Core Units of Spoken Grammar in Global ELT Textbooks

sasan baleghizadeh; Yahya gordani

Volume 1, Issue 1 , June 2012, , Pages 33-58

  Materials evaluation studies have constantly demonstrated that there is no one fixed procedure for conducting textbook evaluation studies. Instead, the criteria must be selected according to the needs and objectives of the context in which evaluation takes place. The speaking skill as part of the communicative ...  Read More

Investigating Gender and Major DIF in the Iranian National University Entrance Exam Using Multiple-Indicators Multiple-Causes Structural Equation Modelling

Hamdollah Ravand; Gholamreza Rohani; Tahereh Firoozi

Volume 8, Issue 1 , June 2019, , Pages 33-61

  The generalizability aspect of Construct validity, as proposed by Messick (1989), requires that a test measures the same trait across different samples from the same population. Differential Item functioning (DIF) analysis is a key component in the fairness evaluation of educational tests. University ...  Read More

Teacher Education
Teacher Assessment Identity in Motion: The Representations in E-Portfolios of Novice and Experienced EFL Teachers

Masoomeh Estaji; Farhad Ghiasvand

Volume 11, Issue 2 , December 2022, , Pages 33-66

  Teacher assessment identity (TAI) is a pivotal segment of teachers’ professional identity and practice that has recently gained momentum in second/foreign language research. However, its developmental trajectories in light of digital technologies over time have remained uncharted, to date. To fill ...  Read More

Causes of EFL Learners’ Procrastination: A Classical Grounded Theory

Saber Khooei-Oskooei; Saeideh Ahangari; Zohreh Seifoori

Volume 11, Issue 1 , June 2022, , Pages 35-65

  In the long process of learning English as a foreign language, learners may become exhausted and, if not treated properly, decide to give up learning temporarily and even permanently. Therefore, it seems necessary to explore the reasons for their temporal delays and consider them appropriately to avoid ...  Read More

Iranian EFL Learners' Processing of English Derived Words

Mohamad Javad Rezai; Roya Pakbaz

Volume 3, Issue 1 , June 2014, , Pages 37-64

  An interesting area of psycholinguistic inquiry is to discover the way morphological structures are stored in the human mind and how they are retrieved during comprehension or production of language. The current study probed into what goes on in the mind of EFL learners when processing derivational morphology ...  Read More

Iranian EFL Student-Teachers’ Multiple Intelligences and Their Self-Efficacy: Patterns and Relationships

Zainab Abolfazli Khonbi; Javad Gholami

Volume 4, Issue 1 , June 2015, , Pages 47-27

  Nowadays, in line with trends in language teaching that follow the use of student-centered teaching/testing activities, there is growing consensus that students differ in their multiple intelligences. Furthermore, self-efficacy is one of the determining factors of success for people almost in any context. ...  Read More

EFL Learners’ Deployment of Motivational Self-Regulatory Strategies and their Academic Achievement

Saeed Safdari; Parviz Maftoon

Volume 5, Issue 1 , June 2016, , Pages 50-25

  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 ...  Read More

Explicit Instruction of Pragmatic Features: Its Impact on EFL Learners’ Knowledge of Hedging Devices in Academic Writing

Abdullah Sarani; Amrollah Talati-Baghsiahi

Volume 6, Issue 1 , June 2017, , Pages 53-29

  Hedging academic claims has been recognized as one of integral pragmatic features of academic writing in which most EFL academic writers seem to face substantial problems. Explicit instruction has been proposed by some scholars as an effective approach to make EFL writers aware of the importance, different ...  Read More

On the Iranian In-service and Pre-service Language Teachers’ Perceptions of Educational Supervision Concerning their Professional Development

Nasser Rashidi; Ali Forutan

Volume 4, Issue 2 , December 2015, , Pages 55-27

  Teacher supervision plays a pivotal role in the improvement of education system and the way in which teachers and student teachers perceive it. Consequently language teacher supervisors can utilize appropriate supervisory models to keep teachers update and promote them professionally. The present study ...  Read More

