Allameh Tabataba’i University Press
Issues in Language Teaching
2322-3715
2476-6194
10
1
2021
06
01
L1-Based Elicitation as a Valid Measure of L2 Classroom Performance Assessment: Multi-Method Mono-Trait Model of Validation
1
36
EN
Ali
Mohammadi Darabad
0000-0003-2120-9500
Ph.D. Candidate in TEFL, Faculty of Persian Literature and Foreign Languages, Islamic Azad University, South Tehran Branch, Tehran, Iran
mohammadi.ali741@gmail.com
Gholam-Reza
Abbasian
0000000315071736
Assistant Professor of TEFL, Imam Ali University & Islamic Azad University, South Tehran Branch, Iran
gabbasian@gmail.com
Bahram
Mowlaie
0000-0001-6153-6050
Assistant Professor, Faculty of Persian Literature and Foreign Languages,
Islamic Azad University, South Tehran Branch, Tehran, Iran
mowlaiebahram@gmail.com
Ali Asghar
Rostami Abusaeedi
0000-0001-8423-7272
Professor of Linguistics, English Department, Faculty of Literature and Humanities, Shahid Bahonar University of Kerman, Kerman, Iran
rostamiabu110@yahoo.com
10.22054/ilt.2021.52989.507
Abstract<br />Classroom performance assessment has gained prominence parallel to the multiplicity of the purposes ahead of assessment. Of many, the major controversy, which was the motive behind this study, is the incorporation of L1-based elicitation as a valid measure of second language (L2) performance assessment. To shed empirical lights on this issue, this explanatory sequential mixed-methods research employed 87 Iranian intermediate EFL learners, whose L2 classroom performance was assessed through L1-based elicitation techniques. In order to validate this mechanism, multi-method mono-trait model (namely, Pearson correlation, structural equations, exploratory and confirmatory factor analysis, composite reliability and convergent validity) suggested by Henning and Mesick’s Unitary Concept of validity were applied. The results from these multiple sources of evidence yield support to their common consensus that L1-based elicitation techniques are valid measures of L2 performance assessment. The findings then offer legacy to the educational implications of L1-based mechanisms both in L2 instruction and assessment.
L1-based Elicitation,Performance Assessment,Speaking Ability,Unitary Concept of Validity
https://ilt.atu.ac.ir/article_12564.html
https://ilt.atu.ac.ir/article_12564_7e97e37df164a10bd78f64de5a8c0b21.pdf
Allameh Tabataba’i University Press
Issues in Language Teaching
2322-3715
2476-6194
10
1
2021
06
01
Investigating the Interplay of Emotional Intelligence and Interlanguage Pragmatic Competence in Iranian Lower-Intermediate EFL Learners
37
66
EN
Ali
Derakhshan
0000-0002-6639-9339
Associate Professor, TEFL, Golestan University
aderakhshanh@gmail.com
Zohreh
Eslami
0000-0003-2969-5056
Department of Educational Psychology, College of Education and Human Resource Development, Texas A & M University, College Station, Texas, U.S.A.
zeslami@tamu.edu
Neda
Ghandhari
0000-0001-8443-7493
Department of English Language Teaching, University of Tehran, Kish International Campus, Tehran, Iran
neda_ghandhari@ut.ac.ir
10.22054/ilt.2020.54334.527
Despite the significant role of emotions in any aspect of language learning, including its pragmatic aspect, there have been few research studies on this topic. As a stride toward narrowing this research niche, the objectives of this research were threefold. Firstly, it aimed to examine the two face-threatening speech acts of request and apology as indicators of learners’ interlanguage pragmatic competence (ILP) and its relationships with learners’ Emotional Quotient (EQ). Secondly, it sought to investigate whether gender as an intervening variable would have any significant relationship with ILP and EQ, and thirdly whether EQ could predict ILP development. To this end, 72 (50 females and 22 males) Iranian lower-intermediate level learners ranging in age from 17 to 25 from two universities took part in this research. A multiple-choice discourse completion test (MDCT) (Liu, 2004) and Bar-Onʼs (1997) EQ scale were used and correlation analysis was done to search for any linkage between ILP and EQ. The Pearson product-moment correlation outcomes revealed no significant relationship between EQ and ILP. However, a significant relation was found between Independence as a component of EQ and EFL learners’ ILP competence. The independent samples t-test outcomes indicated that female participants had a higher level of (ILP) competence than male participants; however, male and female participants did not differ significantly regarding their EQ level. The findings indicate that EQ, in general, is not influential in EFL learners’ ILP competence. The paper concludes by providing pedagogical implications for EFL learners and instructors.
