Rahim Najjari; Karim Sadeghi
Abstract
This paper presents the findings of a study on Iranian English language teachers’ understanding of Task-based language teaching (TBLT) principles and perceived challenges of TBLT implementation in Iran. The data obtained from 100 respondents on a 39-item survey instrument and ...
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This paper presents the findings of a study on Iranian English language teachers’ understanding of Task-based language teaching (TBLT) principles and perceived challenges of TBLT implementation in Iran. The data obtained from 100 respondents on a 39-item survey instrument and four essay questions analyzed through frequency statistics revealed that nearly 70 percent of teachers are cognizant of TBLT related principles. The study showed that in comparison with institutional and learner factors, teacher-related factors including teacher proficiency, experience, training, ability/skill, satisfaction and fidelity to tradition, inadequate income, and assumed roles were top challenges in the implementation of TBLT. This finding is a further confirmation of the extraordinary role put down to teacher variables by Deng and Carless((2009), Jeon and Hahn ( 2006) Chang and Goswami (2011), Li (1998) and Richard (2011). The study also found that factors like teachers’ being aware of TBLT advantages, their willingness to do TBLT, compatibility of their understanding with TBLT, their ability to change student attitudes towards TBLT, their access to authenticity, and student motivation can be viewed as assets in TBLT implementation. Further findings and implications are discussed in the paper.
Karim Sadeghi; Zainab Abolfazli Khonbi; Fatemeh Gheytaranzadeh
Abstract
This study investigated the effect of gender and type of written corrective feedback (WCF) on Iranian pre-intermediate EFL learners’ writing. Four intact classes were assigned to experimental and two intact classes to control groups. The learners were homogenized using a pre-test which was ...
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This study investigated the effect of gender and type of written corrective feedback (WCF) on Iranian pre-intermediate EFL learners’ writing. Four intact classes were assigned to experimental and two intact classes to control groups. The learners were homogenized using a pre-test which was followed by sixteen sessions lasting one hour and forty five minutes. After receiving instruction on how to write a standard short essay, while the participants in the experimental group one (n = 36) received Direct Corrective Feedback and the participants in the experimental group two (n = 33) received Indirect Corrective Feedback, the learners in the control group (n = 38) received no feedback on their writing except for an overall grade. The statistical analysis tools of t-test and two-way ANOVA on the post-test and a final exam, were used to check whether there were any significant differences in the participants' writing ability. Statistically significant differences were found between control and experimental groups on the dependent variable of writing ability. The students who received direct WCF performed significantly better than those who received indirect WCF and those in control groups, gender had also a significant impact on the learners' writing ability with females performing better than males.