The Contribution of General High-Frequency, Core-Academic, and Academic-Technical Words to ESP Reading Comprehension

Ali Derakhshan; Ali Malmir

Volume 6, Issue 2 , December 2017, , Pages 291-318

  Reading is recognized as being the most important skill needed by ESP learners in their field of study, and vocabulary knowledge is the most widely discussed component of effective ESP reading per se. However, research on how much the different types of words exert substantial influences over ESP reading ...  Read More

L2 Learners’ Strategy Preference in Metaphorical Test Performance: Effects of Working Memory and Cognitive Style

Mahmood Hashemian; Batool Fadaei

Volume 1, Issue 2 , December 2012, , Pages 297-321

  Although investigating the factors that influence test scores is important, a majority of stakeholders show a paucity of attention towards individual learner differences due to having large classes of L2 learners. This study sought to explore the possible effect of working memory and cognitive style ...  Read More

Iranian EFL Learners’ Motivation Construction: Integrative Motivation Revisited

Nasser Rashidi; Mohammad Rahimi; Zahra Alimorad

Volume 2, Issue 1 , June 2013, , Pages 101-124

  Although Gardner and his associates’ work was most influential in the field of L2 motivation, from the early 1990s onwards, their work has been criticized for several reasons. Some researchers claimed that integrative and instrumental orientations were no longer able to convey the complexity of ...  Read More

Applied Linguistics
The Correlation between Iranian EFL Learners’ Intercultural Sensitivity, Vocabulary Knowledge, and English Language Proficiency

Farzad Alijanian; Fariba Mobini; Parisa Ghasemi

Volume 8, Issue 2 , December 2019, , Pages 109-135

  AbstractThis study aimed to explore any type and level of association between Iranian EFL learners’ proficiency level and their intercultural sensitivity on the one hand, and the possible relation between vocabulary knowledge and sensitivity to cultural differences on the other. To this end, Oxford ...  Read More

Teacher Education
Iranian EFL Teachers’ Cultural Identity in the Course of their Profession

Mohammad Hassanzadeh; Mahin Alizadeh

Volume 7, Issue 1 , June 2018, , Pages 111-134

  Grounded on Hofstede's (1986) dichotomous model of collectivism/individualism, this study explored Iranian English as a foreign language (EFL) teachers' cultural identity. A sequential mixed methods procedure was adopted to examine their cultural orientation and the impact of length of experience on ...  Read More

An Investigation into Cultural Representation in Interchange Textbooks

Ali Roohani; Elham Molana

Volume 2, Issue 2 , December 2013, , Pages 113-136

  Language and culture are now deemed to be co-constitutive; hence English language teaching (ELT) textbooks should incorporate cultural aspects and promote intercultural competence. However, careful decisions should be made as regards to the cultural content of materials and the ways in which culture ...  Read More

Diagnosing EFL Learners Development of Pragmatic Competence Implementing Computerized Dynamic Assessment

Seyyed Mohammad Alavi; Mahboube Shahsavar; Mohammad Hossein Norouzi

Volume 9, Issue 1 , June 2020, , Pages 117-149

  Computerized Dynamic Assessment (CDA), encouraged by Brown and colleagues’ graduated prompt approach, is grounded in Vygotsky’s Socio-Cultural Theory (SCT) of mind and its concept of the zone of proximal development (ZPD). It emerged to respond to the challenge of implementing DA in large ...  Read More

Difficulties Facing Iranian EFL Senior High School Learners and Strategies They Use to Understand English Idioms

Vahid Shahidipour; Mohammad Hassan Tahririan

Volume 7, Issue 2 , December 2018, , Pages 121-146

  The objectives of the present study were threefold: First, it sought to investigate difficulties Iranian EFL high school learners face to understand English idioms. Second, it attempted to explore intermediate EFL learners’ language learning strategy preferences to comprehend idioms. Third, it ...  Read More

