مطالب مرتبط با کلیدواژه

EFL Learners


۸۱.

Storytelling and Story Reading Impacts on Pre-intermediate English Language Learners’ Oral Language Production and Comprehension(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۱۰, No. ۱, June ۲۰۲۱ 335 - 354

کلیدواژه‌ها: storytelling Story Reading EFL Learners Oral language production Oral Language comprehension

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The use of storytelling on students’ first language literacy and development were extended to foreign/second language learning, and a large number of researchers interested in the field attempted to use storytelling and story reading strategies in teaching oral language skills to foreign/second language learners. Despite the existence of a number of studies on the impact of storytelling on English language skills, the number of studies on the impact of storytelling and story reading approaches on pre- intermediate EFL learners’ oral language production and comprehension seems to be scanty. To do so, a quasi- experimental study was employed. Ninety Iranian language learners, from 6 intact classes (each consisting of 15), were divided to three sub-groups: storytelling, story reading and conventional groups. To one group, stories were told, one group only read the stories, and the third group received no stories. The data were collected through researcher developed oral language production and comprehension tests. One-way-ANOVA test and three independent samples-tests based on Bonferroni test were employed to analyze the data and locate the sources of the differences. Findings revealed that storytelling outperformed story reading groups on both production and comprehension tests. Story reading group outperformed the conventional group. It can be concluded telling and reading stories are effective techniques for improving EFL learners’ oral language production and recognition.
۸۲.

The Impact of Class Presentation on EFL Learners’ Speaking Development(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۹, Winter ۲۰۲۱ 57 - 66

کلیدواژه‌ها: Class presentation Speaking Skill EFL Learners speaking activities

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Considering the great importance of speaking to EFL learners, teachers have tried to use different teaching techniques to help learners master this skill. One of these techniques is learner-based language teaching. The goal of this study was to investigate the effect of using selected class presentation on the speaking development of EFL learners.  To this purpose, a mixed-methods research was conducted, with both qualitative and quantitative data. The population of the study comprised 66 female EFL students of a language institute in Bandar Abbas. To homogenize them, Nelson Placement Test was administered and as a result, 50 students whose score were around the mean were selected as the pre-intermediate participants of the study. They were randomly assigned to two equal, experimental (EG) and control groups (CG). The experimental group was exposed to treatment by the teacher, while the control group was taught through traditional speaking method.  A standard speaking test was used as both pre-test and post-test. The results obtained from the statistical analysis of the participants’ scores in pre-test and post-test revealed that using selected class presentation in the class has considerable impact on the improvement of learners’ speaking performance. This finding shows that emphasizing on the role of the learners by involving them in suitable the speaking tasks can positivity affect their Oral language output.
۸۳.

Validation of Spiritual and Emotional Intelligence questionnaire and Predictability Power of the Former for EFL Learners’ Performance(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۴۱, Issue ۱, Winter ۲۰۲۲ 1 - 31

کلیدواژه‌ها: Spiritual Intelligence Emotional Intelligence Exploratory Factor Analysis multiple regression analysis confirmatory factor analysis EFL Learners

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While the bulk of literature repletes with studies on emotional intelligence and its effect on teachers' performance and students' academic achievement, few have been released as to the potency of the factors that can foster emotional intelligence inside classrooms. Accordingly, the present study aimed to investigate the extent to which spiritual intelligence could be a predictor of emotional intelligence. The data were collected through a merger of the Brief Emotional Intelligence Scale (BEIS-10) and Spiritual Intelligence Self-Report Inventory (SISRI).  The evolved 34-item questionnaire was translated into Persian to ensure maximum comprehension of participants. The sample of this study consisted of 847 undergraduate Iranian EFL learners from two provinces in Iran. Three phases were in this study. First, an exploratory factor analysis of SISRI-24 was performed. Second, confirmatory factor analysis of both inventories, individually, was done by IBM SPSS AMOS. This was followed by CFA of the 34-item questionnaire. Last, multiple regression analysis was modeled to find the predictive relationships. The results of PCA revealed a three-factor model of SISRI (18 statements). CFA also verified both inventories under investigation. The model fit estimated of the 34-item questionnaire was sufficiently adequate to approve the model. Multiple regression analysis also indicated that critical existential thinking could predict both appraisal and regulation of own emotions as well as utilization of emotions. Likewise, conscious state expansion could predict the utilization of emotions. It was also found that personal meaning production could predict the appraisal of other emotions. 
۸۴.

