point Likert scale checklist (adapted from Lawrence, 2011). The checklist was initially piloted on 20 EFL teachers in order to see to what extent the items were clear and comprehensible to the subjects of the study and to find out the internal consistency or reliability of the items. The results of statistical analyses indicated that teachers tended to agree on the point that tasks have significant capability in engaging learners in communicative language use or task-based language learning. The vast majority of the teachers expressed that using tasks in textbook can improve learner-centered instruction. The evaluation of the textbook showed the contents are corresponded to their objectives.
۵۸.

A Cross-sectional Study of Oral Communication Strategies by Successful EFL Learners(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۶, Issue ۲۴, Winter ۲۰۱۸ 23 - 37

کلیدواژه‌ها: learning strategies language learning strategies (LLS) oral communication strategies (OCSs) EFL Learners strategy inventory

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تعداد بازدید : ۴۰۵ تعداد دانلود : ۲۱۹
This paper reports on how top EFL students foster oral communication strategies (OCSs) throughout their 4-year English program at the university level. It is a cross-sectional study of 40 EFL learners enrolled in the Department of English, Faculty of Education, Taiz University, Yemen. Data were collected through a questionnaire based on Oxford’s Strategy inventory for language learning (SILL). The findings revealed that the respondents not only used listening and speaking strategies in Oxford’s inventory but also invented some other strategies to cope with their learning environment. It was also found that the more they advance in the EFL program, the more their strategic competence improves. The results confirm previous studies that high-achieving learners employ several OCSs which facilitate their success. These strategies are put forward to low-achieving learners so as to elevate their English learning.
۵۹.

Predictive Power of Involvement Load Hypothesis and Technique Feature Analysis across L2 Vocabulary Learning Tasks(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۶, Issue ۲۴, Winter ۲۰۱۸ 127 - 141

کلیدواژه‌ها: Involvement Load Hypothesis technique feature analysis Vocabulary Learning Task Vocabulary Learning EFL Learners

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تعداد بازدید : ۵۶۷ تعداد دانلود : ۵۲۹
Involvement Load Hypothesis (ILH) and Technique Feature Analysis (TFA) are two frameworks which operationalize depth of processing of a vocabulary learning task. However, there is dearth of research comparing the predictive power of the ILH and the TFA across second language (L2) vocabulary learning tasks. The present study, therefore, aimed to examine this issue across four vocabulary learning tasks (i.e., reading with glosses, keyword techniques, word card, and reading and finding the words in text) ranked differently by the ILH and the TFA. To this end, 80 English as a foreign language (EFL) learners were randomly assigned to one of four tasks of learning 16 target words. The results of one-way ANOVA, LSD Post hoc tests, and multiple regression analyses showed that the TFA had a better explanatory power than the ILH in predicting vocabulary learning gains. The findings highlight the TFA as a more powerful framework.
۶۰.

The Effect of One Teach-One Assist Model of Co-teaching on Iranian EFL Learners’ Reading Comprehension(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۳, No.۲۶, Spring & Summer ۲۰۲۰ 24 - 48

کلیدواژه‌ها: co-teaching EFL Learners one teach-one assist Reading Comprehension

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تعداد بازدید : ۳۹۲ تعداد دانلود : ۲۸۹
Co-teaching is a method that two teachers work together and deliver the instruction in the same classroom to a heterogeneous group of learners. This study was an attempt to find out the effect of one teach-one assist model of co-teaching on Iranian EFL learners’ reading comprehension. To this end, a quasi-experimental design with the pre-test, post-test, and control group was employed and 35 female students within the age range of 15-18 at the elementary level were selected as the participants of the study from Sanjesh-E-No institute in Tabriz, Iran.  They were randomly assigned into the experimental and control groups after taking Key English Test (KET). The experimental group received instruction through two teachers while the control group was taught by a single teacher. Both groups took part in the pre-test and post-test of reading comprehension. The results of an independent-samples t-test revealed that the experimental group had significantly better reading performance compared to the control group. The results of the study can be useful for teachers, students, and any ELT program.