emotional intelligence,interlanguage pragmatic,competence,apology,request
https://ilt.atu.ac.ir/article_13090.html
https://ilt.atu.ac.ir/article_13090_55631a3d5ab1c3268310e52a5966ecdc.pdf
Allameh Tabataba’i University Press
Issues in Language Teaching
2322-3715
2476-6194
10
1
2021
06
01
Learning English Vocabulary through VOA News Lessons: Being Exposed to Authentic Material or Electronic Colonialism
67
103
EN
Faeze
Soleimanifard
0000-0003-1879-0584
Department of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran
f.soleimanifard@gmail.com
Biook
Behnam
0000-0002-8936-0701
Department of English, Faculty of Persian Literature and Foreign Languages, Islamic Azad University, Tabriz, Iran
behnam_biook@yahoo.com
Saeideh
Ahangari
0000-0001-6739-3724
English Department, Tabriz Branch, Islamic Azd University, Tabriz, , Iran
saeideh.ahangari@gmail.com
10.22054/ilt.2021.53482.519
Teaching and learning languages via the Internet is becoming increasingly common all over the world and therefore, the experts growingly debate around the positive or negative effects of online education. The present study aimed to critically investigate into science and technology lessons of the VOA English Learning Website in a two-year interval, which claims to teach new words and phrases through the authentic VOA world news. Applying van Dijk’s (1998) Ideological Square Model of CDA, the researchers attempted to critically analyze the representation of the key term the United States within the collected VOA news story transcripts in order to observe whether the Website was trying to manipulate the learners’ minds through in-group favoritism and out-group derogation. The findings revealed that the VOA online lessons promoted certain American political, economic, cultural, social, and ideological values through particular discursive structures that tend to describe in-group members in a positive or at least neutral manner. Thus, as McPhail’s (2006) Electronic Colonialism Theory assumes such free online lessons on the VOA Website, which is a core country multimedia giant, struggle to convert and capture the attitudes, desires, beliefs, faiths, lifestyles, and consumer behavior of the other countries. Therefore, it is highly recommended that English teachers and learners try to inspect the content, reflect on the purposes, and evaluate the merits of similar online authentic materials before and while applying them to facilitate the language learning process.
Critical Discourse Analysis,Electronic Colonialism Theory,Ideological Square Model,Online education
https://ilt.atu.ac.ir/article_13091.html
https://ilt.atu.ac.ir/article_13091_7e38f9119d6197c41ec536f7e4925c8f.pdf
Allameh Tabataba’i University Press
Issues in Language Teaching
2322-3715
2476-6194
10
1
2021
06
01
Developing a Competency Model for EAP Teachers: Insights from Internationalization of Higher Education
105
146
EN
Amir
Zand-Moghadam
0000-0001-8555-8481
Allameh Tabataba'i University
zandmoghadam.amir@gmail.com
Morteza
Taheri
0000-0001-8129-3041
Allameh Tabataba'i University
m.taheri@atu.ac.ir
Maryam
Bolouri
0000-0001-5340-2992
Allameh Tabataba'i University
m.bolouri9@gmail.com
10.22054/ilt.2021.60017.587
The teachers' competencies in the process of internationalization of higher education (IHE) are of vital importance (Brandenburg & Federkeil, 2007; van der Werf, 2012). The extent of IHE in a university is in a close relationship with the teachers' competencies (Harari, 1981). However, the required competencies of teachers in IHE are not a well-studied topic. Similarly, the "dearth of literature on EAP professional development" (Blaj-Ward, 2014, p. 113) has complicated exploring the EAP teachers' competencies. The absence of a competency model addressing the needs of EAP teachers to effectively engage in the education fitting the IHE objectives and policies gave impetus to this study. In line with this objective, an instrument measuring EAP teachers' competencies was designed and validated. The following steps were taken to develop the instrument: the theme extraction and item generation phase, the piloting phase, and the validation phase. The extensive review of the literature and interviews with IHE experts and EAP teachers yielded 8 competencies. This initial framework led to the development of the preliminary version of a 22-item questionnaire. The piloting phase resulted in 23 items. 74 EAP teachers from both camps (language and content) participated in the final administration. Various factor analyses, internal consistency, and correlation of all of the items were performed. The data obtained confirmed a sufficiently reliable and valid scale, consisting of 6 components (with the same underlying themes of 8 competencies extracted earlier) and 23 items for measuring the EAP teachers' competencies.
