ORIGINAL_ARTICLE
A Rhetorical Move Analysis of TEFL Thesis Abstracts: The Case of Allameh Tabataba’i University
Abstract in every research paper has always been functioning as an attention-grabber which can encourage readers to keep reading the research or to dissuade it. Although abstracts are believed to play an important role in distributing the research findings, few studies have been done to evaluate the rhetorical organization of thesis abstracts, especially in the field of Teaching English as a Foreign Language (TEFL). Thus, the purpose of the present study was to analyze the rhetorical moves of the MA thesis abstracts written from 1988 to 2015 in the field of TEFL in Allameh Tabataba’i University (ATU), an Iranian university. To this end, 300 MA thesis abstracts were analyzed based on Hyland’s (2000) rhetorical move framework. To track the rhetorical move trends of the thesis abstracts and for the ease of analysis, they were analyzed in three time intervals. The results revealed that while in the first interval (1988-1997) the most frequent rhetorical moves were the “Purpose”, “Method”, and “Product”, in the other two intervals (1998-2007 and 2008-2015) the “Purpose” was the most used rhetorical move. In addition, the least frequent rhetorical moves were the “Introduction” and “Conclusion” for the three intervals. The findings, on top of these, indicated that the rhetorical move patterns of thesis abstracts moved from Purpose-Method-Product (P-M-Pr) to Introduction-Purpose-Method-Product-Conclusion (I-P-M-Pr-C). That said, it can be concluded that in the examined thesis abstracts, the highest average of information was provided on the “Purpose” of the study, while the other moves, especially the conclusion move, was not deemed important; moreover, an increasing rate of information provision was detected on the “Method” and “Product” moves. This research bears some implications for L2 learners to better know their community of practice and writing instructors to prepare genre-based writing materials.
https://ilt.atu.ac.ir/article_7714_4657fef84c74e3c9be8c23d40bbf7f7f.pdf
2016-06-01
23
1
10.22054/ilt.2016.7714
move analysis
TEFL
rhetorical moves
thesis abstracts
Amir
Zand-Moghadam
zandmoghadam.amir@gmail.com
1
Assistant Professor of Applied Linguistics, Allameh Tabataba’i University, Iran
AUTHOR
hossein
mihami
2
Ph.D. Candidate of TEFL, Shiraz University, Iran
AUTHOR
Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. (2014). Introduction to research in education. (9th ed.). Wadsworth: London.
1
Atai, M. R. (2013). English for specific purposes: International trends and Middle East concerns. In R. Akbari, & C. Coombe, (Eds.), The Middle East handbook of applied linguistics (pp. 1-38). Dubai: TESOL Arabia.
2
Ayers, G. (2008). The evolutionary nature of genre: An investigation of the short texts accompanying research articles in scientific journals nature. English for Specific Purposes, 27(1), 22-41.
3
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4
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15
Hartley, J (2004). Current findings from research on structured abstracts. Journal of Medical Library Association, 92(3), 368-371.
16
Hyland, K. (2000). Disciplinary discourses: Social interactions in academic writing. London: Longman.
17
Hyland, K. (2002). Teaching and researching writing. London: Pearson Education.
18
Jalilifar, A., & Vahid Dastjerdi, H. (2010). A contrastive generic analysis of thesis and dissertation abstracts: Variations across disciplines and cultures. Journal of Persian Language and Literature, 26, 17-50.
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Lon, C., Tan, H., & Abdullah, A. N. (2012). Conveying communicative intent: Moves and metadiscourse in abstract writing. International Journal of Applied Linguistics and English Literature, 1(7) 56-65.
24
Lorés, R. (2004). On RA abstracts: From rhetorical structure to thematic organization. English for Specific Purposes, 23(3), 280-302.
25
Marefat, H., & Mohammadzadeh, S. (2013). Genre analysis of literature research article abstracts: Cross-linguistic, cross-cultural study. Applied Research on English Language, 2(2), 37-50.
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28
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29
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30
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31
Promsin, P. (2006). An analysis of move and modality in English engineering abstracts. NIDA Language and Communication Journal, 11(1), 43-61.
32
Ren, H., & Li, Y. (2011). A comparison study on the rhetorical moves of abstracts in published research articles and master’s foreign-language thesis. English Language Teaching, 4(1), 162-166.
33
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34
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35
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36
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37
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38
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39
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40
Swales, J. (1990). Genre analysis. Cambridge: Cambridge University Press.
