Comprehension Strategy Instruction and Iranian High School EFL Learners' Reading Anxiety and Reading Comprehension

Mohammad Khatib; Seyran Jannati

Volume 4, Issue 2 , December 2015, , Pages 79-57

  The present study was conducted to examine empirically and systematically the effect of explicit instruction of comprehension strategies on EFL learners’ reading anxiety and reading comprehension in Iranian high schools. To this end, two intact classes (65 students) participated in this study as ...  Read More

Learning Styles and the Writing Process in a Digitally Blended Environment: Revising, Switching, and Pausing Behaviors in Focus

Zohre Gooniband Shooshtari; Alireza Jalilfar; Zahra Ahmadpour Kasgari

Volume 5, Issue 1 , June 2016, , Pages 82-51

  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 ...  Read More

Postmethod Pedagogy and Iranian EFL Teachers’ Understandings: Is a Promising Trend on the Way?

Nasser Rashidi; Nurullah Mansourzadeh

Volume 6, Issue 1 , June 2017, , Pages 82-55

  The profession of second language teaching has experienced fundamental fluctuations in both theory and practice. With its own proponents and opponents, the postmethod was considered as the practical and reasonable solution to the limitations of the confining concept of the method. The purpose of this ...  Read More

Native and Non-native English Teachers’ Rating Criteria and Variation in the Assessment of L2 Pragmatic Production: The Speech Act of Compliment

Minoo Alemi; Atefeh Rezanejad

Volume 3, Issue 1 , June 2014, , Pages 88-65

  Pragmatic assessment and consistency in rating are among the subject matters which are still in need of more profound investigations. The importance of the issue is highlighted when remembering that inconsistency in ratings would surely damage the test fairness issue in assessment and lead to much diversity ...  Read More

Using Critical Discourse Analysis Instruction in Argumentative and Descriptive Writing Classes

Hamid Marashi; Elham Yavarzadeh

Volume 3, Issue 2 , December 2014, , Pages 209-236

  The field of ELT is constantly witnessing the introduction of new instructional approaches: one such perhaps recent initiative is critical discourse analysis (CDA). Accordingly, the present study was an attempt to investigate the impact of CDA instruction on Iranian EFL learners’ descriptive and ...  Read More

Persian Speakers’ Recognition of English Relative Clauses: The Effects of Enhanced Input vs. Explicit Feedback Types

Nastaran Nosratzadegan; Zohreh Seifoori; Parviz Maftoon

Volume 5, Issue 2 , December 2016, , Pages 232-211

  Despite consensus in focus on form (FOF) instruction over the facilitative role of noticing, controversy has not quelled over ways of directing EFL learners’ attention towards formal features via implicit techniques like input-enhancement or explicit metacognitive feedback and interactive peer-editing ...  Read More

Applied Linguistics
Using Clinical Supervision to Lower EFL Teachers’ Burnout

Hamid Marashi; Mojgan Bani-Ardalani

Volume 6, Issue 2 , December 2017, , Pages 261-289

  The present study was an attempt to explore the effect of clinical supervision on EFL teachers’ level of burnout. For this purpose, a total number of 80 male and female EFL teachers within the age range of 26 and 47 who were working at a language school in Tehran participated in this study. Forty ...  Read More

The Relationship between High School Students’ Beliefs about Language Learning and Their Use of Language Learning Strategies

Maryam Meshkat; Fateme Saeb

Volume 1, Issue 2 , December 2012, , Pages 273-292

  Gaining insights into the learners’ individual characteristics such as beliefs about language learning and their relationship with learning strategies is essential for planning effective language instruction. Thus, the present study investigated the relationship between beliefs about language learning ...  Read More

Exploring Dialogism and Multivocality in L2 Classroom-Discourse Architecture in Iran

Masoud Rahimi Domakani; Azizullah Mirzaei

Volume 2, Issue 1 , June 2013, , Pages 83-100

  Critical pedagogy (CP), as a poststructuralist educational movement, challenges the asymmetrical, power-over nature of classroom discourse and seeks to accommodate multivocality in the classroom and in the society. This study probed the discourse architecture of EFL classrooms in Iran. Specifically, ...  Read More

Portfolio Assessment and EFL Learners' Writing Ability: Does Self-Regulation Have a Role to Play?