The Effect of Mindfulness-Cultivation Intervention on EFL Learners’ Reflective Thinking, Positive Orientation, and Language Achievement(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۴۱, Issue ۱, Winter ۲۰۲۲ 69 - 101

کلیدواژه‌ها: EFL Learners Mindfulness mindfulness-cultivating intervention positive orientation reflective thinking

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The present article experimentally studied the impact of mindfulness-cultivating intervention on various dimensions of learning. The mindfulness-cultivation techniques employed in the experimental group involved observance of all experience, analyzing, planning, judging, reasoning, and fantasizing (van Vreeswijk, et al., 2014). Furthermore, Pirson et al.’s (2012) contention that mindfulness encompasses four facets of attributes:; novelty producing, novelty seeking, engagement, and flexibility informed the selection of techniques. Learners’ level of proficiency was checked before the treatment. Before and after the treatment, three questionnaires were employed: 1) Langer Mindfulness Scale 2) Reflective thinking questionnaire 3) Positivity Scale. Multivariate Analysis of Variance (MANOVA) results demonstrated, approximately 50 percent of variance in reflective thinking was predicted by these techniques. Furthermore, the results via independent samples t -test demonstrated that positive orientation and language achievement promoted in the experimental group, thus implying that the intervention executed in the experimental group was effective in enhancing these two factors as well.
۸۵.

The Power of Aural and Picture Vocabulary Size Test in Predicting Iranian EFL Learners’ Viewing Comprehension(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۴, No.۲۹, Fall & Winter ۲۰۲۱ 170 - 193

کلیدواژه‌ها: viewing comprehension aural vocabulary size picture vocabulary size EFL Learners vidéo

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تعداد بازدید : ۳۹۶ تعداد دانلود : ۲۲۸
The aim of this investigation has been to predict Viewing Comprehension through Aural and Picture Vocabulary Size among Iranian EFL Learners . To this end, 110 intermediate students were selected from two institutes of a city in Khorasan Razavi province, Iran. Pictorial vocabulary knowledge of learners was tested by Picture Vocabulary Size Test, Aural vocabulary knowledge was measured by Aural vocabulary size test and viewing comprehension was tested by a multiple-choice question test. All analyses were carried out using SPSS for Microsoft windows 22. Pearson product moment correlation analysis was run to analyze the relationship among viewing comprehension, picture vocabulary size and aural vocabulary . After the correlation analysis, we did step-wise multiple regression analysis to predict an outcome variable from two predictors . Interestingly, it was found that both picture and aural vocabulary size have a significant positive correlation with viewing comprehension. It was also proved that only aural vocabulary size can be considered as a significant predictor of EFL learners' viewing comprehension ability.
۸۶.

Development of EFL Learners’ Referential and Expressive Writing Performance: Task-based Instruction vs. Project-based Instruction(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۰, Issue ۴۰, Spring ۲۰۲۲ 31 - 40

کلیدواژه‌ها: EFL Learners Project-based Instruction task-based instruction writing skill

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تعداد بازدید : ۴۸۸ تعداد دانلود : ۲۷۴
The purpose of this study is to investigate the effects of task-based instruction (TBI) and project-based instruction (PBI) on the improvement of EFL learners' referential and expressive writing performance. To accomplish this objective, 60 students majoring in English translation participated in Oxford Quick Placement Test (OQPT), but out of them 50 students were selected as the members of a homogeneous sample. Then, they were assigned into two experimental groups. They were exposed to IELTS module task-based writing pre-test, treatment, and post-test, to assess the participants' writing performance. The participants in first experimental group received TBI to practice the referential and expressive types of writing, while those in the second group received PBI. The results showed that TBI and PBI affected the development of both referential and expressive writing among EFL learners. In addition, the results revealed that there was not any statistically significant difference between the effect of PBI and TBI on developing expressive and referential writings among EFL learners. The pedagogical implications of the study are discussed at the end of the paper.  
۸۷.