41
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42
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43
Ventola, E. (1994). Abstracts as an object of linguistic study. In S. Cmejrkova, F. Danes, & E. Havlova (Eds.), Proceedings of the conference on Writing vs. speaking: Language, text, discourse, communication. Czech Language Institute, Academy of Sciences of the Czech Republic, Prague (pp. 333-52). Tubingen: G. Narr.
44
45
ORIGINAL_ARTICLE
EFL Learners’ Deployment of Motivational Self-Regulatory Strategies and their Academic Achievement
Self-regulation of learning has been extensively investigated in second language (L2) learning. Many studies have focused on the strategies that language learners employ to regulate their own learning processes. However, motivational self-regulation is considerably less explored. The aim of this study was to investigate the relationship between motivational self-regulatory strategies (MSRSs) and academic achievement. A motivational self-regulation questionnaire was administered to 64 male and female adult Iranian EFL learners to measure their choice of various strategies. The quantitative data was analyzed by applying correlational and multivariate analyses. The results demonstrated that there was a strong relationship between motivational self-regulatory strategy use and academic achievement. However, no difference was found between male and female learners in their use of the strategies. Further examination revealed that higher-achieving students differed from lower-achieving participants in their preference for strategies. The article concludes that while all learners use extrinsic rewards to self-regulate their motivation, more successful learners tend to manipulate learning tasks to make the tasks intrinsically interesting and pleasant. Also, more successful learners set both long-term and short-term goals to motivate themselves. The results underscore the importance of students’ personal interests, needs and goals, and suggest that teachers foster learners’ command of the strategies through instruction and cooperative activities.
https://ilt.atu.ac.ir/article_7716_a4fe39091704c45c8d8a453ff5f308bb.pdf
2016-06-01
50
25
10.22054/ilt.2016.7716
motivational self-regulatory strategies
self-regulation
motivation
Academic Achievement
Saeed
Safdari
saeed_safdari@iauc.ac.ir
1
Ph.D. Student of TEFL, Islamic Azad University, Science and Research Branch, Tehran, Iran
AUTHOR
Parviz
Maftoon
pmaftoon@srbiau.ac.ir
2
Islamic Azad University
AUTHOR
Allen, H. W. (2013). Self-regulatory strategies of foreign language learners. In C. Kinginger (Ed.), Social and cultural aspects of language learning in study abroad (pp. 47-73). Amsterdam: John Benjamins.
1
Andrade, M. S., & Bunker, E. L. (2009). A model for self-regulated distance language learning. Distance Education, 30, 47-61.
2
Andrade, M. S., & Evans, N. W. (2013). Principles and practices for response in second language writing: Developing self-regulated learners. New York: Taylor & Francis.
3
Bandura, A. (1991). Self-regulation of motivation through anticipatory and self-reactive mechanisms. In R. A. Dienstbier (Ed.), Perspectives on motivation: Nebraska symposium on motivation (Vol. 38, pp. 69-164). Lincoln: University of Nebraska Press.
4
Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7, 11-186.
5
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6
Butler, R. (2005). Competence assessment, competence, and motivation between early and middle childhood. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 202-221). New York: Guilford Publications.
7
Cleary, T. J., Gubi, A., & Prescott, M. V. (2010). Motivation and self-regulation assessments: Professional practices and needs of school psychologists. Psychology in the Schools, 47(10), 985-1002.
8
Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3(3), 231-264.
9
Donker, A. S., de Boer, H., Kostons, D., Diganth van Ewijkj, C. C., van der Werf, M. P. C. (2014). Effectiveness of learning strategy instruction on academic performance: A meta-analysis. Educational Research Review, 11, 1-26.
10
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
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Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
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Dörnyei, Z. (2014). Motivation in second language learning. In M. Celce-Murcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (4th ed., pp. 518-531). Boston, MA: National Geographic Learning/Cengage Learning.
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Dörnyei, Z., & Otto, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics (Thames Valley University), 4, 43-69.
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17
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18
Ghonsooly, B., & Elahi Shirvan, M. (2010). Validation of motivational self-regulatory strategies questionnaire and examination of its relation to L2 reading, L2 writing and use of language learning strategies. Iranian Journal of Applied Language Studies, 2(1), 31-62.
19
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21
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22
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23
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24
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25
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26
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51
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53
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54
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55
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57
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58
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59
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60
Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: An essential dimension of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research and applications (pp. 1-30). New York: Lawrence Erlbaum.