Evaluating an Instructional Textbook: A Critical Discourse Perspective

ali roohani; najmeh heidari

Volume 1, Issue 1 , June 2012, , Pages 123-158

  A critical discourse analysis (CDA) of English language teaching (ELT) textbooks can provide a theoretical description of existing ideological effects in the texts and a means to link linguistic and social practices. This study, thus, seeks to evaluate Summit 2B (i.e., the advanced book of Top Notch ...  Read More

The Impact of Individual Differences on the Interlanguage Pragmatics of Iranian EFL learners in Institutional Discourse

Ashraf Haji Maibodi; Ali Mohammad Fazilatfar

Volume 4, Issue 1 , June 2015, , Pages 129-99

  This study investigated the impact of individual differences like language proficiency, gender and age on the Iranian EFL learners interlanguage pragmatics in institutional discourse especially, their capacity to recognize and to rate pragmatic and grammatical infelicities in speech act situations of ...  Read More

Negative Labeling as a Crucial Psychological Variable in Teaching EFL Learners

Zari Saeedi; Kobra Alavi

Volume 4, Issue 2 , December 2015, , Pages 129-103

  One of the psychological variables which may have a long-lasting effect on our life is labeling, and students’ accomplishments might be severely undermined through the teacher’s labeling. In spite of this issue, few studies have been carried out on the ramifications of labeling in the educational ...  Read More

Second Language Acquisition (SLA)
An Activity Theory Perspective on the Role of Cooperative Assessment in the Reading Comprehension of Iranian EFL Learners

Mina Bolghari; Parviz Birjandi; Parviz Maftoon

Volume 8, Issue 1 , June 2019, , Pages 129-163

  Reading comprehension has recently been reconceptualized in EFL reading instruction to foreground the importance of putting a social perspective on learning. Developed as a crucial aspect of Vygotskian sociocultural theory, activity theory views reading as a socially-mediated activity, for which the ...  Read More

GTALL: A GNMT Model for the Future of Foreign Language Education

Vahid Reza Mirzaeian; Katayoun Oskoui

Volume 11, Issue 2 , December 2022, , Pages 129-159

  The world of foreign language education has been immensely influenced by the glory of emergent machine translation (MT) technologies including Google Translate (GT) (Knowles, 2022). Considering that end users' perceptions reflect GT practicality, ample research has been conducted regarding language learners’ ...  Read More

EFL Teachers Assessment Literacy Needs Inventory: A Case of Fulcher’s Assessment Literacy

Mohammad Reza khodashenas; Hossein Khodabakhshzadeh; Purya Baghaei; Khalil Motallebzadeh

Volume 11, Issue 1 , June 2022, , Pages 131-156

  Language assessment literacy has been addressed in a wealth of research. However, many studies have attempted to measure teachers’ assessment literacy, there is still a gap that prompted us to investigate the area from the EFL teachers' assessment literacy needs perspective. To accomplish the purpose, ...  Read More

The Role of Textual vs. Compound Input Enhancement in Developing Grammar Ability

Gholam-Reza Abbasian; Nazilsa Yekani

Volume 3, Issue 1 , June 2014, , Pages 134-113

  The present study investigated comparatively the impact of two types of input enhancement (i.e. textual vs. compound enhancement) on developing grammar ability in Iranian EFL setting. Sixty-five female secondary high school students were selected as a homogenous sample out of about a 100-member population ...  Read More

Validating an English Language Teacher Professional Development Scale in Iranian EFL Context

Reza Khany; Fatemeh Azimi Amoli

Volume 5, Issue 1 , June 2016, , Pages 134-107

  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 ...  Read More

Peer-Assessment and Student-Driven Negotiation of Meaning: Two Ingredients for Creating Social Presence in Online EFL Social Contexts

Mohammad Hossein Hariri Asl; S. Susan Marandi

Volume 6, Issue 1 , June 2017, , Pages 144-117

  With the current availability of state-of-the-art technology, particularly the Internet, people have expanded their channels of communication. This has similarly led to many people utilizing technology to learn second/foreign languages. Nevertheless, many current computer-assisted language learning (CALL) ...  Read More