A Comparative Study of Nominalization in an English Applied Linguistics Textbook and its Persian Translation

Alireza Jalilifar; Fereshteh Shirali

Volume 3, Issue 2 , December 2014, , Pages 207-185

  Among the linguistic resources for creating grammatical metaphor, nominalization rewords   processes and properties metaphorically as nouns within the experiential metafunction of language. Following Halliday's (1998a) classification of grammatical metaphor, the current study investigated nominalization ...  Read More

Recast and Explicit Feedback to Young Language Learners: Impacts on Grammar Uptake and Willingness to Communicate

Shima Ghahari; Mina Piruznejad

Volume 5, Issue 2 , December 2016, , Pages 209-187

  Despite the increasing popularity of error treatment as a research subject, the effect of age as a potential learner-internal factor affecting choice of feedback is largely undertreated. Characterized by being at early stages of self-empowerment, young language learners are considerably vulnerable and ...  Read More

Iranian EFL teachers' willingness to implement postmethod pedagogy: A mixed methods study

Jalil Fathi; Behzad Nezakatgoo

Volume 6, Issue 2 , December 2017, , Pages 209-238

  The aim of this study was to investigate the Iranian English as a Foreign Language (EFL) teachers' willingness to implement postmethod pedagogy in the Iranian context. In so doing, a mixed methods approach was employed in which first a validated postmethod questionnaire was administered to a nationally ...  Read More

Studying the Effect of Retrieval Direction during Reading on Productive and Receptive Knowledge of Vocabulary

Sasan Baleghizadeh; Samaneh Shafeie

Volume 6, Issue 2 , December 2017, , Pages 235-258

  Retrieval tasks provide learners with an opportunity to focus both on meaning and on form. There are four different retrieval directions. The present study aimed to identify the optimal direction of recall type retrievals during reading and to investigate the outcomes of each one. Forty-eight intermediate ...  Read More

The Relationship between Internal Forms of Engagement (Cognitive-Affective) and Academic Success across Years of Study

Jaleh Hassaskhah; Abbas Ali Khanzadeh; Saeede Mohamad Zade

Volume 1, Issue 2 , December 2012, , Pages 251-272

  Literature has already confirmed that student engagement as an external or multidimensional construct may contribute to the academic success of college students. However, very few studies have tried to examine the contributions the more "internal forms of engagement" (cognitive and affective) might make ...  Read More

Discourse Analysis
Genre Variation in the Introduction of Scientific Papers in Iranian and International Computer Science Journals

Bahman Ebrahimi; Hiwa Weisi

Volume 8, Issue 2 , December 2019, , Pages 51-82

  Introduction functions as a showcase in research articles (RAs). It motivates the reader to read the rest of the paper. However, writing a well-crafted introduction is a complex task, mainly when the writer generates the manuscript in another language. This study investigated the rhetorical differences/similarities ...  Read More

On the Relationship between Iranian EFL Teachers’ Efficacy of Classroom Management, Reflective Thinking, and Transformational Leadership Style: A Structural Equation Modeling

Reza Khany; Seyedeh Marzieh Ghoreyshi

Volume 2, Issue 1 , June 2013, , Pages 55-82

  In spite of the significant role of teachers in the efficacy of classroom management particularly in teaching English as a Foreign Language, the issue has not been addressed sufficiently especially in relation with other individual variables. Hence, this study made an attempt to investigate the association ...  Read More

Construction of Evaluative Meanings by Kurdish-Speaking Learners of English: A Comparison of High- and Low-Graded Argumentative Essays

Alireza Jalilifar; Ali Hemmati

Volume 2, Issue 2 , December 2013, , Pages 57-84

  Academic writing ability is an important goal that learners of English as a Second Language (ESL) or English as a Foreign Language (EFL) try to attain. While ESL students’ academic writings have been widely explored, owing to few studies investigating appraisal resources in EFL students’ ...  Read More

Teacher Education
"But let me talk": An Investigation into Teachers' Interaction Patterns in EFL Classrooms