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Motivational Self-Regulation Questionnaire
62
We would like to ask you to help us by participating in this survey, to better understand the thoughts and beliefs of learners of English in Iran. This questionnaire is not a test so there are no “right” or “wrong” answers and you do not even have to write your name on it. We are interested in your personal opinion. The results of this survey will be used only for research purposes so please give your answers sincerely to ensure the success of this project. Thank you very much for your help!
63
We would like you to tell us how often you do the following activities by simply circling a number from 1 to 5. Please do not leave out any items.
64
Example: if you strongly agree with the following statement, circle 5.
65
I walk when I am thinking.
66
interest enhancement
67
I make studying more enjoyable by turning it into a game.
68
I try to make a game out of learning the material or completing the assignment.
69
I think of a way to make the work seem interesting.
70
I try to get myself to see how doing the work can be fun.
71
I make doing schoolwork enjoyable by focusing on something about it that is fun.
72
I try to connect the material with something I like doing or find interesting.
73
I make an effort to connect what I'm learning to my own experiences.
74
I try to find ways that the material relates to my life.
75
performance self-talk
76
I remind myself about how important it is to get good grades.
77
I try to make myself work harder by thinking about getting good grades.
78
I remind myself how important it is to do well on the tests and assignments in school.
79
I tell myself that I need to keep studying to do well in school.
80
I think about how my grade will be affected if I don't do the assignment or reading.
81
self-consequating
82
I tell myself I can do something I like later if right now I do the work I have do get done.
83
I make a deal with myself that if I get a certain amount of the work done I can do something fun afterwards.
84
I promise myself that I can do something I want later if I finish the assigned work now.
85
I promise myself some kind of a reward if I get the assignment done.
86
mastery self-talk
87
I persuade myself to work hard just for the sake of learning.
88
I persuade myself to keep studying, just to see how much I can learn.
89
I challenge myself to complete the work and learn as much as possible.
90
I tell myself that I should keep working just to learn as much as I can.
91
environmental control
92
I change my surroundings so that it is easy to concentrate on the work.
93
I try to study at a time when I can be more focused.
94
I try to get rid of any distractions that are around me.
95
I make sure I have as few distractions as possible.
96
Please provide the following information by ticking (✓) in the box or writing your response in the space so that we can interpret your previous answers better.
97
Your age (in years): ……
98
Your sex: male female
99
Your Grade Point Average (GPA) is: ……
100
Have you ever been to an English-speaking country? If yes, how long?
101
By submitting this questionnaire, I agree that my answers, which I have given voluntarily, can be used anonymously for research purposes.
102
Thank you again!
103
ORIGINAL_ARTICLE
Learning Styles and the Writing Process in a Digitally Blended Environment: Revising, Switching, and Pausing Behaviors in Focus
The present investigation sought to explore the relationship between learning styles and writing behaviors of EFL learners in a blended environment. It also aimed to identify the learning style types best predicting writing behaviors. Initially, the participants' preferred learning styles were identified through the Kolb’s learning style inventory (Kolb, 1984). Secondly, data were obtained through analyzing the Stat counter and Input log data to reveal the pausing, revising and switching behaviors of the participants who attended a writing course in which they developed their writing texts using an online module. The results indicated a negative and significant correlation between the accommodator learning style and the revision behavior. A statistically significant and positive relationship was also found between the converger learning style and the pausing behavior, and between the converger learning style and the revision behavior Furthermore, a positive and significant relationship between the accommodator learning style and the switching behavior was revealed. The accommodator learning style was found as the best predictor for the switching behavior and the converger learning style turned to predict the revision and pausing behavior at an optimal level. The findings suggest that internal factors, cognitive and learning styles, play a significant role in the learning behaviors of English writing learners. The results encourage writing educators to take into account students’ learning style and provide more flexible and rigorous learning environment in which all learners can take benefit.
https://ilt.atu.ac.ir/article_7726_d68d2dddc8511c7702d95fa2499cef6c.pdf
2016-06-01
82
51
10.22054/ilt.2016.7726
learning styles
Blended learning
writing behaviors
input log
Zohre
Gooniband Shooshtari
zshooshtari@yahoo.com
1
Assistant Professor of Applied Linguistics, Shahid Chamran University of Ahvaz, Iran
AUTHOR
Alireza
Jalilfar
2
Professor of Applied Linguistics, Shahid Chamran University of Ahvaz, Iran
AUTHOR
Zahra
Ahmadpour Kasgari
3
Ph.D. Candidate in TEFL, Shahid Chamran University of Ahvaz, Iran
AUTHOR
Abu Mansor, M., & Ismail, A. (2012). Learning styles and perception of engineering students towards online learning. Procedia: Social and Behavioral Sciences, 69, 669-674.