Competency,English for Academic Purposes (EAP),EAP teachers,Internationalization of higher education (IHE)
https://ilt.atu.ac.ir/article_13092.html
https://ilt.atu.ac.ir/article_13092_0835098019651ac29093c954c522616a.pdf
Allameh Tabataba’i University Press
Issues in Language Teaching
2322-3715
2476-6194
10
1
2021
06
01
Examining the Fairness of the University Entrance Exam: A Latent Class Analysis Approach to Differential Item Functioning
147
170
EN
Sayyed Mohammad
Alavi
0000-0003-1740-2164
Professor, University of Tehran, Tehran, Iran
smalavi@ut.ac.ir
Hossein
Karami
0000-0001-8969-3621
Assistant Professor, University of Tehran, Tehran, Iran
hkarami@ut.ac.ir
Mohammad Hossein
Kouhpaeenejad
0000-0002-3026-2955
Ph.D. Candidate, University of Tehran, Tehran, Iran
mh.kouhpaee@ut.ac.ir
10.22054/ilt.2021.60283.588
Measurement has been ubiquitous in all areas of education for at least a century. Various methods have been suggested to examine the fairness of education tests especially in high-stakes contexts. The present study has adopted the newly proposed ecological approach to differential item functioning (DIF) to investigate the fairness of the Iranian nationwide university entrance exam. To this end, the actual data from an administration of the test were obtained and analyzed through both traditional logistic regression and latent class analysis (LCA) techniques. The initial DIF analysis through logistic regression revealed that 19 items (out of 70) showed either uniform or non-uniform DIF. Further examination of the sample through LCA showed that the sample is not homogeneous. LCA class enumeration revealed that three classes can be identified in the sample. DIF analysis for separate latent classes showed that three serious differences in the number of DIF items identified in each latent class ranging from zero items in latent class 3 to 43 items in latent class 2. The inclusion of the covariates in the model also showed that latent class membership could be significantly predicted from high school GPA, field of study, and acceptance quota. It is argued that the fairness of the test might be under question. The implications of the findings for the validity of the test are discussed in detail.
Fairness,differential item functioning,bias
https://ilt.atu.ac.ir/article_13102.html
https://ilt.atu.ac.ir/article_13102_ddc42f95a4ad12efa8127875522f01ac.pdf
Allameh Tabataba’i University Press
Issues in Language Teaching
2322-3715
2476-6194
10
1
2021
06
01
Exploring the Recycling of Objective Move Across RA Sections in Soft Science Disciplines
171
200
EN
Kimia
Soltani
0000-0003-1881-702X
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
soltanikimia98@yahoo.com
Davud
Kuhi
0000-0002-8705-9093
Department of English, Islamic Azad University, Maragheh Branch, Iran.