Sedigheh Vahdat; Yazdan Choubsaz; Saleh Arizavi

Volume 7, Issue 1 , June 2018, , Pages 57-85

  Drawing on Walsh's (2012) idea that boosting learners' contribution and interaction can play a key role in their foreign language learning, this mixed-methods study tried to cast some light on the ways by which teachers, via their choice and use of language, create or block learners' contribution in ...  Read More

On the Efficacy of a Communicative Framework in Teaching English Phonological Features Absent in Persian to Iranian EFL Learners

Musa Nushi; Kourosh Shahhosseini

Volume 9, Issue 1 , June 2020, , Pages 57-91

  Although Persian and English share many common phonemes, there are some phonological features that are present in English but absent in Persian which tend to lead to mispronunciation on the part of Persian learners of English, mostly through negative transfer. The present research assesses the efficacy ...  Read More

Evaluating the Effectiveness of Explicit and Implicit Form-Focused Instruction on Explicit and Implicit Knowledge of EFL Learners

majid Ghorbani; mahmood reza atai

Volume 1, Issue 1 , June 2012, , Pages 58-92

  Although explicit and implicit knowledge of language learners are essential to theoretical and pedagogical debates in second language acquisition (SLA), little research has addressed the effects of instructional interventions on the two knowledge types (R. Ellis, 2005).This study examined the relative ...  Read More

The Effects of VAK Learning Style and Input Type on Causative Construction Development by Iranian EFL Learners

Motahar Khodashenas Tavakoly; Gholamreza Kiany; Seyyed Mohammad Reza Hashemi

Volume 7, Issue 2 , December 2018, , Pages 61-89

  Long’s Interactional Input Hypothesis and Smith’s Input Enhancement Hypothesis hold both foci on Zellig Harris's (1976) formalist approach. Accordingly, the pivotal role of learner’s attention as one of the subcomponents of focus-on-form approach may have confused instruction types. ...  Read More

Examining the Effects of Writing Instruction through Blogging on Second Language Writing Performance and Anxiety

Jalil Fathi; Saeed Nourzadeh

Volume 8, Issue 1 , June 2019, , Pages 63-91

  This study investigated the effects of blog-mediated instruction on English-as-a-foreign language (EFL) learners’ writing performance and anxiety. In addition, it aimed to probe into the EFL learners’ attitudes towards blog-mediated writing instruction. The participants of the study included ...  Read More

Iranian EFL Learners and Teachers’ Attitudes Toward Critical Cultural Awareness

Mostafa Ghaffari; Davud Kuhi; Morteza Aslrasouli

Volume 11, Issue 1 , June 2022, , Pages 67-93

  Critical cultural awareness (CCA) as an essential element of intercultural competence has attracted a myriad of scholars in the fields of language teaching, communication studies, cultural studies, gender studies, ethnic studies among others. That is why this study aims to investigate the attitudes of ...  Read More

Effect of Dialogic Tasks on Iranian EFL Learners’ Language Learning Anxiety: Focus on Moderating Roles of Gender and Levels of Proficiency

Mohammad Reza Namy Soghady; Nafiseh Hosseinpour; Mohammad Reza Talebinejad

Volume 11, Issue 2 , December 2022, , Pages 67-91

  This study investigated the effects of dialogic tasks on Iranian English as Foreign Language learners' language learning anxiety considering the moderating effects of the learners’ gender and levels of proficiency as well. A total number of 213 male and female Iranian EFL learners within the age ...  Read More

Culture and Identity: Linking Iranian Identity Components and Cultural Dimensions

Fahime Saboori; Reza Pishghadam; Azar Hosseini Fatemi; Behzad Ghonsooley

Volume 4, Issue 1 , June 2015, , Pages 78-49

  Iranian identity cannot be conceived of as a uniform monolithic concept. But, thanks to certain upheavals in the history of the country, it has turned into the triple concept of national/Islamic/modern. Hofstede’s (2001) cultural framework represents a well-validated operationalization of culture ...  Read More