1
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94
ORIGINAL_ARTICLE
Tracing Metadiscursive Stance over Time and Across Disciplines: A Comparative Study of English Research Articles
Research in academic writing has revealed a strong tendency on the part of writers to interactively communicate their scientific findings with their readers. In doing so, the writers should take a position while arguing their propositions. This interaction as proposed by Hyland (2005b) takes places having two sides of stance and engagement. This study targeted the stance component of writer-reader interaction by integrating Hyland’s (2005b) and Hyland and Tse’s (2005a) frameworks to survey lexical and grammatical stance markers in the major subsections of English research articles in anthropology, education, horticulture, and zoology. The corpus included 240 English research articles published during two periods, namely, 1990 and 2010; 60 from each field, 30 articles from 1990 and 30 from 2010 yielding a total number of 1,270,021words. The findings suggested that stancetaking is a common feature of academic writing in the sampled disciplines regardless of the nature of the discipline. Also, hedges ranked first on the list of frequency count. Furthermore, there was a decreasing pattern in the use of stance markers highlighting a convergence among the scholars of the fields with respect to the totality of the facts established day by day. Then, some implications are drawn with plausible applicability in academic writing and EAP syllabus design.
https://ilt.atu.ac.ir/article_7727_97b64bfcfdc99c0d04e1e2340a3e88b1.pdf
2016-06-01
106
83
10.22054/ilt.2016.7727
academic writing
discipline
metadiscourse
Research Articles
stance
Esmat
Babaii
ebabaii@gmail.com
1
Associate Professor of Applied Linguistics, Kharazmi University, Iran
AUTHOR
Mahmood Reza
Atai
mahmood.atai@gmail.com
2
Professor of Applied Linguistics, Kharazmi University, Iran
AUTHOR
Vali
Mohammadi
3
Ph.D. Candidate of TEFL, Kharazmi University, Iran
AUTHOR
Abdi, R. (2002). Interpersonal metadiscourse: An indicator of interaction and identity. Discourse Studies, 4(2), 139-145.
1
Abdi, R. (2011). Metadiscourse strategies in research articles: A study of the differences across subsections. Journal of Teaching Language Skills, 3(1), 1-16.
2
Abdi, R., & Ahmadi, M. (2015). Signposting propositions: A study of interactive metadiscourse marking in the composition of research articles across sciences. Journal of Research in Applied Linguistics, 5 (Special issue), 5-17.
3
Abdi, R., Rizi, M., & Tavakoli, M. (2010). The cooperative principle in discourse communities and genres: A framework for the use of metadiscourse. Journal of Pragmatics, 42, 1669-1679.
4
Abdollahzadeh, E. (2011). Poring over the findings: Interpersonal authorial engagement in applied linguistics papers. Journal of Pragmatics, 43, 288-297.
5
Abdollahzadeh, E., & Zolfaghari-Erdechi, F. (2012). Exploring the relationship between modality and readability across different text types. Journal of Research in Applied Linguistics, 3(1), 44-61.
6
Ädel, A. (2006). Metadiscourse in L1 and L2 English. Amsterdam: John Benjamins.
7
Alise, M., & Teddlie, C. (2010). A continuation of the paradigm wars? Prevalence rates of methodological approaches across the social/behavioral sciences. Journal of Mixed Methods Research, 4(2), 103-126.
8
Bazerman, C. (1988). Shaping written knowledge: The genre and activity of the experimental article in science. Madison, Wis.: University of Wisconsin Press.
9
Becher, T. (1989). Academic tribes and territories: Intellectual enquiry and the cultures of disciplines. Buckingham: Open University Press/SRHE.
10
Becher, T., & Trowler, P. (2001). Academic tribes and territories: Intellectual enquiry and the cultures of disciplines (2nd ed.). Buckingham: Open University Press/SRHE.
11
Biglan, A. (1973). The characteristics of subject matter in different academic areas. Journal of Applied Psychology, 57(3), 195-203.