The Impact of Instagram on Learning English Vocabulary among Iranian Pre-intermediate EFL Learners

نویسنده:
منبع: Research in Techno-based Language Education, Volume ۲, Issue ۱, March ۲۰۲۲ 15 - 24

کلیدواژه‌ها: EFL Learners Instagram Pre-intermediate Level Social Network Vocabulary

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Instagram is considered one of the most famous virtual social networks among all ages of human beings. Nowadays, the extensive popularity of social networking websites such as Instagram has made new chances for Iranian English teachers and learners. Accordingly, the present study tries to investigate whether Instagram would be a useful learning instrument of vocabulary for Iranian male EFL learners at the pre-intermediate at Shokouh Enghelab English Academy in Babol, Mazandaran, Iran. The participants in this study were 50 male EFL learners, ranging from 8-15 years old, selected randomly from 100 cases. After checking the homogeneity of the participants, they were divided into two groups. The participants in the experimental group were learning English vocabulary through ten Instagram pages for four weeks (12 sessions and 25 minutes per session). But the participants in the control group were only taught by the teacher. Pretest and posttest were applied to evaluate learners' knowledge about vocabulary during the session. Based on the research data, Instagram learning brings valuable technological and pedagogical advantages for Iranian EFL learners despite the popularity of social networks. It has a significantly positive effect on the development of  vocabulary learning. The findings of this paper can be helpful in the English methodology issue.
۸۸.

The Effect of Flipped Classroom Approach on the Iranian High School EFL Learners’ Performance

نویسنده:
منبع: Research in Techno-based Language Education, Volume ۲, Issue ۲, June ۲۰۲۲ 49 - 61

کلیدواژه‌ها: EFL Learners EFL Learning Flipped Classroom Learners Performance

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With the improvement of technologies in language learning and teaching, new models and approaches are being proposed to enhance the students’ performance. One of the practical models is Flipped Classroom (FC), which has been attracted by many teachers and researchers, especially in the K-12 education system. This study explored the effect of the online FC approach on the improvement of EFL learners' performance in high schools in Iran with a quasi-experimental design. To run the experimental study, through convenience sampling forty-three high school students were divided into an experimental group and a control group and to evaluate the efficacy of the online FC approach. The comparison of the results of experimental and control groups’ pre-test and post-test scores by an independent samples t-test revealed that incorporating the online FC approach into EFL educational context remarkably improves the EFL students' learning performance. It is significantly applicable for learning a language, especially during the Covid-19 pandemic which majority of the classes have been running online. Additionally, to manage online FC more efficiently, some suggestions are provided for teachers.
۸۹.

The Effect of Online Interaction on the Use of Discourse Markers: A Comparison of Two Flipped Classes(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۴۱, Issue ۲, Spring ۲۰۲۲ 1 - 35

کلیدواژه‌ها: online interaction flipped learning written discourse Discourse Markers EFL Learners

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Discourse Markers (DMs) are pragmatic ties representing the relationship between different concepts in a discourse. As Fraser (2009) puts it, these lexical expressions are free morphemes that signal a special message about or in addition to the basic message. Given the importance of DMs in the written discourse of English as foreign language (EFL) learners, this study investigated the effectiveness of two methods of interaction in improving Iranian EFL learners’ use of discourse markers (DMs) in writing compositions. The data were drawn from comparing the compositions of two virtual groups of EFL learners who were exposed to two types of online interactions within which different flipped instructional activities were assigned. The data were analyzed both quantitatively and qualitatively. The results showed that the learners who engaged in online discussions used higher numbers of DM in terms of both type and token. The results also showed an increase in the length of compositions in the case of those groups who embarked on online interactions and discussions of flipped content. The findings suggest that once supported by the provision of flipped content, online interactions help create authentic opportunities for learner-centered discussions, which lead to an increased authenticity level of the EFL learners’ language production. The findings might also underscore the significance of flipped content and online interactions in developing other aspects of EFL learners’ pragmatic competence.
۹۰.