davudkuhi@yahoo.com
Nasrin
Hadidi
0000-0002-0502-8964
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
nhadidi@iaut.ac.ir
10.22054/ilt.2021.58794.572
Although a plethora of research endeavors have investigated the rhetorical structure of the Research Articles (RAs) through the lens of move analysis, Move Recycling (MR) across RA sections has remained unnoticed. The current study sought to bridge this gap by exploring cross-disciplinary variations in the recycling of the Objective move (research questions/hypotheses/purposes) across four conventional sections (Introduction, Method, Result, and Discussion) of RAs. To this end, 600 English RAs from four prestigious journals in six soft science disciplines, published between 2006 and 2018, were selected. The quantitative data analysis results revealed that the Objective move’s recycling was sensitive to the disciplinary variations and RA sections. That is, Economics RAs were the main platforms for recycling the Objective move, and Psychology RAs witnessed the least amount of its recycling. Moreover, Objective move recycling was observed most frequently in the Discussion sections and least frequently in the Method sections of RAs. In the study’s qualitative phase, the RA authors’ rationales for MR, which were received via email, underwent content analysis. Based on the recurrent themes in the RA authors’ responses, four main reasons for MR, including editorial policy, readers’ guidance, discipline conventions, and RA length, were identified. This study’s findings might provide a concise view of MR for researchers, teachers, and students in various disciplines. EAP instructors can raise students’ awareness of MR and encourage them to use it in their RAs as a comprehension facilitator.
Disciplinary variation,Move recycling,Objective move. Research article,Soft sciences
https://ilt.atu.ac.ir/article_13200.html
https://ilt.atu.ac.ir/article_13200_af11104988920d029b5f36208e681ba5.pdf
Allameh Tabataba’i University Press
Issues in Language Teaching
2322-3715
2476-6194
10
1
2021
06
01
Development and Validation of an English Language Teacher Professional Identity Scale (ELTPIS)
201
237
EN
Mahsa
Mahmoodarabi
0000-0002-5207-5501
Department of English, Faculty of foreign languages and literature, Islamic Azad University, Science and Research Branch, Tehran, Iran
mahsa_mahmoodarabi@yahoo.com
Parviz
Maftoon
0000-0002-5585-3647
Department of English, Islamic Azad University, Science and Research Branch, Tehran, Iran
pmaftoon@srbiau.ac.ir
Masood
Siyyari
00000000000000000
Department of English, Islamic Azad University, Science and Research Branch, Tehran, Iran
siyyari@gmail.com
10.22054/ilt.2021.59441.579
The notion of teacher professional identity has become a regular fixture in numerous theoretical and empirical studies in both mainstream and L2 teacher education. Consequently, a number of scales have been designed and developed to quantify this construct. To be sure, the extant instruments are general with regard to both context and subject matter, and this line of inquiry has not addressed the quantification of the concept in the ELT profession. The present study was, therefore, an attempt to provide a (re)conceptualization of L2 teachers’ professional identity through exploring its underlying components. To this end, an initial 61-item, self-assessment questionnaire was developed using a comprehensive review of the related literature and experts’ opinion. The trial scale was then administered to a sample of 676 ELT teachers. Results of exploratory factor analysis reduced the instrument to 42 items, leading to a six-factor model which indicated that L2 teacher identity includes: researching and developing one’s own practice; language awareness; institutional and collective practice; engaging learners as whole persons; appraising one’s teacher self; and sociocultural and critical practice. Confirmatory factor analysis substantiated the resultant six-factor model as a robust and valid tool for measuring ELT teachers’ professional identity.