Maryam Taheri; Davood Mashhadi Heidar

Volume 8, Issue 2 , December 2019, , Pages 83-107

  Due to the scarcity of quantitative studies as to the impact of portfolio assessment on EFL students’ writing ability and the significant impact of the interaction between portfolio assessment and self-regulation strategy, the present study aimed to explore whether portfolio assessment has any ...  Read More

EFL Learning, EFL Motivation Types, and National Identity: In Conflict or in Coalition

Mahnaz Mostafaei Alaei; Mohammad Reza Ghamari

Volume 2, Issue 2 , December 2013, , Pages 85-111

  The present study was aimed at examining concerns about the social effects of EFL learning, a challenging area of research which has not been discussed sufficiently. It tried to investigate the relationship between EFL learning and national identity. In addition, attempt was made to find a relationship ...  Read More

Language Skills
Motivating the Unmotivated: Making Teacher Corrective Feedback Work

Masoud Azizi; Majid Nemati

Volume 7, Issue 1 , June 2018, , Pages 87-110

  It is often wrongly assumed that the provision of teacher corrective feedback naturally entails learners' attendance to and application of it, but learners have repeatedly been reported not to pay attention to teacher feedback due to lack of motivation and the distracting effect of the grades they receive. ...  Read More

Language Skills
English Major Students’ Awareness of Metacognitive Reading Strategies: Gender and Academic Level in Focus

Neda Sasani; Mansoor Ganji; Nahid Yarahmadzehi

Volume 7, Issue 2 , December 2018, , Pages 91-119

  Metacognitive reading strategies play a significant role in reading comprehension and educational success. Being noticeably absent from many Iranian classrooms and largely unaware of by many language learners and teachers, metacognitive reading strategies have fallen into oblivion in English language ...  Read More

L2 Learners’ Use of Metadiscourse Markers in Online Discussion Forums

zis tajeddin; minoo alemi

Volume 1, Issue 1 , June 2012, , Pages 93-122

  This study aimed to investigate the use of interactional metadiscourse markers in 168 comments made by 28 university students of engineering via an educational forum held as part of a general English course. The students wrote their comments on six topics, with a total of 19,671 words. Their comments ...  Read More

Exploring EFL Learners’ Autonomy in Reading Comprehension: Computer-Assisted versus Conventional Contexts

Fereshteh Shirzad; Saman Ebadi

Volume 8, Issue 1 , June 2019, , Pages 93-128

  This study explored the autonomy of advanced English as a Foreign Language (EFL) learners in reading comprehension through scaffolding and jigsaw in computer-assisted and conventional contexts. After being homogenized through the reading section of DIALANG proficiency test, a total of 80 female advanced ...  Read More

An Investigation into Iranian EAP Teachers’ Burnout and its Variations in Relation to Their Demographic and Organizational Characteristics

Ogholgol Nazari; Mahmood Reza Atai; Parviz Birjandi

Volume 9, Issue 1 , June 2020, , Pages 93-116

  Teaching English for Academic Purposes (EAP) courses is highly demanding for EAP teachers as they are faced with diverse pedagogical and administrative challenges in such courses. This study addressed the level of burnout among EAP teachers and variations in relation to their demographic and organizational ...  Read More

Applied Linguistics
Active Learning as an Approach to Fostering EFL Learners’ Speaking Skills and Willingness to Communicate: A Mixed-methods Inquiry