Hidden Curriculum Components, Learners’ National Identity, and Self-Efficacy: A Model for Iranian EFL Teachers(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۱۰, No. ۲, ِDecember ۲۰۲۱ 233 - 267

کلیدواژه‌ها: EFL Learners PLS-SEM structural equation modeling (SEM)

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Much of what educators address is the overt curriculum; however, there is a hidden curriculum that affects education in a very profound manner. In view of that, the purpose of the present study is to determine the relationship of EFL teachers’ perspectives on hidden curriculum components in the Iranian institutional context with their students’ self-efficacy and national identity. More specifically, the present study surveyed the probable existence of any significant correlation between EFL teachers’ perspectives on the EFL hidden curriculum components, their students’ attitudes towards their own national identity, and self-efficacy. For this purpose, a model was suggested and tested using partial least squares variance-based structural equation modeling (PLS-SEM), to examine EFL teachers’ perspectives on the EFL hidden curriculum components contributing to their students’ national identity and self-efficacy. A total of 164 institutional EFL teachers in Iran completed the EFL hidden curriculum questionnaire. Besides, 987 students (about eighty percent of their learners) were asked to fill in national identity and self-efficacy questionnaires. Based on this model, all the correlations between the latent variables were significant except for three latent variables including the relationships among EFL teachers’ perspectives on the EFL hidden curriculum components (social atmosphere, organizational structure, and interaction between teachers and learners) and their learners’ self-efficacy. In addition, the results depicted all the relationships between latent variables was positive relations; while, the relationship between EFL learners’ national identity and self-efficacy was proved to be negative.
۹۱.

Efficacy of Flipped Language Teaching in Enhancing Iranian EFL Learners’ Awareness of Reading Strategies: Learners’ English Proficiency and Attitude in Focus(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۰, Issue ۴۲, Autumn ۲۰۲۲ 23 - 36

کلیدواژه‌ها: EFL Learners English Proficiency Flipped Teaching Reading Comprehension Reading Strategies

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تعداد بازدید : ۶۷۰ تعداد دانلود : ۲۵۰
Abstract This study sought to explore the role of flipped teaching/learning in enhancing Iranian EFL learners’ awareness of reading strategies. To this end, two intermediate and two upper-intermediate intact classes participated in a quasi-experimental study. The classes of each proficiency level were randomly assigned to an experimental and a control group. Having been pretested in terms of reading strategies awareness, the experimental groups received out-of-class tuition based on a flipped classroom model. On the other hand, the control groups experienced the conventional in-class method of teaching after being gauged in terms of reading strategies awareness. The results revealed that flipped teaching affected the learners’ awareness of reading strategies positively, regardless of their English proficiency level. Additionally, the learners’ overall attitude towards the flipped classroom model was found to be positive. The findings offered an alternative approach to reading instruction in EFL contexts like Iran.            
۹۲.

Challenges of Developing Learner Autonomy of English as a Foreign Language (EFL) Learners in Underprivileged Areas

نویسنده:
منبع: Research in English Education Volume ۷, Issue ۲(۲۰۲۲) 65-80

کلیدواژه‌ها: learner autonomy EFL Learners underprivileged area

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Learner autonomy, which emphasizes learners’ engagement in self-dependent learning to enhance their ability to become self-reliant learners, is the key element in the language learning process. Although many studies have been carried out on learner autonomy, very little is known about the students' engagement in autonomous learning in the resource poor areas. This research uses a mixed-method research design and collected both qualitative and quantitative data from students (n=84) and teachers (n=20) from different colleges (n=15) located in Far Western Nepal and explores students’ engagement in autonomous learning and discusses the challenges and practices of learner autonomy in an EFL context in difficult circumstances. This research reveals students' over-dependence on their teachers, and teachers seemed to spoon-feed their students during their instructional practices. This research suggests how learner autonomy can be fostered in the actual instructional practices which can be of interest to the teachers, material designers, policymakers, and researchers working in developing the proficiency level of English language learners in remote and resource-poor areas.
۹۳.