Teacher identity,ELT teacher professional identity,ELT teacher professional identity instrument,ELT teacher professional identity model
https://ilt.atu.ac.ir/article_13202.html
https://ilt.atu.ac.ir/article_13202_4cfb82c2839b5b8465d6a084be3112e1.pdf
Allameh Tabataba’i University Press
Issues in Language Teaching
2322-3715
2476-6194
10
1
2021
06
01
Morphological Complexity Across Descriptive, Expository, and Narrative Text Types in Iranian Lower-Intermediate Language Learners
237
267
EN
Rajab
Esfandiari
0000-0002-2305-762X
Associate Professor of Applied Linguistics, Imam Khomeini International University, Qazvin, Iran
esfandiari@hum.ikiu.ac.ir
Hajar
Jafari
0000-0002-4996-8691
MA in TEFL, Imam Khomeini International University, Qazvin, Iran
jafari.hajar2024@gmail.com
10.22054/ilt.2021.59736.580
Morphological complexity is one of the dimensions of complexity that has been increasingly analyzed over the last few years. However, results from previous studies drawing on only a single text type are inconclusive. The purpose of this study was to determine the effect of text types (descriptive, narrative, and expository) on the morphological complexity of essays written by Iranian English language learners. The participants included 87 lower-intermediate male and female L2 learners at six language institutes in Qazvin, Iran, who were selected from 127 language learners taking an Oxford Quick Placement test. The participants wrote on each text type in three consecutive weeks as a part of their classroom activity. The morphological complexity of verbs and nouns was separately calculated using the morphological complexity index. The data were analyzed using a series of Friedman and Wilcoxon Signed Rank Tests. The findings did not show any statistically significant differences across text types for nominal inflectional diversity; however, verbal inflectional diversity was statistically significant across text types, with narrative essays morphologically more complex than descriptive and expository essays. The findings may have theoretical and pedagogical implications for researchers and L2 teachers.
Inflectional Diversity,Morphological Complexity,Text Types
https://ilt.atu.ac.ir/article_13211.html
https://ilt.atu.ac.ir/article_13211_3cc89b22f26ff3aba0f6361c50bfb34c.pdf
Allameh Tabataba’i University Press
Issues in Language Teaching
2322-3715
2476-6194
10
1
2021
06
01
Global Coursebooks in the Course of Time: The Case of Interchange Level 2
269
300
EN
Seyyedeh Fahimeh
Parsaiyan
0000-0003-1781-2948
Department of English Language and Literature, Faculty of Literature, Alzahra University, Tehran, Iran
f.parsa@alzahra.ac.ir
Kazhal
Garshasbi
0000-0002-1783-8382
Department of English Language and Literature, Faculty of Literature, Alzahra University, Tehran, Iran
garshasbik@yahoo.com
10.22054/ilt.2021.59896.584
Abstract<br /><br />Although global English Language Teaching (ELT) coursebooks have been subject to numerous (critical) analyses, the changes occurring to their contents over different editions have received scarce attention. In this study, the researchers examined the transformations over different editions of Interchange series (level 2) regarding some selected aspects of their textual contents. Seeking experienced English teachers’ views of the global coursebooks’ transformations over the past decade was another aim of the study. The analysis and comparison of the included topics and titles, characters, sites and contexts in Interchange series as well as interviews with 12 English teachers revealed that the content-based changes of different editions of this coursebook are superficial and cosmetic-like and despite the claims for globality, fallacies such as real-life-ness, representation and globality are still evident. We hope the findings of the study would aid curriculum and policy makers, institute managers, and language teachers to reconsider the functioning and value of current global ELT coursebooks.
ELT coursebooks,Interchange,content analysis,Changes,fallacies
https://ilt.atu.ac.ir/article_13212.html
https://ilt.atu.ac.ir/article_13212_136ea5eaa8060afcbf61ca47a5b1fa08.pdf
Allameh Tabataba’i University Press
Issues in Language Teaching
2322-3715
2476-6194
10
1
2021
06
01
EFL Learners’ Perception of Task Experience Through Flow Outlook: Task Complexity and Modality in Focus
301
334
EN
Leila
Ghasemi
0000-0003-4360-136X
MA in TEFL, English Department, Sobhe Sadegh Institute of Higher Education, Isfahan, Iran
leilaghasemi_english@yahoo.com
Ehsan
Rezvani
0000-0001-8996-0312
Assistant Professor, English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
e.rezvani@khuisf.ac.ir
Ehsan
Namaziandost
0000-0002-8393-2537
Ph.D. in TEFL, Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
e.namazi75@yahoo.com
10.22054/ilt.2021.60909.595
Regardless of the appreciation of language learners’ achievement in task-based language teaching, not much has been hinged upon learners’ perception and reception of various elements. This study examined task complexity and modality effects on Iranian EFL learners’ comprehension of task difficulty, competencies, and difficulty-skill balance as well as the learners’ task experience. The Flow Outlook features were also applied to investigate how difficulty-skill balance anticipated flow experience. Via a repeated-measures design, and with a focus on task complexity (simple vs. complex) and task modality (written vs. spoken), 49 EFL learners carried out four argumentative tasks (two simple written and spoken vs. two complex written and spoken tasks); then, they ticked the flow questionnaire to gauge their perception of task difficulty, competence, and task experience. Repeated-measures MANOVA revealed although task complexity influenced task difficulty and difficulty-skill balance significantly, the skill was not affected significantly; task modality influenced task difficulty and skill significantly while difficulty-skill balance received no significant effect. The follow-up post hoc test indicated that complexity and modality significantly influenced flow, attention, and control, but not interest. Linear regression revealed difficulty-skill balance was a predictor for learners’ flow experience for both writing tasks and simple speaking task but not for complex speaking tasks. Pedagogically, the findings of this research may have some implications for English language teachers, learners, and materials developers.