12
Cao, F., & Hu, G. (2014). Interactive metadiscourse in research articles: A comparative study of paradigmatic and disciplinary influences. Journal of Pragmatics, 66, 15-31.
13
Crismore, A. (1989). Talking with readers: Metadiscourse as rhetorical act. New York: Peter Lang Publishers.
14
Del Saz Rubio, M. M. (2011). A pragmatic approach to the macro-structure and metadiscoursal features of research article introductions in the field of agricultural sciences. English for Specific Purposes, 3, 258-271.
15
Fu, X., & Hyland, K. (2014). Interaction in two journalistic genres: A study of interactional metadiscourse. English Text Construction, 1(1), 122-144.
16
Gillaerts, P., & Van de Velde, F. (2010) Interactional metadiscourse in research article abstracts. Journal of English for Academic Purposes, 9, 128-139.
17
Gross, A. G., & Chesley, P. (2012). Hedging, stance and voice in medical research articles. In K. Hyland & C. Sancho Guinda (Eds.), Stance and voice in academic writing (pp. 85-100). London: Palgrave.
18
Hu, G., & Cao, F. (2011). Hedging and boosting in abstracts of applied linguistics articles: A comparative study of English- and Chinese-medium journals. Journal of Pragmatics, 43, 2795-2809.
19
Hyland, K. (2004). Patterns of engagement: Dialogic features and L2 student’s writing. In L. Ravelli & R. Ellis (Eds.), Analyzing academic writing: Contextualized frameworks (pp. 5-23). London: Continuum.
20
Hyland, K. (2005a). Metadiscourse: Exploring interaction in writing. Continuum: London.
21
Hyland, K. (2005b). Stance and engagement: A model of interaction in academic discourse. Discourse Studies, 7(2), 173-192.
22
Hyland, K. (2007). Different strokes for different folks: Disciplinary variation in academic writing. In K. Fløttum (Ed.), Language and discipline perspectives on academic discourse (pp. 89-108). Newcastle, UK: Cambridge Scholars Publishing.
23
Hyland, K. (2009). Teaching and researching writing (2nd ed.). London: Pearson.
24
Hyland, K. (2010). Constructing proximity: Relating to readers in popular and professional science. English for Academic Purposes, 9, 116-127.
25
Hyland, K. (2014). Dialogue, community and persuasion in research writing. In L. Gil-Salom & C. Soler-Monreal (Eds.), Dialogicity in written specialized genres (pp. 1-20). Amsterdam: John Benjamins.
26
Hyland, K., Tse, P. (2004). Metadiscourse in academic writing: A reappraisal. Applied Linguistics, 25, 156-177.
27
Hyland, K., Tse, P. (2005a). Evaluative that constructions: Signaling stance in research abstracts. Functions of Language, 12, 39-63.
28
Hyland, K., Tse, P. (2005b). Hooking the reader: A corpus study of evaluative that in abstracts. English for Specific Purposes, 24, 123-139.
29
Jaffe, A. (2009). Stance: Sociolinguistic perspectives. Oxford: Oxford University Press.
30
Jalilifar, A. (2014). Directions in discourse analysis: Theory and method. Ahvaz: Shahid Chamran University Press.
31
Jalilifar, A., Alipour, M., & Parsa, S. (2014).Comparative study of nominalization in applied linguistics and biology books. Journal of Research in Applied Linguistics, 5(1), 24-43.
32
Khedri, M., Heng, C., & Ebrahimi, S. (2013). An exploration of interactive metadiscourse markers in academic research article abstracts in two disciplines. Discourse Studies, 15(3), 319-331.
33
McGrath, L., & Kuteeva, M. (2012). Stance and engagement in pure mathematics research articles: Linking discourse features to disciplinary practices. English for Specific Purposes, 31, 161-173.
34
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35
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36
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38
Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
39
Swales, J. M. (2004). Research genres: Explorations and applications. Cambridge: Cambridge University Press.
40
Toulmin, S. (2003). The uses of argument (Updated ed.). Cambridge: Cambridge University Press.
41
Vande Kopple, W. J. (1985). Some explanatory discourse on metadiscourse. College Composition and Communication, 36, 82-93.