Objective Assessment of Oral Presentations and EFL Learners’ Speaking Development

نویسنده:
منبع: Journal of Foreign Language Teaching and Translation Studies, Vol. ۱ No.۱ , January ۲۰۱۲ 23 - 38

کلیدواژه‌ها: Oral presentation Speaking Skill EFL Learners Objective assessment rating scale

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تعداد بازدید : ۴۹۶ تعداد دانلود : ۲۰۶
A longitudinal study was planned, and a scale was suggested for assessing EFL learners’ oral presentations. The scale had three major evaluation components: `Preparation’, `Organization’, and `Presentation’. The students were informed about the rating scale against which their performances would be evaluated. Throughout the course each student had five performances on different occasions. The results of the study indicated that: (a) significant improvement was observed in the learners’ performances, (b) ANOVA results indicated that the five performances were significantly different, (c) there were high correlations between each paired performances, and (d) the rating scale was a reliable and consistent measure by means of which the instructor could assess the student’s speaking ability.
۹۴.

Exploring the Preferred Achievement Goal Orientation of Iranian EFL Learners and Its Relationship with Learning Strategies and Academic Achievement

نویسنده:
منبع: Journal of Foreign Language Teaching and Translation Studies, Vol. ۵, No. ۱, April ۲۰۲۰ 67 - 84

کلیدواژه‌ها: Goal orientation EFL Learners language performance Education EFL context

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تعداد بازدید : ۲۵۱ تعداد دانلود : ۱۷۹
In recent years, educational studies have acknowledged that academic motivation is a powerful predictor of students' academic achievement. Goal orientation is one facet of academic motivation that concerns the reasons for which students pursue achievement activities. Using AGQ and R-SPQ-2F instruments, this study seeks to identify dominant achievement goal orientation held by Iranian EFL learners and examine the relationships between students' achievement goals, learning approaches, and academic achievement. The sample consisted of 80 EFL students majoring in English Literature and English Translation. The results of the data analysis indicated that the mastery goal is the dominant goal orientation adopted by learners. Afterward, performance-approach and performance-avoidance goals are respectively the achievement goal orientations adopted by Iranian EFL learners. Significant correlations were found between both mastery and performance-approach goals and deep approaches. Performance-avoidance goals were found to be significantly and positively related to surface approaches to learning. In addition, performance-approach goals were positively related to academic outcome, whereas, performance-avoidance goals were negatively related to academic achievement. There was no relationship between mastery goals and students' outcomes. The study also bears some theoretical and practical pedagogical implications regarding the importance of motivation and goal setting which will be offered and discussed in detail at the end of the study.
۹۵.

The Comparative Effect of Self-Assessment and Peer Assessment on Reflective and Impulsive EFL Learners’ Speaking Skill

نویسنده:
منبع: Journal of Foreign Language Teaching and Translation Studies, Vol. ۶, No. ۴, ۲۰۲۱-۲۰۲۲ 99 - 120

کلیدواژه‌ها: EFL Learners Impulsive Learners Peer assessment Reflective Learners Self-assessment Speaking Skill