The Effect of Task Type and Task Orientation on L2 Vocabulary Learning

Abbas Ali Zarei; Golnaz Moftakhari Rezaei

Volume 5, Issue 2 , December 2016, , Pages 278-255

  This study was conducted to investigate the effect of meaning-focused versus form-focused input-oriented and output-oriented task-based instruction on elementary level Iranian EFL Learners’ vocabulary comprehension and recall. For this purpose, a sample of 120 male students from a private school ...  Read More

The Effect of Self-Regulation on Improving EFL Readers’ Ability to Make Within-Text Inferences

Manoochehr Jafarigohar; Mahboobeh Morshedian

Volume 3, Issue 2 , December 2014, , Pages 286-263

  Self-regulation is the ability to regulate one’s cognition, behavior, actions, and motivation strategically and autonomously in order to achieve self-set goals including the learning of academic skills and knowledge. Accordingly, self-regulated learning involves self-generated and systematic thoughts ...  Read More

Teacher Education
A sociocultural analysis of personal practical theorizing as an awareness raising technique in novice and expert teachers’ professional development

Meisam Moghadam; Saeed Mehrpour

Volume 6, Issue 2 , December 2017, , Pages 319-352

  As a part of a larger-scale research, the present study aimed to use the main tenets of sociocultural perspective; namely, mediation, internalization, zone of proximal development, and the activity theory, to analyze the novice and expert teachers’ professional development through personal practical ...  Read More

EFL Learners’ Preferences for Error Correction and Its Relationship with Demotivation and Language Proficiency in the Iranian Context

Mina Rastegar; Hajar Homayoon

Volume 1, Issue 2 , December 2012, , Pages 323-341

  The present study is an attempt to explore any significant relationships between learners’ preferences for error correction, demotivation, and language proficiency (LP). One hundred Iranian EFL students, including both males and females, studying at the departments of foreign languages of Shahid ...  Read More

Scaffolding Comprehension and Recall Gaps: Effects of Paratextual Advance Organizers

Zia Tajeddin

Volume 2, Issue 1 , June 2013, , Pages 125-148

  Although filling the gap in reading comprehension gained momentum with the rise of the top-down approach, Vygotsky’ concept of scaffolding and the dual code  theory provided a strong support for the use of paratext to enhance comprehension. Scaffolding is dependent on other-regulation, one ...  Read More

Exploring the English Language Needs of EAP Students of Humanities and Social Sciences in Iran: A Triangulated Approach

Amir Zand-Moghadam; Hossein Meihami; Farhad Ghiasvand

Volume 7, Issue 1 , June 2018, , Pages 135-164

  Given the fact that few studies have investigated the English language needs of EAP students in Iran, the present study was an attempt to analyze the needs of Iranian EAP learners of Humanities and Social Sciences. To this end, 114 EAP learners at different educational levels (BA, MA, and PhD) and with ...  Read More

The Effect of Task Repetition and Task Recycling on EFL Learners' Oral Performance

Sasan Baleghizadeh; Reza Asadi

Volume 2, Issue 2 , December 2013, , Pages 137-163

  One of the major criticisms leveled at task-based language teaching (TBLT), despite its countless merits, is developing fluency at the cost of accuracy. The post-task stage affords a number of options to counteract this downside through task repetition and task recycling. These two options are considered ...  Read More

Discourse Analysis
Deconstructing the discourse: Mitigation in the Supervisory Discourse of Language Teacher Supervisors in Iran

Hessam Agheshteh

Volume 8, Issue 2 , December 2019, , Pages 137-162

  This study investigated mitigation in the supervisory discourse of Iranian language teacher supervisors to see what mitigation devices these language teacher supervisors in Iran used to achieve a balance message clarity and politeness when delivering negative feedback. Using convenient sampling, 10 post-observation ...  Read More