Task complexity,task modality,Task difficulty,flow outlook,task experience
https://ilt.atu.ac.ir/article_13213.html
https://ilt.atu.ac.ir/article_13213_274de21426822a7cd42e178b38822e75.pdf
Allameh Tabataba’i University Press
Issues in Language Teaching
2322-3715
2476-6194
10
1
2021
06
01
Storytelling and Story Reading Impacts on Pre-intermediate English Language Learners’ Oral Language Production and Comprehension
335
354
EN
Alireza
Omidbakhsh
0000-0003-0998-9532
Assistant Professor, English Language Literature, Allameh Tabataba'i University, Tehran, Iran
alirezaomidbakhsh@gmail.com
10.22054/ilt.2021.61029.598
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.
storytelling,story reading,EFL learners,Oral language production,Oral Language comprehension
https://ilt.atu.ac.ir/article_12851.html
https://ilt.atu.ac.ir/article_12851_3ebde8cfa9cd89873ebd43bb48361fc5.pdf
Allameh Tabataba’i University Press
Issues in Language Teaching
2322-3715
2476-6194
10
1
2021
06
01
An Investigation of Iranian Intermediate EFL Learners’ L2 Motivation and Attitude in a Computer-Assisted Language Learning Environment
355
389
EN
Mehdi
Nasri
0000-0001-5101-5606
Ph.D. Candidate of TEFL, Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
me_nasri@yahoo.com
Sajad
Shafiee
0000-0003-0532-8999
Assistant Professor of TEFL, Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
s.shafiee@iaushk.ac.ir
Mehrdad
Sepehri
0000-0002-8357-1444
Assistant Professor of TEFL, Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
m.sepehri@iaushk.ac.ir
10.22054/ilt.2021.62359.614
The popularity of integrating technology in language instruction and its fundamental effect on the language learning dimensions has been widely acknowledged whereas learners’ motivation and attitude are expected to be improved in a web-based Computer-assisted language learning (CALL) environment. Therefore, this paper aimed to investigate the Iranian EFL learners’ motivation to learn English and attitude in a CALL environment. The participants of this study were 120 intermediate EFL learners from two private English language institutes in Isfahan, Iran. They were divided into two equal groups; one experimental group (EG) and one control group (CG). Then, a motivation questionnaire pretest was administered out to check the participants’ motivation at the beginning of the course. As the treatment, the EG learners were taught through CALL-based instruction and the CG learners were taught traditionally. After the treatment, a posttest of motivation and an attitude questionnaire were administered. The outcomes indicated that the CALL-based instruction promoted the participants’ motivation as checked by the Motivation Questionnaire. Moreover, as measured by a 20-item A-CALL attitude questionnaire, it was discovered that the learners in the EG had positive attitudes toward using CALL-based instruction. In light of the findings, a number of conclusions are obtained and several implications are put forward.
CALL,motivation,Attitude,Technology,Intermediate EFL learners
https://ilt.atu.ac.ir/article_13174.html
https://ilt.atu.ac.ir/article_13174_c2605ecc0bc8d0bbf184771ae67ae30d.pdf