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تعداد بازدید : ۳۱۵ تعداد دانلود : ۱۸۱
This study aimed to compare the effect of two types of assessment, i.e., self-assessment and peer assessment, on reflective and impulsive EFL learners’ speaking skill. To this end, a group of 51 (24 impulsive and 27 reflective) intermediate EFL learners were selected based on their performance on a PET (Preliminary English Test), and the Impulsiveness Sub-Scale of Eysenck’s Impulsivity Inventory. They were randomly divided into two experimental groups (i.e., self-assessment and peer assessment), each containing impulsive, and reflective learners. In the self-assessment group, the assessment was based on the Speaking Self-Assessment Sheet designed by Babaii, Taghaddomi and Pashmforoosh (2015). In the peer assessment group, the assessment was based on the Peer Assessment Rating Sheet by Yamashiro and Johnson (1997). At the end of the treatment, the participants received the speaking section of another PET as a posttest. The results of two-way ANOVA revealed that (a) the assessment type and cognitive type had no significant interaction, (b) self-assessment and peer assessment had the same effect on impulsive and reflective learners’ speaking skill, (c) irrespective of the assessment type, learners with different cognitive types performed differently, with the reflective learners outperforming their impulsive counterparts.
۹۶.

Educational Accountability and Quality of Classroom Life in EFL Contexts: Investigating Public-and Private-Sector EFL Teachers’ and Learners’ Perception

نویسنده:
منبع: Journal of Foreign Language Teaching and Translation Studies, Vol. ۷, No. ۳, Summer ۲۰۲۲ 43 - 64

کلیدواژه‌ها: Educational Accountability Quality of Classroom Life Senior Secondary Schools private language institutes EFL Teachers EFL Learners

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This study intended to identify the status of educational accountability and quality of classroom life in Iranian public-and private-sector EFL contexts. To this end, 120 (60 public-and 60 private-sector) EFL learners and 80 (40 public-and 40 private-sector) EFL teachers of distinct ages (16-50) from different senior secondary schools and private language institutes in Kermanshah took part in the study. The participants completed the relevant questionnaires. Moreover, a semi-structured interview was conducted with 20 (ten public-and ten private-sector) EFL learners and 20 (ten public-and ten private-sector) EFL teachers. The results revealed that educational accountability was reasonably high among Iranian EFL teachers and learners, and the quality of classroom life was also acceptable in Iranian EFL contexts. Additionally, both EFL learners’ and teachers’ educational accountability was found to be more significant in the private-sector context. Besides, the quality of classroom life was significantly higher in the private-sector context than the public-sector context. The findings can help EFL teachers, syllabus designers, and material developers to grasp a better picture of educational accountability and quality of classroom life in Iranian public-and private-sector EFL contexts.
۹۷.

Effects of Careful vs. Pressured Online Planning on Learning Multiword Expressions among Intermediate EFL Learners

نویسنده:
منبع: Journal of Foreign Language Teaching and Translation Studies, Vol. ۷, No. ۳, Summer ۲۰۲۲ 107 - 122

کلیدواژه‌ها: Careful Online Planning EFL Learners intermediate Multi-Word Expressions Pressured Online Planning

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This research was carried out to examine the effect of using careful online planning vs. pressured online planning on learning multi-word expressions among intermediate English learners. To this end, two samples of learners through an Oxford Placement Test (OPT) were selected as the careful online group and pressured online group. After the pretest, the researcher exposed the experimental group to all multi-word expressions, adapted from input text. The experimental group was supposed to listen to some audio files and learn the multi-word expressions and then they must have been able to produce those expressions while speaking. They were asked to watch a film of The Donkey and The Master , take notes, and retell the story in six minutes for pressured online planners and then the time for careful online planners. The first time was for pleasure; the second time, they were expected to retell the story using Multi-Words Expressions in the film. After three weeks of instruction, the posttest was given to the students of both groups to assess their achievement. After quantitative data analysis, an independent sample T-test was performed. The results indicate that pressured online planning was more effective. This study has implications for EFL teachers and instructors.
۹۸.