42
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43
ORIGINAL_ARTICLE
Validating an English Language Teacher Professional Development Scale in Iranian EFL Context
Although decades of research have well elaborated on teacher professional development, we still do not have a thorough picture about what teacher professional development could entail and what components it consists of. The present study aims to develop and validate a teacher professional development scale in an Iranian English foreign language context. An initial tentative model with 130 items was piloted and tested through exploratory and confirmatory data analyses on a sample of 400 EFL teachers. This level resulted in the removal of 28 items in our sample loaded, resulting in a final 102 teacher professional development inventory. The developed inventory measures the extent to which EFL teachers are professionally developed and makes teachers aware of multiple characteristics of professionally developed teachers. These competencies are essential components of teacher professional development, enabling the teachers to utilize them in everyday teaching and learning practices in the classroom settings which, as a result, leads to student achievement. As teachers fulfill important professional roles, they need valid instruments to assess their day-to-day functioning in the class. With the instrument developed and validated in the current research, we, in fact, allow language teachers to assess their extent of professional development in different pedagogical contexts.
https://ilt.atu.ac.ir/article_7728_25921c4c3578d087df4aff1bd15ca1d6.pdf
2016-06-01
134
107
10.22054/ilt.2016.7728
teacher professional development
Validation
teacher education
Reza
Khany
r.khany@ilam.ac.ir
1
Associate Professor in Applied Linguistics, Ilam University, Iran
AUTHOR
Fatemeh
Azimi Amoli
2
Ph.D. Candidate in TEFL, Ilam University, Iran
AUTHOR
Aghazadeh, A. & Ahadian, M. (2004). The guideline for Modern teaching Method. Tehran. Iran, Allameh Tabataba’i University.
1
Ahmady, S. T., Changiz, M., Brommels, A., Gaffney, F. & Masiello, I. (2009). The status of faculty development programmes in Iran after the medical education reform. A systematic and comprehensive approach. International Journal for Academic Development, 14(2): 99-110.
2
Andrews, S. (2007). Teacher language awareness. Cambridge: Cambridge University Press.
3
Ashton, P. T., & Webb, R. B. (1986). Making a difference: teachers’ sense of efficacy and student achievement. New York: Longman.
4
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27, 10-20. http://dx.doi.org/10.1016/j.tate.2010.08.007
5
Bakker, A. B., & Bal, P. M. (2010). Weekly work engagement and performance: A study among starting teachers. Journal of Occupational and Organizational Psychology, 83(1), 189-206.
6
Barth, R. S. (2006). Improving relationships within the schoolhouse. Educational Leadership, 63(6), 8-13.
7
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ORIGINAL_ARTICLE
A Sequential Mixed Method Analysis of Students’ Burnout and Emotional Intelligence
Burnout has been a major concern in the educational settings and it is worth exploring it among English as a Foreign Language (EFL) students and finding its relationship with other factors, such as emotional intelligence (EI), which may help reduce burnout sources. In this light, this study was designed to a) explore Iranian EFL students’ burnout and EI profiles; b) investigate the relationship between EFL students’ burnout and their EI; and c) examine the extent to which EFL students’ EI competencies could predict their burnout. To these ends, 100 male and female Iranian EFL university students, selected through convenience sampling from two universities (Shahrekord University and Shahid Chamran University of Ahvaz), participated in the study and responded to the Maslach Burnout Inventory-Student Survey (MBI-SS) and the Bar-On’s Emotional Quotient Inventory (EQ-i). To triangulate the data, a semi-structured interview was conducted with 20 EFL students. Data analysis showed that EFL students had a low level of burnout and were emotionally intelligent at the intrapersonal level. Also, the data from semi-structured interview provided further insight into the quantitative results and explained some personal and organizational factors in relation to EFL students’ burnout. Moreover, bivariate correlation and multiple regression analysis revealed a negative relationship between EI and two dimensions of burnout (emotional exhaustion and cynicism) and a positive relationship between professional efficacy and EI. Furthermore, intrapersonal, general mood, and adaptability components of EI were found to be better predictors of burnout. The findings have implications for language educators in reducing students' burnout.
https://ilt.atu.ac.ir/article_7729_fba8a36c4bf2374ab40a864f671c73c7.pdf
2016-06-01
160
135
10.22054/ilt.2016.7729
Burnout
emotional intelligence
EFL students
Ali
Roohani
roohani.ali@gmail.com
1
Associate Professor of Applied Linguistics, Shahrekord University, Iran
AUTHOR
Marziyeh
Esmailvandi
2
M.A. Student of TEFL, Shahrekord University, Iran
AUTHOR
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