1. Applied Linguistics (Language Teaching and Learning)
Sasan Baleghizadeh; Hamidreza Zakervafaei
Abstract
Given the long-lasting debates over L1 use in language teaching and learning, this study adopted a mixed methods design to investigate the role of Iranian EFL learners’ L2 proficiency in their attitudes toward using L1. A questionnaire originally developed by Scheffler et al. (2017) was modified ...
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Given the long-lasting debates over L1 use in language teaching and learning, this study adopted a mixed methods design to investigate the role of Iranian EFL learners’ L2 proficiency in their attitudes toward using L1. A questionnaire originally developed by Scheffler et al. (2017) was modified and distributed among 180 elementary, intermediate, and advanced learners in four private language institutes in Karaj, Iran. Semi-structured interviews were also conducted with 18 participants to support and supplement the findings of the quantitative phase. Quantitative data were analyzed using SPSS and the interviews were transcribed to find common themes. Quantitative data showed that the elementary learners held positive attitudes toward L1 use, while the intermediate and advanced learners held negative attitudes. It was also revealed that the elementary learners held positive attitudes toward all functions of L1 use. The intermediate learners held positive attitudes toward using L1 only for vocabulary and grammar points, while advanced learners held negative attitudes toward all dimensions of L1 use. The findings are likely to help EFL teachers to hear learners’ voices and decide when and at which level it is appropriate to use or limit L1.
1. Applied Linguistics (Language Teaching and Learning)
Minoo Alemi; Mojtaba Mohammadi; Hessameddin Ghanbar; Mohadeseh Asghari; Atefeh Rezanejad; Zhila Tootoonchian
Abstract
Problem-based Learning (PBL) is considered one of the instructional models of learning with many pedagogical advantages that can bridge the current traditional learning systems’ gaps. It is a method of learning in which the students start with a problem rather than the input provided by the teacher. ...
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Problem-based Learning (PBL) is considered one of the instructional models of learning with many pedagogical advantages that can bridge the current traditional learning systems’ gaps. It is a method of learning in which the students start with a problem rather than the input provided by the teacher. The current study set out to investigate the major underlying factors of PBL from the Iranian English for Academic Purposes (EAP) students’ point of view. It also aimed at identifying their attitudes toward the different elements of PBL. The data were collected through a validated and piloted questionnaire based on Likert scale (Cronbach’s Alpha of 0.73) from among 379 Iranian EAP university students (196 male and 183 female) from soft and hard science fields of studies. The results of Exploratory Factor Analysis (EAP) showed that the students considered four different factors, namely (1) Project-Based Learning, (2) Collaborative Learning, (3) Use of Technology in Learning, and (4) Autonomous Learning. Moreover, the results of descriptive statistics also indicated that the Iranian students had a generally positive attitude toward PBL and believed that it would assist them in the process of language learning. Our findings can hold important implications for EFL teachers and materials developers and remind them to consider the students’ socio-cultural background and previous educational experiences and accordingly plan an apt curriculum based on the students’ needs and preferences.
1. Applied Linguistics (Language Teaching and Learning)
Fereshteh Asadzadian; Ghader Asadzadian
Abstract
The purpose of this study was to investigate the Canonical analysis of the relationship between personality traits and attitude with motivation and EFL learners’ written production task. This research in terms of data collection procedure is a correlation type. The statistical population consisted ...
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The purpose of this study was to investigate the Canonical analysis of the relationship between personality traits and attitude with motivation and EFL learners’ written production task. This research in terms of data collection procedure is a correlation type. The statistical population consisted of the students who were selected by random cluster sampling method. Data were analyzed using standard questionnaire of motivation, attitude, and personality traits, and analyzed by SPSS software using statistical tests. The results of correlation analysis of variables showed that there is a significant positive correlation between personality traits with motivation and written skills. It was also determined that attitudes with motivation and written skills predict a positive and significant relationship. Finally, the results of this study can be a very clear perspective for planners and trainers of writing skills training courses to pay more attention to non-cognitive and attitudinal variables such as personality traits and learners’ motivation in English language classes.
