Applied Linguistics
Saman Jamshidi; Saeed Rezaei; Mohammad Hassanzadeh; Mahmood Dehqan
Abstract
From when the black box of authorial identity has been unpacked, the paucity of authorial identity model on the basis of a comprehensive theoretical framework addressed the need to establish a robust one (Cheung, Stupple, & Elander, 2015). The current study was comprised of three main phases including ...
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From when the black box of authorial identity has been unpacked, the paucity of authorial identity model on the basis of a comprehensive theoretical framework addressed the need to establish a robust one (Cheung, Stupple, & Elander, 2015). The current study was comprised of three main phases including hypothesizing a model of authorial identity, developing and validating a questionnaire based on the model and finally testing the model based on the questionnaire data. The participants, including M.A. and PhD students, were 30 for initial piloting, 60 for reliability estimation, 140 for exploratory factor analysis, and 175 for confirmatory factor analysis. At first, drawing on Ivanič’s (1998) model of writer identity and Prior’s (2001) ways of classifying voice, reviewing the related literature, and consulting with a cadre of experts, a model of authorial identity was proposed. Secondly, a questionnaire was developed and validated based on the hypothesized model. The reliability of the questionnaire, estimated through Cronbach’s alpha, was 0.73. Following that, exploratory factor analysis identified four components, namely authorial voice and identity, authorial persona, authorial background, and authorial style. Ultimately, SEM was run using AMOS in the confirmatory factor analysis phase to test the model. The results of this multi-phase research are presented and discussed for underlining the key role of authorial identity in academic writing for both novice and professional academicians.
Nahid Soltanian; Zargham Ghapanchi; Saeed Rezaei; Reza Pishghadam
Abstract
The present exploratory study aimed to provide a more tangible and comprehensive picture of the construct of investment in language learning through investigating the issue from a quantitative perspective. To this end, the present researchers followed three main phases. First, a hypothesized model of ...
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The present exploratory study aimed to provide a more tangible and comprehensive picture of the construct of investment in language learning through investigating the issue from a quantitative perspective. To this end, the present researchers followed three main phases. First, a hypothesized model of investment in language learning with six components was developed for the Iranian English as a foreign language (EFL) learners based on the extensive readings of the literature on investment, consultations with a panel of experts, three university professors in the relevant fields, and interviews with 20 language learners. Second, a questionnaire was developed and validated based on the proposed model to represent its components. Finally, the data collected through this questionnaire were fed into the model to see to what extent the model fitted the data. The participants were male and female English language learners belonging to different age groups and English language proficiency levels.The initial results showed poor values; however, the model was trimmed by removing one item from the questionnaire, and final statistical indices showed that the model fitted the data.