Zeinab Azizi; Ehsan Namaziandost; Parisa Ashkani

Volume 11, Issue 2 , December 2022, , Pages 93-128

  Emerging as a novel instructional approach, Active Learning (AL) is predicated on paving the way for students to actively explore knowledge and reflect on the learning processes. Despite its robust theoretical foundations, AL has rarely been implemented by English as a foreign language (EFL) teachers ...  Read More

Dynamic Assessment in Brown’s Graduated Prompts Model vs. Poehner’s Model: Grammatical Accuracy in One-Paragraph Narrative Essays

Shohreh Bahrami Qalenoee; Jamileh Rahemi

Volume 11, Issue 1 , June 2022, , Pages 95-129

  Over the past decades, writing assessment research has been concentrating on alternative methods with a social-oriented view of assessment, including dynamic assessment (DA). Given the lack of research juxtaposing the interventionist and interactionist DA frameworks in the area of narrative writing, ...  Read More

Challenges in Promoting EFL Learners' Autonomy: Iranian EFL Teachers’ Perspectives

Goudarz Alibakhshi

Volume 4, Issue 1 , June 2015, , Pages 98-79

  Learner autonomy (LA) has always been a controversial issue among applied linguists. Several studies have been carried out to investigate the teachers' and learners' perceptions of learner autonomy as well as the feasibility of learner autonomy. Despite the importance of learner autonomy and the existence ...  Read More

The Effect of Item Modality and Note-taking on EFL Learners’ Performance on a Listening Test

Karim Sadeghi; Maryam Zeinali

Volume 4, Issue 2 , December 2015, , Pages 101-81

  The pivotal role of listening comprehension in second/foreign language learning requires that researchers conduct studies which investigate factors that affect test takers’ performances. The present study was set out to examine whether item modality (i.e., written vs. oral items) affects listening ...  Read More

Tracing Metadiscursive Stance over Time and Across Disciplines: A Comparative Study of English Research Articles

Esmat Babaii; Mahmood Reza Atai; Vali Mohammadi

Volume 5, Issue 1 , June 2016, , Pages 106-83

  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 ...  Read More

Concordance-Based Data-Driven Learning Activities and Learning English Phrasal Verbs in EFL Classrooms

Mohammad Reza Anani Sarab; Amir Kardoust

Volume 3, Issue 1 , June 2014, , Pages 112-89

  In spite of the highly beneficial applications of corpus linguistics in language pedagogy, it has not found its way into mainstream EFL. The major reasons seem to be the teachers’ lack of training and the unavailability of resources, especially computers in language classes. Phrasal verbs have ...  Read More

Effects of Different Culturally-Based Materials on EFL Learners’ Reading Anxiety, Reading Self-Efficacy, and Reading Proficiency in Project-Based Classes

Farnoosh Karimi; Zohreh Nafissi

Volume 6, Issue 1 , June 2017, , Pages 115-83

  This article sets out to examine the effect of utilizing different culturally-based materials on EFL university students' foreign language reading anxiety, reading comprehension self-efficacy, and reading proficiency within project-based classes. The research was carried out with two classes of intermediate ...  Read More

The Perceptions of Language Learners across Various Proficiency Levels of Teachers’ Code-switching

Abbas Ali Rezaee; Sajjad Fathi

Volume 5, Issue 2 , December 2016, , Pages 254-233

  Code-switching (CS), an alternation between two or more languages or language varieties, has long been researched in language education. A great number of studies by applied linguists have explored the reasons for, and the potential usages of code-switching in foreign language education over the past ...  Read More

The Relationship among Reflective Thinking, Listening Anxiety and Listening Comprehension of Iranian EFL Learners: Does Proficiency make a Difference?

Hassan Soodmand Afshar; Raouf Hamzavi

Volume 3, Issue 2 , December 2014, , Pages 261-237

  As the main part of a large-scale project, the present study investigated the relationship among reflective thinking, listening anxiety, and listening comprehension of Iranian EFL learners with regard to their proficiency level. To this end, 223 (106 intermediate and 117 advanced) adult male and female ...  Read More