Impact of Process and Genre-Based Approaches to Writing on Iranian EFL Learners' Writing Performance across Creativity Levels(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۵, No.۳۰, Spring & Summer ۲۰۲۲ 173 - 194

کلیدواژه‌ها: EFL Learners creativity level genre-based process-based writing approach Writing Performance

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تعداد بازدید : ۴۰۸ تعداد دانلود : ۲۲۶
This study aimed at investigating the effect of process-based and genre- based approaches to writing instruction on Iranian EFL learners’ writing performance across high and low creativity levels. The study followed a quasi-experimental design and it was conducted with a homogenous sample of 72 learners who were selected from an initial group of 90 participants from a private language institute in Urmia, Iran. Based on the results of an English proficiency test known as Oxford Placement Test and a test of creativity known as Abedi-Schumacher Creativity Test, the participants were assigned into four groups of 18. The treatment period lasted for 10 sessions including pretest and posttest sessions. The results of ANCOVA statistics showed that the type of instruction had statistically significant effect on the learners’ writing performance, with the higher performance of genre-based over the process-based writing instruction, while the level of creativity had no significant effect on the participants’ writing scores. Furthermore, a significant interaction was observed between instruction type and the learners’ creativity level. The findings of this study have pedagogical implications for teachers, syllabus designers, and practitioners to use appropriate instructional methods in ELT with special attention on learners’ creativity levels.
۹۹.

Improving the Fluency of the Iranian EFL Learners’ Oral Performance through Task Variation

نویسنده:
منبع: Research in English Education Volume ۷, Issue ۳ (۲۰۲۲) 76-93

کلیدواژه‌ها: EFL Learners fluency L2 oral performance task variation

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Researchers have extensively studied factors that impact the development of fluency in L2 oral production while there is scant evidence regarding task variation-related effects. Therefore, this study sought to investigate the effects of task variation involving group dialogue, dialogue unscrambling, and dialogue completion on Iranian EFL learners’ oral speech fluency. To this end, 80 EFL learners were assigned to three experimental groups (EXG1, EXG2, and EXG3) and one control group shown as CONG. The EXG1 was treated by three tasks, i. e., dialogue completion, dialogue unscrambling, and group dialogue, the EXG2 through two tasks involving dialogue completion and dialogue unscrambling, the EXG3 by dialogue unscrambling task, and the CONG was instructed by teacher conventional method. The groups were pretested and posttested through the speaking section of Preliminary English Test (PET). The participants’ interview transcriptions were then coded for scoring and statistical analysis of fluency to show the effects of treatment for each group. The four groups received their required instructions for ten sessions. The findings revealed that task variation made significant differences in the learners’ oral fluency achievement. The analyses made through running ANOVA and Post Hoc yielded to the conclusion that EXG1, instructed through a combination of the three tasks, outperformed the other groups regarding fluency achievement. The findings of this study have pedagogical implications for teachers, EFL learners, and syllabus designers.
۱۰۰.

Iranian EFL learners’ Use of Thanking Speech Act: An ILP Study(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۰, Fall & Winter ۲۰۲۲ 21 - 38

کلیدواژه‌ها: Interlanguage pragmatic competence Speech Acts Thanking EFL Learners

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تعداد بازدید : ۲۷۱ تعداد دانلود : ۲۳۱
One important aspect of pragmatic competence is the ability to comprehend and/or produce speech acts appropriately in different contexts. The acquisition and use of such an ability by non-native speakers of a language has been a major research line in interlanguage pragmatic competence (ILP) studies. Among different speech acts, the speech act of thanking is one of the most recurring acts, which has been comparatively less under the spotlight of ILP researchers. The purpose of this study is to explore how Iranian EFL learners express their gratitude and what thanking strategies they use in 14 different thanking situations. For this purpose, data were collected from 59 Iranian female advanced EFL learners through Written Discourse Completion Tasks (WDCT). Quantitative and qualitative analyses of data demonstrated a variety of thanking strategies were used by the participants in different thanking situations; however, the direct expression of gratitude without any preceding or succeeding complementary expression was the most frequently used strategy. Moreover, the diversity of different thanking strategies were almost similar in different thanking situations. The obtained results might imply that Iranian EFL learners need to be made more sensitive to both less direct and a wider variety of thanking speech act realization strategies.